怀卡托大学Wilf Malcolm教育研究协会
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作者:Nicole Jacqueline Albrecht
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:Mindfulness programs are being used with increased frequency in schools, hospitals, clinics and community settings around the world. Research in school populations has predominately focused on assessing how the practice impacts students, using outcomes-based study designs. I...
作者:Katrina Taupo
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:This article reviews current research about three short focused literacy, language and numeracy programmes designed to assist New Zealand Māori (indigenous) adult students and their whānau. Whānau is a complex Māori concept that includes physical and metaphysical dimensions ...
作者:Anna Mosley
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:Straddling conventional education system boundaries between adult learners and children, and between employment-related and social benefits, family literacy programmes are not well recognised or supported in New Zealand’s policy and funding environment. In this article, I re...
作者:Parmeshwar Prasad Mohan
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:This research examines novice and experienced teacher perceptions of school-based professional development (PD). Using a qualitative research design, data were gathered by means of document analysis and semi-structured interviews with 10 novice and 10 experienced teachers fr...
作者:Edgar Burns
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:First-year student reflective journals showed a range of learning responses to a first week undergraduate class exercise. The exercise, about usually invisible bathroom rules, asked the question: “Which way should toilet paper hang?” with the underlying objective of demonstr...
作者:Nga Thi Tuyet Phan
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:The paper looked at contextual factors that influenced the self-efficacy in teaching English as a Foreign Language (EFL) of a group of university teachers in Vietnam. Very little empirical research on teachers’ self-efficacy in EFL contexts has been done and self-efficacy qu...
作者:Noeline Wright
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:N/A
作者:Carol Hamilton , Linda Vermeren
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:When developing inclusive practices in early childhood education (ECE) settings teachers are required to be guided by the principles enshrined in Te Whāriki. When a child deemed to need ‘extra support’ comes into an ECE setting, to what extent might ECE teachers and sup...
作者:Terry Locke , Sam Tailby
来源:[J].Waikato Journal of Education, 2016, Vol.21 (1)WMIER
摘要:This article reports on what happened when a mathematics teacher at an urban, New Zealand secondary school trialled the use of oral and written language tasks with his Year 9 mathematics students (two classes) as a way of developing their understanding of algebra. Over a per...

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