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Purpose: To test a paper-based method of in-course assessment for a modular, systems-oriented medical curriculum at the University of Otago Medical School., Method: In 1996, 193 students took paper-based quizzes on the first four topics of a course in clinical biochemistry. A score of 75% was required for passing, but students could retake quizzes. The subsequent test on these four topics was constructed from questions used in previous years. The next four topics were taught without quizzes. The test on these topics was again constructed from questions used in past years. The authors examined the performances on the quizzes and tests and sought the students' opinions about the program., Results: 72.0-95.3% of the students passed the quizzes the first time and 94.8-99.5% passed by the second version. Performance on the subsequent test items was higher than [corrected] when the items had been used previously; so was performance on three of the four questions for the next four topics, none of which had been accompanied by quizzes. Students valued the quizzes as a stimulus to study and as feedback. They preferred the segment of the course with the quizzes to the segment without them., Conclusion: This method of in-course assessment was easy to administer and highly acceptable to the students. Performance on the quizzes was more than satisfactory and a passing score of 75% was reasonable. Such quizzes appeared to be able to replace a test that required explanation of answers while increasing the numbers of questions that could be asked and decreasing the marking time.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

In response to growing attention to young children's citizenship, and recent calls for critique of Western discourses and practices, we explore the movement of Western 'pioneering' pedagogies of early childhood education (ECE) and their localisation in Aotearoa New Zealand. Employing a poststructural positioning, and theoretical devices drawn from the work of Michel Foucault and Kuan-Hsing Chen, this article 'bewilders' discourses of children's citizenship in Aotearoa by analysing the juxtaposition of pioneering pedagogies alongside complexities of power effects in early childhood settings. This article draws on data from the first author's doctoral study and employs reflexive thematic analysis to interrogate data gathered in interviews with kindergarten teachers in Aotearoa. Based on these analyses, this paper bewilders pioneering pedagogies in Aotearoa by advocating that young children's citizenship be recognised as a cultural-historical construct which acknowledges the syncretism of Western and Maori knowledges in ECE, and argues that children occupy a negotiated position as citizens in ECE settings in Aotearoa.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

In this paper, we draw upon Jensen's ([1997]. A case of two paradigms within health education. "Health Education Research," 12(4), 419-428; [2000]. Health knowledge and health education in the democratic health promoting school. "Health Education," 100(4), 146-153) Danish work describing two paradigms of school-based health education. Although hailing from the other side of the globe, Jensen's paradigms of health education are a useful heuristic for critiquing the promises, practices, and potential of health education as it is enacted in schools. Conducting a close read of a range of recent literature from Aotearoa New Zealand -- in which a socio-critical orientation to health education is embedded in curriculum policy -- we re-visit Jensen's ideas to develop a contemporary view of the paradigms of health education as they are conceived and are put to work in health education in Aotearoa New Zealand. We explore implications for health education curriculum policy, classroom practice, and research into the subject arising from our extension to the paradigms of health education, taking the position that school-based health education is (still) yet to live up to its numerous promises and rich potential (Alfrey et al. [2021]. Learning about health through 'intergenerational arts-led pedagogies' in health and physical education: Exploring pedagogical possibilities. "Sport, Education and Society," 26(8), 815-830; Fitzpatrick & Burrows [2017]. Critical health education in Aotearoa New Zealand. "Sport, Education and Society," 22(5), 552-568; Leahy et al. [2016]. "School health education in changing times: Curriculum, pedagogies and partnerships." Abingdon: Routledge).

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

From the vantage point of Ta Moko, this paper reads educational practices as ancestral rituals engendering antibrownness. Antibrownness is the social and analytical routine that this paper attempts to unsettle by examining the curricular practices of difference making in literacy in primary education in the US as the locus of colonial interrogation. The paper unpacks how young people reckon with difference in schools through the popular culture lens they bring with them to the classrooms. One of the curiosities driving this inquiry is the potential the visual cultures young people participate in hold to trans-form school curricula from a perspective of First Peoples and related entities. In the first section, Moko as a factual and fictive narrative situates the inquiry. Section two spells out the specifics of the location and position on this project and paper. Section three engages with antibrownness while section four zooms into Disney as a popular culture lens producing frames of mind and performances of antibrownness. Section five delves into three classroom events of difference making in literacy curriculum. The concluding section points to the youth's interruptions and gestures towards the potential of popular moving images for unsettling antibrownness.

