A sociocultural analysis of mandated curriculum change: the implementation of a new senior physics curriculum in New Zealand schools

We analyse the implementation of a new New Zealand physics curriculum from a socio‐cultural perspective. We explore the development of the curriculum document and examine the obstacles to its implementation. Change was compromised by the lack of any intersubjective linkage between teachers and the curriculum designers. The teachers’ own community of practice was most influential in how implementation occurred.

Curriculum change processes and discourses must be made transparent so that teachers can have a framework for ‘dereification’ of a curriculum document into their classroom practices. Without planning for teachers’ participation in the negotiation of curriculum meanings, curriculum developers themselves become marginalized, and the cultural objects they have developed will be adopted in unanticipated ways.     

ASERA: brief histor(y/ies)

This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition

Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists to share their stories and for these stories to be retold for different audiences.

The needs of postbirth parents: an international, multisite study

Health care reform has moved postbirth care into the community without assessment of how this may change parents' needs. Mother-father pairs (n = 117) in six sites in four countries were interviewed at 5 to 10 days postbirth and again between 6 and 8 weeks postbirth to determine their needs. Content analysis revealed both parents in all sites had a strong focus on self-needs throughout the postbirth period. Postpartum programs oriented solely to family-centered care may not meet the specific needs of contemporary parents.     

Quantifying the effects of teacher movements between schools in New Zealand: to schools that hath,shall be given

This paper examines the flow of teachers between schools of different socio‐economic statuses. New Zealand Ministry of Education data is examined with regard to teacher age and salary structures in schools from high and low socio‐economic intakes. Teacher mobility data is examined and a model of the mobility life cycle of a ‘typical’ teacher reveals causes of the staffing discrepancies between schools with differing socio‐economic intakes. The model accounts for the tendency for low socio‐economic intake schools to have staff who are older and at lower salary levels than those from high socio‐economic intake schools A theoretical interpretation of the situation in New Zealand is provided. It is argued that there is competition between schools for teachers’ labour, and this has had the effect of exacerbating the social stratification flowing from market oriented reforms promoting consumer choice in New Zealand education.     

Discourses about a teacher's self-initiated change in praxis: Storylines of care and support

At the foreground of this article is an account of an experienced science teacher's self-initiated change in praxis within an inquiry community. From classroom observation and interviews, data interpretations are made about the discursive practices of the teacher and his colleagues. In particular, the teacher's change in praxis is attributed to his dissatisfaction with previous practice, realization that alternatives were likely to provide better outcomes for his students, commitment to improving his practice, and a supportive school community in which teachers felt comfortable taking personal risks and engaging in professional discussions. The collaborative culture of the study site was characterized by the teachers' caring ethic for their students.     

School Administrators and Educational Technologies: narrowing the divide

ABSTRACT

Technologies that enhance classroom instruction and school administration are widespread. The majority of schools, however, have yet to implement technologies beyond a basic level. Reasons for this reluctance include a lack of funds, teacher beliefs about the role of technology in education, methods of technology allocation and distribution in schools, a lack of understanding of how technologies can accentuate learning and administration, and most importantly, a lack of vision and support from school administrators. To help solve the problem of administrative support, we propose the creation of university courses designed to nourish school technology leaders. Included in this paper is a basic outline for such a course.     

Using multiple intelligence theory to transform a first-grade health curriculum

This article begins with a theoretical background for a teacher-research project, using the framework of transformational curriculum. The authors designed a first-grade health unit incorporating Gardner's (1987) multiple intelligences. This article details the process two classroom teachers used to translate theory into practice.