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Estellés, Marta; Bodman, Holly – Curriculum Matters, 2022
During the COVID-19 pandemic, calls to protect children and young people have proliferated in educational contexts, consolidating safety as a core principle guiding an increasing number of decisions at schools. Recently, however, more and more scholars have begun to question the ambiguous nature of "safety", analysing the tensions…
Descriptors: COVID-19, Pandemics, Foreign Countries, School Safety
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Cooper, Maria; McDonald, Lyn; Rubie-Davies, Christine – Curriculum Matters, 2021
Teacher expectations influence how children fare in education. However, we know little about how 4- and 5-year-old children in Aotearoa New Zealand perceive their curriculum experiences. This qualitative study utilised interviews to explore the perceptions of 12 children (attending kindergarten and school) regarding their teachers' expectations of…
Descriptors: Preschool Children, Student Attitudes, Teacher Expectations of Students, Foreign Countries
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Taylor, Megan – Curriculum Matters, 2019
Traditional sole-teacher classrooms are being replaced by large, open, flexible learning environments in New Zealand schools. Teacher collaboration within these shared teaching and learning spaces raises important questions about curriculum organisation in secondary-school settings. If secondary teachers are to work collaboratively in shared…
Descriptors: Teacher Collaboration, Team Teaching, Foreign Countries, Space Utilization
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Cowan, Jackie; Culpan, Ian – Curriculum Matters, 2016
This article reports on aspects of an interpretative qualitative single case study that investigated teachers' and students' understanding of how self-worth is influenced in the teaching and learning environment. Findings indicate that important determinants in the development of self-worth include personal teacher qualities such as humour,…
Descriptors: Teacher Attitudes, Student Attitudes, Self Esteem, Teacher Characteristics