This paper focuses on the significance of curriculum value orientations for curriculum implementation and, therefore, for teacher education. The paper draws on data arising from research undertaken with six Health and Physical Education teachers in Aotearoa New Zealand to explore issues pertinent to Physical Education teacher education (PETE). Selected findings from the study are presented and critically engaged with from a teacher education viewpoint to specifically address (i) considerations relating to students' value orientations that teacher educators need to be cognisant of, and (ii) issues arising for teacher educators seeking to engage with value orientations in undergraduate and/or post-graduate PETE programmes. The paper foregrounds the highly personal nature of value orientations in considering their significance in teacher education programmes and is written from the position of the author as a teacher educator committed to raising student teachers' awareness of value orientations and their influence on curriculum and pedagogy. Attention is drawn to the significance of course content, practicum, critically reflective practice, and programme structures in relation to efforts to embed value orientations into teacher education programmes. (Contains 1 figure.)

Curriculum policy and enactment in early childhood education is a political phenomenon that plays out in particular cultural contexts. Comparative lenses to curriculum articulate locally constructed and implicit knowledge to external audiences. In doing so, global commonalities and tensions may become explicit. This paper interrogates curricular documents in Greece and New Zealand using selected questions from Joseph's (2011a) heuristic of 'curriculum as culture'. We do this through writing letters to each other that share our local knowledge and experiences and raise further questions. Although New Zealand and Greece are geographically and culturally two worlds apart, their curricular practices share certain discourses and have both been influenced by international trends. We argue that both countries' documents relate to first-order change where the policy document may not, in itself, update or change prior practices.

The Ministry of Education's policy, "Special Education 2000" (SE 2000) was intended to promote a model that ensured all students received an education that involved successful experiences (Ministry of Education, 1996). Students with Asperger Syndrome (AS) often have difficulty adapting to and achieving these successful experiences in their educational environment. This paper summarises the findings from a research project that was designed to investigate the issues that arise for students with AS, determine whether or not these experiences are generally positive or negative, and examine to what extent teachers have knowledge of AS. Data was gathered from interviews with three students, their parents and their teachers and a survey to examine teacher knowledge. Data was also gathered from nine interviews and twenty-nine questionnaires. This paper reports on the data gathered from the interviews. The emerging issues were: Difficulties accessing the curriculum, social difficulties, misunderstanding of parents' roles, teacher responsibility, bullying, lack of teacher aide support, placement difficulties and sensory and environmental factors. The study concluded that the educational experience of the students was generally negative. The level of teacher knowledge was low, although the majority of teachers expressed and interest in gaining further knowledge.

With anglophone countries now experiencing unprecedented levels of ethnic and linguistic diversity, it is considered increasingly important that young people learn to communicate in ways which are effective for the multilingual and intercultural contexts they live in, will work in and will travel to. One of the key vehicles for promoting and engendering this capability is the learning of languages additional to English. However, just as language learning is being called upon to deliver education for citizenship in super-diverse contexts, many countries are experiencing a decline in the numbers of students studying languages. A particularly important time for decision-making and reassessment of whether to continue with language learning is the transition point between secondary and tertiary education. This paper takes Japanese learning in New Zealand as a case study to illustrate the issues languages students struggle with as they negotiate this transition. Japanese is an important additional language of education, particularly in the Asia Pacific region, where Japan has been seen as a major political and economic power through much of the post-Second World War period. In a previous study, we analysed the mainly affective reasons why erstwhile successful students of Japanese may drop the language when they move on to tertiary study. In the current paper, we examine the other core category emerging from our research: the view that "Japanese and the major are incompatible". This category considers the academic, institutional and organisational reasons why students feel they are unable to continue with Japanese when they move to tertiary education.

Student agency is a hot topic in education in New Zealand at the moment. Future-focused learning and innovative learning environments seem to focus on student agency, but what does 'agency' actually mean? What does it look like for gifted students? And how do teachers to develop it in their students? In response to these questions, this position paper reviews the concept of student agency from an empirical base, asserts that curricula can be used to develop and support student agency, then looks at one example of a specialist curriculum for gifted learners that intentionally supports student agency.

