Vol. 26 (2020): New Zealand Annual Review of Education

Special Issue

Published: 2021-07-01

Editorial

  • Introduction to Cancelled Conference Conversations series

    Joanna Higgins, Bronwen Cowie
    1-2
    DOI: https://doi.org/10.26686/nzaroe.v26.7139

  • Commentary on Cancelled Conference Conversations series

    Stuart McNaughton
    3-4
    DOI: https://doi.org/10.26686/nzaroe.v26.7141

Articles

  • "The Elderly" A discriminatory term that is misunderstood

    Diana Amundsen
    5-10
    DOI: https://doi.org/10.26686/nzaroe.v26.6852

  • Public education unbounded Reflection on the publicness of Green School New Zealand

    Ruth Boyask
    11-17
    DOI: https://doi.org/10.26686/nzaroe.v26.6853

  • Responding to Assessment for Learning A pedagogical method, not assessment

    Gavin Brown
    18-28
    DOI: https://doi.org/10.26686/nzaroe.v26.6854

  • What is a knowledge-rich curriculum?

    Elizabeth Rata
    29-35
    DOI: https://doi.org/10.26686/nzaroe.v26.6855

  • After National Standards The Curriculum, Progress, and Achievement policy developments

    Martin Thrupp
    36-42
    DOI: https://doi.org/10.26686/nzaroe.v26.6856

  • Software literacy in shaping what we know in a software-saturated society

    Elaine Khoo, Bronwen Cowie, Craig Hight, Rob Torrens
    43-51
    DOI: https://doi.org/10.26686/nzaroe.v26.6857

  • (Re)Shaping spaces for learning Experiences from Aotearoa New Zealand

    Lucila Carvalho
    52-59
    DOI: https://doi.org/10.26686/nzaroe.v26.6858

  • Affordances of visual representations and sense-making of science

    Maurice Cheng
    DOI: https://doi.org/10.26686/nzaroe.v26.6889

  • Weaving a web of connections through online citizen science

    Cathy Buntting, Cathal Doyle, Dayle Anderson, Markus Luczak-Roesch
    69-75
    DOI: https://doi.org/10.26686/nzaroe.v26.6894

  • Using dual language picturebooks with children in an after school club

    Nicola Daly, Dorea Kleker, Kathy Short
    76-82
    DOI: https://doi.org/10.26686/nzaroe.v26.6895

  • Talatalanoa as ongoing complex conversations and negotiation of practice in higher education

    David Fa'avae, Sonia Fonua
    83-89
    DOI: https://doi.org/10.26686/nzaroe.v26.6896

  • Dialoguing as if we're not that important Ako and the more-than-human

    Carl Mika
    90-95
    DOI: https://doi.org/10.26686/nzaroe.v26.6897

  • Extending understandings Possibilities and considerations for mixed methods research

    Katrina McChesney
    96-108
    DOI: https://doi.org/10.26686/nzaroe.v26.6898

  • Alternative education in Aotearoa New Zealand The politics and poetics of authorisation

    Adrian Schoone
    109-115
    DOI: https://doi.org/10.26686/nzaroe.v26.6899

  • From the rākau to the ngākau In pursuit of authentic and reliable research partnerships, experiences, and findings

    Melissa Derby, Sonja Macfarlane
    116-122
    DOI: https://doi.org/10.26686/nzaroe.v26.6900

  • Understanding students' use of mathematical processes during a digital escape game

    Megan Clune
    123-129
    DOI: https://doi.org/10.26686/nzaroe.v26.6927

  • Student experiences of online learning due to Covid-19 The social and educational role of the on-campus learning experience

    Jenny Clarke, Deborah Munro
    130-140
    DOI: https://doi.org/10.26686/nzaroe.v26.6928

  • Best practices for supporting student experiential learning in an online environment during emergency situations Lessons from Covid-19 pandemic response

    Deborah Munro, Jenny Clarke
    141-152
    DOI: https://doi.org/10.26686/nzaroe.v26.6929

  • Implementing localised curriculum drawing on a funds of knowledge perspective Teacher perceptions and challenges

    Jodie Hunter, Roberta Hunter, John Tupouniua, Louise Fitzgerald
    153-161
    DOI: https://doi.org/10.26686/nzaroe.v26.6930

  • 'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools

    Lisa Darragh
    162-167
    DOI: https://doi.org/10.26686/nzaroe.v26.6931

  • Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

    Cherie Chu-Fuluifaga
    168-174
    DOI: https://doi.org/10.26686/nzaroe.v26.6932

  • Funds of identity Applying a Vygotskian perspective on identity to enhance social justice in education

    Linda Hogg, Monique Volman
    175-183
    DOI: https://doi.org/10.26686/nzaroe.v26.6933

  • Partnering with practitioners Designing for context

    Aaron Wilson, Rebecca Jesson
    184-189
    DOI: https://doi.org/10.26686/nzaroe.v26.6934

  • Growing mathematical learners

    Naomi Ingram
    190-196
    DOI: https://doi.org/10.26686/nzaroe.v26.7110

  • Charting the origins, current status and new directions within Pacific/Pasifika education in Aotearoa New Zealand

    Tanya Wendt Samu
    197-207
    DOI: https://doi.org/10.26686/nzaroe.v26.7138

Peer reviewers for this issue

  • List of peer reviewers for this issue

    Joanna Higgins
    DOI: https://doi.org/10.26686/nzaroe.v26.6960

Overview of Cancelled Conference Conversations

  • Overview of Cancelled Conference Conversations

    Joanna Higgins
    DOI: https://doi.org/10.26686/nzaroe.v26.6959