Teaching practice – Teaching & Learning Research Initiative

Using home languages as a resource to enhance statistical thinking in a multicultural classroom

Introduction Aotearoa New Zealand is a super diverse nation in terms of the ethnicities of its people and languages spoken. With an increased rate of immigration (New Zealand Immigration, 2018) from various parts of the world, the presence of multiple languages in many domains of social life is a reality. Individuals may identify with several nationalities or racial groups and may speak combinations or mixtures of several languages (Dockrell et al., 2022; Education Review Office, 2018). Consequently, classrooms are now places where learners have different linguistic and cultural backgrounds, where they may speak one language at home and another at school, where teachers and students may not share a common language

Learning From Each Other: A final report

Introduction Pacific parents and community members have much to contribute to teacher learning and thus to the education of Pacific students. Although the concept of Pacific success, through the education of Pacific students, has become ubiquitous as an aspiration, there has so far been limited research that has conceptualised Pacific education success in community terms. This is especially true in relation to teacher learning, teacher theorising, and changed practice. Understanding how to socialise teachers to generate and sustain new practice possibilities, informed by appreciation of the values, aspirations, and critiques of the Pacific parents and students they seek to serve, is therefore a priority. Learning From Each Other is a Teaching

Observing assessment for learning (AfL) in action: Piloting an observation schedule to inform teacher assessment learning and research

1. Introduction In New Zealand we lack valid and reliable evidence-based schedules with which to observe teachers’ assessment for learning (AfL) practices. To date, classroom assessment observation schedules have mainly been derived theoretically, used in developing countries with conditions different from New Zealand classrooms (Kanjee & Hopfenbeck, personal communications), or restricted to particular curriculum areas such as science and mathematics (Ruiz-Primo, 2017), literacy (Parr & Hawe, 2009), and writing (Parr & Gadd, 2016). Some approaches follow particular interpretations of formative assessment and AfL (used synonymously in this report), such as those developed for professional development initiatives (e.g., Wiliam & Leahy, 2015). In this project we piloted and modified an observation schedule,

Are they ready to teach? Assessing student teachers’ final practicum

Introduction Although the practicum is generally accepted as a core element in teacher preparation programmes, the assessment of student teachers’ competence during practicums appears to be particularly problematic as making judgments about complex performances, such as teaching, is a sophisticated process. As with any form of assessment, judgments are made against some criterion or normative standard, and this judgment must ultimately involve some implicit or explicit understanding of what constitutes good teaching (Porter, Youngs, & Odden, 2001), which in itself is a contested construct. In this 2-year research project, Social Judgment Theory (Hammond, Rohrbaugh, Mumpower, & Adelman, 1977) was used to better understand judgments of “readiness to teach”. Social Judgment Theory

Teaching Algebra Conceptually in Years 9 and 10

Introduction Many students struggle with introductory algebra and teachers have little to guide them to assist their students learn this important component of mathematics. The project on teaching algebra conceptually (TAC) was designed to explore and create teaching approaches to assist students in Years 9 and 10 to develop a conceptual understanding of algebra. The effect of these teaching approaches was documented by use of a diagnostic tool that assessed and made students’ knowledge and strategic thinking in algebra explicit. Key findings Achievement in algebra can be enhanced by taking a structural perspective that provides high quality diagnostic assessment information to teachers. Effective teaching approaches that have an effect on student

Teaching undergraduate mathematics: Perspectives and interactions

The high demand for mathematics in undergraduate education means that large numbers of students enrol in the subject. Lecturing remains the prime delivery mode for teaching such courses. We addressed undergraduate mathematics’ lecturing through three components: lecturers and their development; student perspectives on mathematics; and interactions in the lecturing environment. We used theoretical frameworks from secondary contexts, developing them for tertiary application. This research aimed to improve the didactics of lecturing, and builds on studies on school/university transitions. Key findings Lecturer professional development based on Schoenfeld’s framework positively influenced lecturing practice in a way acceptable to lecturers. Students believe that learning mathematics involves natural ability; and that it is a subject

Statistics is boring … because it makes you think!

Introduction In this collaborative research study, teaching experiments were carried out in Year 9 classes of predominantly Pasifika students. There were three phases. During the planning phase the research team planned activities and envisioned how dialogue and statistical activity would unfold as a result of the classroom activities. Data were collected during the teaching phase, and then the data were analysed using a grounded theory approach. The findings have implications for the teaching of statistical literacy. Key findings All students can develop critical thinking skills when teachers show them how to question statistical reports and conclusions. Students can be taught how to question and challenge data in respectful ways. Context and

Success for all: Improving Māori and Pasifika student success in degree-level studies

1. Introduction The Success for All project sought to examine the ways in which nonlecture teaching helps or hinders Māori student and Pasifika student success in preparing for or completing degree-level studies. Good practice was to be identified. This report is the final in a series of detailed technical reports from UniServices prepared by the Success for All research team. Purpose The purpose of the Success for All research was four-fold: identify international best practice in nonlecture teaching and learning in university settings deliver high-quality research on the nature of nonlecture teaching and learning practices that help or hinder Māori and Pasifika student success in preparing for or completing degree-level study

Narratives of beginning Māori teachers: The forces that shape the first year of teaching

He Mihi Koia tënei ko te mihi i te tuatahi ki te hunga nä rätou i para te huarahi e whai nei mätou, arä, ko te tini kua ngaro atu i te tirohanga kanohi. Ko te tumanako rä, e tika ana tä mätou whai i te huarahi i whakamomori rä koutou ki te hanga hei painga mö ngä whakatupuranga o muri mai nei. Koia nei hoki te mihi ki ngä kaiako tau tuatahi mö rätou nei tënei rangahaunga. Ko te tumanako rä e tika ana tä mätou nei tuhi i tä koutou i kï mai ai, e tika ana tä mätou whakaatu i ngä piki me ngä heke, ngä koanga ngäkau