Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives.
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Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world?
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand?
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts.
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Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice.
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Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education. A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education. A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science. An advanced understanding of technological literacy by an exploration of technology as a domain. The implications of the need for a broad technological literacy for classroom practice in varied educational settings will be explored.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education. A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science. An advanced understanding of technological literacy by an exploration of technology as a domain. The implications of the need for a broad technological literacy for classroom practice in varied educational settings will be explored. Examines the key findings of educational psychology research and examples of procedures and programmes that have been shown to be effective with learners who perform below expectation or who are in special education. Investigates how these research findings can be used in applied professional work.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education. A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science. An advanced understanding of technological literacy by an exploration of technology as a domain. The implications of the need for a broad technological literacy for classroom practice in varied educational settings will be explored. Examines the key findings of educational psychology research and examples of procedures and programmes that have been shown to be effective with learners who perform below expectation or who are in special education. Investigates how these research findings can be used in applied professional work. An advanced study of the nature and purpose of environmental education including an examination of sustainability as a contested notion. Theories and pedagogical practices within environmental education in educational settings will be critically analysed in order to enhance professional practice.
Score: 5.4905925 Details | Listing | Web page
Critically examines the importance of MÄori language and culture in New Zealand Education. Develops ability in Te Reo and MÄtauranga MÄori. Addresses questions such as: How can MÄori culture and language be incorporated in pedagogical practices to be productive for MÄori educational aspirations as well as the education of all students? Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te WhÄriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing. Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning? Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success? Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning. Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning. Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language. Develops understanding about the nature and purpose of summative assessment with particular emphasis on reporting student achievement. Current policy requirements related to the planning and reporting of students' achievement will be critiqued and implications for practice considered. Assessment data will be analysed in ways that meet the demands of multiple audiences. An introduction to bilingualism and bilingual education. Examines key principles of programme development. Strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary. Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced. Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements? Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements. An introduction to the processes and procedures of education research methods as they relate to practice settings. Includes literature searching and the application of findings to practice. Develops understanding of social, political and cultural contexts in which research takes place. Involves the creation of a research proposal in areas of professional interest. Investigates personal conceptual science understandings and science education research to inform effective practice. Selected scientific concepts will be examined and experience provided to enhance teaching through science and engaging infants, toddlers and young children in effective learning in a variety of environments. Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum. Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education. An examination of theories and methodologies of learning and teaching adults in relation to issues associated with curriculum, planning, assessment and evaluation processes. A variety of formal and informal educational settings will be considered. An opportunity for advanced facilitation of groups using colour, music, story and graphics, and the processes of teambuilding, negotiation and conflict resolution. A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored. An exploration of issues relevant to management of schools/early childhood centres. Topics covered include community relationships, governance, policies, strategic planning, the management of human and physical resources, accountability, evaluation and reporting, and marketing. An exploration of major issues relating to curriculum implementation, change and innovation. An examination of the principles of financial management in educational institutions in New Zealand. These include internal controls, reporting and effective use of resources. An inquiry into the issues of leadership, change management, strategic planning and professional development relating to the use of ICT in educational settings. The identification and teaching of skills needed for information literacy - a key link in integrating the learning areas and key competencies of the New Zealand curriculum. Focuses on a model of guided inquiry learning. An investigation of what learners need to become effective readers for a multiplicity of reading purposes and in a multiplicity of contexts. Focuses on analysing a school's ability to resource the curriculum and provide for the independent reading needs of students. An investigation of how ICT can be integrated into classroom practice. An intensive seminar based course using a simulation workshop to highlight issues of learning with ICT. An exploration of online learning and how it can be used to enhance both teaching and learning in the classroom and individual professional development. A review of the principles and practices of an effective school library and information centre. Participants will critique their own information literacy skills. An investigation of the theory and models relating to language acquisition, language development of Pasifika peoples and bilingual development. A detailed study of educational issues and practices relating to Pasifika education research and the impact of research on Pasifika students and communities. A systematic investigation of a selected topic related to Pasifika languages education. The impact of the teaching and learning of Pasifika languages on work with Pasifika people and communities will be explored. A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole. Leadership skills for physical education will be developed through a critical analysis of philosophy and practice in teaching and programming physical education in New Zealand primary and intermediate schools and/or early childhood centres. Examines concepts underpinning health and physical education as taught in the New Zealand school curriculum. The knowledge, skills and attitudes necessary to teach school health and physical education will be explored. Analysis of research and literature on child abuse/child protection with emphasis on policies, educational programmes and teacher responsibilities. A socio-ecological perspective of mental health education including a critical analysis of national and international literature and an examination of educational programmes. A review of literature and research relating to human sexuality and sexuality education in schools, and a critical analysis of the social, political and cultural influences on sexuality and sexuality education. Understandings about the nature and purpose of assessment for learning will be developed. Emphasis will be placed on the formative use of assessment data to enhance students' learning. Assessment policy requirements and their implications for teachers' practice and students' learning will be critically analysed. Participants will identify an assessment focus relevant to their interests and needs that will form the basis of an action research project. An investigation of socio-political issues that have impacted on MÄori language. In particular the issues of language loss, language revitalisation and teaching te reo MÄori as a second language will be examined. The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored. Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis. Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken. An in-depth analysis of supervision and the values and beliefs that underpin supervisory practices with emphasis on the professional growth of students and beginning teachers. Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages. A research-based inquiry into teaching and learning in the context of teaching technology in primary or early childhood settings. An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments. Develops teachers understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course. Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access. A variety of theories and perspectives will be examined as they relate to the learning and development of infants and toddlers. Historical and contemporary issues will be discussed and debated in relation to their impact on current educational settings. An investigation will be undertaken to further develop a personal philosophy of teaching and learning for children under three years of age. Differentiation for gifted and talented learners will be explored through an introduction to a range of curriculum models underpinning effective planning. Practical strategies to cater for gifted and talented learners will be identified. It is recommended that students complete EDPROFST 319 prior to this course. Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings. Teachers' understandings of Reading Recovery will be deepened. Particular emphasis will be put on the observation techniques and theoretical work of Marie Clay including learning more about how to design individual instruction for children with different needs. Available only to trained Reading Recovery teachers or to those who are currently in training. Reading Recovery teachers will be required to submit case studies that document changes across a series of lessons for two six-year-olds having difficulty with literacy learning. The case portfolio should include theoretical analysis and evaluation of how and why the delivery of individual instruction contributes to these changes. Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences. The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning. Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching. Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds. Examines current models and theories for the education of bilingual learners from early childhood to secondary schools. An aspect of bilingual education within the NZ context is investigated to provide guidelines for effective provision for bilingual learners. Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre. An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning. Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences. A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal. The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences. A study of the field of literacy teaching, learning and assessment, with reference to the most influential theorists and researchers, and some analysis of trends and developments in recent literacy education practice. There is particular emphasis on the research, observation techniques and theoretical work of Marie Clay. An in-depth critical study of the issues surrounding early literacy interventions, (and Reading Recovery in particular), and of how particular teaching interactions affect children who present a wide range of individual differences. This is undertaken at three levels, the teaching of children, the training of Reading Recovery teachers, and key implementation and research features. The course includes a significant practicum component involving daily teaching of six-year-old children and work with Reading Recovery teachers. Students look closely at the theories, research and practices that surround educational responses to difficulties encountered in literacy learning and teaching. Key concepts critically examined include, learning disorders/disabilities, phonological awareness, language difficulties, multiple deficits, dyslexia and the topics of intervention and prevention. Students are required to plan, teach and evaluate instruction for an older student having difficulty with literacy learning. An introduction to child development during infancy, pre-school and early school years with an emphasis on language and literacy learning contexts, and diversity. This course covers current psychological theories in development and learning; and applications to teaching. Students are required to plan and carry out an observational research study. Strategies for survival and success are examined. Analysis of learning and development identifies teacher experiences and dispositions that impact on accomplished practice. Questions include: How do you develop identity as a professional teacher? What tensions and accommodations influence teacher learning and induction? What dispositions and resources optimise successful learning and teacher development? How does the context influence learning to teach? Focuses on theories and practices intended to raise the achievement of students in New Zealand's low decile urban and rural schools. Theoretical and political examination is made of contemporary issues surrounding low decile schooling. The course is informed by critical theory, and in particular by Paulo Freire's theories. An advanced study in a topical area of educational inquiry. The construct of giftedness will be explored in relation to differing cultural perspectives. Issues and implications for educational practice will be analysed, and strategies for enhancing student development, learning and achievement will be examined. It is recommended that students complete EDPROFST 319 prior to this course. An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice. Critically examines the educational and cultural needs and aspirations of MÄori learners and communities. Questions include: What is the social, historical and policy context of schooling for MÄori? Why is te reo and mÄtauranga MÄori important and how can it be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for MÄori students? Critically examines learning and teaching through historical, psychological and sociological lenses. Questions include: How do these perspectives inform teaching and learning in the classroom? How can an understanding of the political, social and economic context promote teacher agency? What theories of learning help teachers to meet the needs of diverse and Pasifika learners? Critically analyses the development of self as a reflexive teacher within school communities. Questions include: How does policy influence teacher's work? How do teachers operate as collaborative teams in schools and communities? How can I develop an effective and reflexive pedagogy to support children's learning and raise student achievement? Requires practice in a school setting. Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching? Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching. Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context. Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children? Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning? Portfolio option that addresses learning outcomes content of EDPROFST 621 for recent BEd(Tchg) graduates at discretion of programme coordinator. Addresses such questions as: What does it mean to inquire into my own practice as an early childhood teacher? How can my current practice be informed by integration of research, theory and practical experience? An introduction to concepts and practices in the interaction of individuals and small groups of students in their classroom contexts and to understanding the resource teacher's role in effective assessment, consultation and intervention strategies. An introduction to classroom contexts. Emphasis is placed upon understanding the role of the resource teacher in assisting teachers to develop inclusive classroom environments that enhance academic performance and social behaviour. Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed. Literacy in the broader context for literacy leaders will be examined. This will include an examination of the term literacy, the practices and challenges of biculturalism and multiculturalism for literacy; the effects and challenges of technological change on literate practices; interventions for literacy; New Zealand's national literacy policies and strategies. Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including MÄori and Pasifika children. A systematic engagement in action research processes central to the teacher's role as a specialist teacher of literacy. A review and analysis of literature relevant to the practice of literacy education and an engagement with a range of theoretical and pedagogical perspectives on literacy education will inform the inquiry. An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacy education. Aspects of practices in literacy learning including raising the achievement of MÄori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated. An advanced understanding of the place of language, language development and linguistics in educational settings by a consideration of the nature, structure, function and purpose and role of language in learning. There will be a consideration of the development of literacy and learning across the curriculum. A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy. A critical investigation of the theory and practice of teaching media and media language in New Zealand educational contexts. An examination and critical evaluation of current media education curriculum initiatives in New Zealand. Critically examines beliefs, attitudes and values contained in socio-cultural perspectives on deafness in contrast with medical models. Addresses the following topics: Use of New Zealand Sign Language (NZSL); Deaf culture: community empowerment; support services and resources; bilingualism; advances in technology and genetics; and the role of the Deaf community in relation to families with deaf children and the development of self identity. Preference given to students with Level One competence in NZSL. A critical theory approach to the systems of MÄori medium education will be applied. There will be a focus on the relationships and tensions between mÄtauranga MÄori, whakaaro ako, and notions of pedagogy in the wider education system. The history and politics of MÄori language loss and revitalisation will be considered. Contemporary research in literacy and language revitalisation policies and practices will be critically examined along with selected intervention strategies. A supervised practicum which examines the role of AODCs in practice when working alongside families/whÄnau who have a deaf child. Trainees will analyse and address family and child needs from early intervention, through school transitions and in a range of educational settings. Trainees will manage a range of audiological devices matching technological support to the child's hearing loss. A supervised practicum which examines the implications of hearing loss on language and cognitive development. Trainees will be expected to assess and monitor language development and provide support to those implementing language programmes. Complexities of language development for children with different needs and using a range of different approaches will be examined. A critical analysis of contemporary theory and applied research in educational technology. A critical analysis of the theory and research in the field of information literacy development which will lead to an understanding of how information literacy is fundamental to the acquisition of essential skills and the promotion of life-long learning. There will be an opportunity to plan, implement and evaluate information literacy initiatives. Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world? Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand? A critical examination of a variety of theoretical frameworks, including social, cultural and political aspects, relating to Mathematics and Statistics learning and teaching in New Zealand educational contexts. A critical examination of the following themes: theories of learning and models of teaching of numeracy and their effects on students' mathematics learning; New Zealand government policy on mathematics education education since 1950 and its influences on teaching numeracy; the influence of central government on curriculum materials in selected countries. An examination of the application of psychological theories of learning and language to mathematics education. General issues such as attitude and gender difference may also be addressed. A critical examination of recent research on students' learning of specific aspects of mathematics. A critical inquiry into the nature and scope of practice in dance and drama in education. Perspectives regarding theoretical and practical aspects of dance and drama will be identified and evaluated in relation to current policy and practice in Aotearoa New Zealand. An advanced exploration of knowledge and critical understanding of the relationship between theoretical foundations and visual arts education practice. This will include a critical consideration of international perspectives in relation to New Zealand visual arts policy and practice and the development of a personal context for implementing effective learning and teaching pedagogies in New Zealand. A critical inquiry into the contemporary philosophical and pedagogical practices of music and music education through the development, to an advanced level, of personal musicological skills which may reflect students' chosen instrument or preferred teaching and learning media. A critical examination of curriculum and practice in social sciences education in educational settings. Considers a range of theoretical perspectives on the development and teaching of social sciences subjects and applies understandings to personal professional practice. An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education. A detailed exploration, focusing on the merits and challenges, of the concept of scientific literacy. Topics will include the nature of science; the process of scientific inquiry; and the role of science education in improving public understanding of science. An advanced understanding of technological literacy by an exploration of technology as a domain. The implications of the need for a broad technological literacy for classroom practice in varied educational settings will be explored. Examines the key findings of educational psychology research and examples of procedures and programmes that have been shown to be effective with learners who perform below expectation or who are in special education. Investigates how these research findings can be used in applied professional work. An advanced study of the nature and purpose of environmental education including an examination of sustainability as a contested notion. Theories and pedagogical practices within environmental education in educational settings will be critically analysed in order to enhance professional practice. An examination of the interaction of individuals and small groups of students and the contexts in which they experience learning and behavioural difficulties. This includes implementing effective assessment, consultation and intervention strategies in order to effect positive change.
Score: 5.4905925 Details | Listing | Web page
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