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Yates, Anne; Johnston, Michael – Assessment in Education: Principles, Policy & Practice, 2018
The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers' beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students' final grades towards…
Descriptors: Foreign Countries, Teacher Attitudes, Secondary School Teachers, High Schools
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Brown, Gavin T. L.; Harris, Lois R.; O'Quin, Chrissie; Lane, Kenneth E. – International Journal of Research & Method in Education, 2017
Multi-group confirmatory factor analysis (MGCFA) allows researchers to determine whether a research inventory elicits similar response patterns across samples. If statistical equivalence in responding is found, then scale score comparisons become possible and samples can be said to be from the same population. This paper illustrates the use of…
Descriptors: Factor Analysis, Cross Cultural Studies, Teacher Surveys, Teacher Attitudes
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Riley, Tracy; Webber, Melinda; Sylva, Katrina – Gifted and Talented International, 2017
The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes.…
Descriptors: Gifted, Teaching Methods, Active Learning, Program Descriptions
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McGlashan, Hayley; Fitzpatrick, Katie – Health Education, 2017
Purpose: Previous research examining the experiences of lesbian, gay, bisexual, trans and queer (LGBTQ) youth in schools suggests that schools are not inclusive places for non-heterosexual students. Some scholars, however, suggest that a continued focus on how these young people are marginalised is itself a problem, and that research should also…
Descriptors: Homosexuality, Sexual Identity, Sexual Orientation, Social Attitudes
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Buabeng, Isaac; Conner, Lindsey; Winter, David – Australian Journal of Teacher Education, 2016
This paper explores New Zealand (NZ) physics teachers' and physics educators' views about Initial Teacher Education (ITE). Perspectives of physics teachers nationally indicated that in general, teachers considered themselves not well-prepared in some content areas including electronics, modern physics, and atomic and nuclear physics. This may be…
Descriptors: Foreign Countries, Physics, Science Teachers, Teacher Attitudes
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East, Martin – Language Testing, 2015
Implementing assessment reform can be challenging. Proposed new assessments must be seen by stakeholders to be fit for purpose, and sometimes the perceptions of key stakeholders, such as teachers and students, may differ from the assessment developers. This article considers the recent introduction of a new high-stakes assessment of spoken…
Descriptors: High Stakes Tests, Teacher Attitudes, High School Students, Secondary School Teachers
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McPhail, Graham John – Curriculum Journal, 2014
In this paper the idea of social entitlement to conceptual knowledge is considered in relation to students' views of music at secondary school in New Zealand. The data was collected as a means of triangulating the key focus of a study concerning the beliefs and actions of teachers in relation to curriculum. In interpreting the student data I…
Descriptors: Foreign Countries, Music, Music Education, Teacher Attitudes
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Locke, Terry – Changing English: Studies in Culture and Education, 2013
This case-study explores the effects of a school-wide writing competition and the implementation of a poetry-writing unit across all junior English classes in a rural New Zealand school. Teacher interview data were thematically analysed using a social constructionist lens. Results highlight the varied strategies adopted by teachers, while…
Descriptors: High School Students, Poetry, Case Studies, Learning Activities
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Barton, Bill; Paterson, Judy – Canadian Journal of Science, Mathematics and Technology Education, 2013
What is the evidence that teachers who return to learn more mathematics are better teachers? Over more than a decade we have been involved in six different projects giving teachers the opportunity to reengage with mathematics. We have returned to them to ask the teachers about the long-term impact and to give us examples. The result extends…
Descriptors: Teacher Competencies, Teacher Attitudes, Secondary School Teachers, College Mathematics