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Browsing Wellington Faculty of Education · Te Whānau o Ako Pai by Title

Browsing Wellington Faculty of Education · Te Whānau o Ako Pai by Title

Now showing items 119-138 of 411

Feedback in New Zealand Classrooms: Do Students Get the Message?

Vercauteren, Deidre Carol (Victoria University of Wellington, 2005)

There is increasing evidence that feedback is a key factor in successful teaching and learning. It is also clear that there are effective and less effective forms of feedback. To be most effective, feedback should ...
A Feminist Critique of Clinical Psychology Training Programmes in Aotearoa New Zealand

Barnett, Heather Anne (Victoria University of Wellington, 2004)

This thesis provides a feminist critique of clinical psychology training programmes in Aotearoa New Zealand. Taking a feminist standpoint epistemological position I argue that most clinical psychology training programmes ...
Field-Based Teacher Education at Multiple Sites: A Story of Possibilities and Tensions

Bell, Nancy (2004)

In this paper I will tell a story of Te Tani Puna Ora o Aotearoa/New Zealand Childcare Association as a provider of field-based teacher education for early childhood practitioners at multiple sites throughout Aotearoa/NZ. ...
The Fit between Policy, Theory and Practice of Participatory Development in Aid Assisted Education Projects in Kenya

Mwanzia, Josephine Syokau (Victoria University of Wellington, 2009)

This research critically examines the efficacy of mainstream aid development projects that embrace people-centred, participatory approaches and government partnerships with multilateral and bilateral agencies (donors), ...
The formation of writer identity through writing response groups in the classroom

Piters, Andrea (2004)

Supporting the formation of children's identity as writers in the context of interaction within a writing response group was the focus of this study. The children in the study were in a composite Year Seven and Eight ...
Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

Perumanathan, Prema Shoba (Victoria University of Wellington, 2014)

This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores teachers’ conceptions of ...
A framework for professional learning and development in science for New Zealand upper primary teachers

Cizadlo, Theodore (Victoria University of Wellington, 2018)

This doctoral thesis describes the development of a framework to guide the creation and delivery of bespoke professional learning and development programmes (PLD) in physical science for groups of Year 7 and 8 teachers. ...
Gender identity: Exploring struggles & school support among New Zealand senior secondary students

Chandra, Krishn (Victoria University of Wellington, 2019)

This research was undertaken with an intention to contribute to the existing literature and research on issues related to struggles and support for gender diverse students in New Zealand secondary schools. Gender diversity ...
Gifted Individuals with Asperger's: A Discourse Exploration of 'Being an Aspie'

Wong, Camellia (Victoria University of Wellington, 2009)

People labelled as both 'gifted' and as having Asperger's Syndrome are a social paradox. Asperger's is often associated with impairment and disability, and a dualistic 'opposite' of giftedness on a learning ability spectrum. ...
"Gokum showed me how": Four Cree children's perspectives on language and culture maintenance

King, Lucy Rose (Victoria University of Wellington, 2016)

Eighty percent of Indigenous children in Canada attend provincial schools off-reserve where there is no legal requirement for inclusion of Indigenous language or content in the curriculum. This has implications for the ...
Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

Leite, Cidalio (Victoria University of Wellington, 2012)

Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). ...
He kōpara e kō nei i te ata / Māori language socialisation and acquisition by two bilingual children: A case-study approach

Hunia, Tessa Maraea (Victoria University of Wellington, 2016)

This thesis investigates natural Māori language socialisation and acquisition by two under-three-year-old children within bilingual settings in Aotearoa New Zealand, in which they were learning two languages simultaneously ...
“HEY GOOGLE, HELP ME LEARN” Voice Assistant Devices in the New Zealand Primary School

Butler, Laura (Victoria University of Wellington, 2020)

Artificial intelligence is being embedded into home devices and these have the potential to be useful tools in the classroom. Voice assistant devices such as Google Home or Alexa can respond to verbal instructions and ...
Hikitia te taki: An exploration of the internal and external challenges that Māori change agents experience within school reform

Fabish, Robin Timothy (Victoria University of Wellington, 2015)

Māori change agents are often employed in educational initiatives that seek to redress Māori student achievement inequities in Aotearoa New Zealand. Their experience in this role is under researched. This qualitative ...
An Historical Study of Newspapers and Public Opinion About Education

Roulston, Dorothy Ella (Victoria University of Wellington, 1986)

The aim of this thesis was to survey educational trends as reported in five daily newspapers from 1901 to 1905 and from 1978 to 1982. As a basis for evaluating those trends, writings from historians in the earlier period ...
A History of Marginalisation: Maori Women

Gemmell, Monique (Victoria University of Wellington, 2013)

This thesis is a history of marginalisation as experienced by Maori women within New Zealand. My argument is that through the founding British Crown, the education system and Christianity, Maori women were marginalised ...
The history of physical education : in the primary schools of New Zealand from 1874-1947.

Beard, Donald Derek (1948)
How Does Professional Development Impact on Teachers' Use of an Interactive Whiteboard in New Zealand Primary Classrooms?

Grover, Robyn (Victoria University of Wellington, 2010)

My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked ...
How Does Teacher Professional Development Support and Improve Technology Teacher Practice?

Granshaw, Bruce (Victoria University of Wellington, 2010)

The development and implementation of the New Zealand Curriculum in 2007 and the introduction of standards-based assessment, in the form of achievement standards, has necessitated a raft of changes for technology teachers. ...
"How Is My Child Doing?": Selected Case Studies of How Childcare Centres Meet the DoPs Requirement to Discuss Children's Progress with Parents

Launder, Doreen; Dalli, Carmen (1997)

The 1989 New Zealand educational reforms heralded major changes in all sectors of education. These changes included the introduction of a charter, which is essentially a contract, between the Crown and each individual ...