Purpose: This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach. Design/methodology/approach: Each course's published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students. Findings: The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants. Research limitations/implications: The research is limited to sustainability education content at a single university. Practical implications: Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability. Social implications: Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society. Originality/value: This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education. [ABSTRACT FROM AUTHOR]

This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of interdependency and tension that existed between the research participants highlighted a mismatch between policy, philosophy and practice. Preparedness to teach music was significantly influenced by teachers' previous musical experiences; access to pedagogical knowledge and skill advancement during their training; guidance and modelling in schools. Notionally, access to music education for every child was valued, but this was often marginalised by government priorities around National Standards reporting in literacy and numeracy. Findings have the potential to advocate for a realistic professional learning, development and resourcing framework that matches every child's right in New Zealand, to music as part of a broad education.

Following the Tomorrow's Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault's "toolkit", this genealogical policy chronology traces the transformation of curriculum and assessment into a specific political rationality, unsupported by national standards (NS) or testing. Its inscription into students and teachers through technical-managerial and business-market discourses, sought to remake them as enterprising, industrious and governable within an Enterprise Culture. The paper traces the microphysics of the institution of this rationality, through the fusion of curriculum, assessment and economic policy, and the imposition of a NS accountability framework onto curriculum. Learning discourses encouraged teachers to locally breakdown objectives and activate them as NS to initiate governance by outcomes, targets and results. Reinforcing market relations, this installed the basis of performativity and measurement. By 1995, the failure to attain reliable, comparable data, calculate productivity gains and leverage standards, resulted in the government's review and audit agency declaring standards non-existent and the framework unworkable. This paper demonstrates the centrality of curriculum assessment, even with ostensibly failing purposes, to the construction of malleable human capital and the embedding of a calculative governmentality for future population knowledge, management and control.

International debates persist about what constitutes desirable outcomes from early childhood education experiences. The New Zealand early childhood curriculum brings together academic and social-pedagogic outcomes as interdependent holistic constructs named "dispositions" and "working theories". These constructs are complex notions that require interpretation by researchers and teachers in order to be recognised as outcomes by those with a vested interest in children's education: parents and policy-makers. This paper engages with the construct of working theories. It explains its genesis and outlines research activity thus far. The paper draws on findings from a two-year qualitative research project exploring children's interests, inquiries and working theories. The paper analyses two vignettes of working theories into mutually constitutive components of knowledge, skills and strategies, and attitudes and expectations. It argues that deconstructing working theories into elements able to be recognised by those outside early childhood education provides a way to demystify these innovative outcomes. Such scrutiny may assist parents and policy-makers to understand ways that the learning they value is present in the early years. Further, holistic outcomes are responsive to research and scholarship on appropriate pedagogy that encourages children to develop identities as learners, identities critical to living in the twenty-first century.

In 1999, the New Zealand government released a new Health and Physical Education (HPE) curriculum that reflected a fundamental shift from the traditional and dominant skill mastery approach. The "new" HPE curriculum was based on humanistic principles and supported by constructivist notions of teaching and learning, within a critical pedagogy. Since this time, and a subsequent curriculum revision in 2007, the HPE curriculum writers have suggested that physical education (PE) teachers and physical education teacher education (PETE) students in New Zealand have struggled to understand the epistemological complexities and pedagogical implications of critical pedagogy in their practice. Therefore, this paper highlights the findings of a study that explored a New Zealand PETE program, in light of HPE within the New Zealand Curriculum (NZC). Additionally, and in light of the findings, the authors consider an examination of Kirk's (2013) concept of models-based practice as it could apply to the preparation and professional development of physical education teachers in New Zealand. The case study included nine volunteer participants, from a cohort of 32 students, who were nearing graduation from a critically oriented PETE program in New Zealand. Semistructured interviews were deployed and analyzed and reoccurring themes central to the purpose of the study identified and explored. The participants viewed movement contexts as being pivotal for learning in physical education and that the NZC had multiple educational aims and purposes. Participants also believed that PE teachers were required to move beyond direct instruction and implement a variety of teaching styles to achieve these multiple aims. However, the participants also shared misunderstandings and paradigmatic uncertainty around the critical and humanistic underpinnings of the NZC and failed to demonstrate an understanding of how this is enacted through critical pedagogy. The implications of this theory to practice nexus are further discussed in light of recent research debate around models-based practice.

In this paper, we review the progress on developing sustainability-related content in the Bachelor of Nursing curriculum in Aotearoa New Zealand and engage with Planetary Health. Sustainability in nurse education is explored and the concept of sustainability-practising graduates is promoted. THE ISSUE: We have seen ambivalence towards sustainability persisting amongst nurse educators and students, and sustainability-related content discarded. Despite this, we continue to recognise that sustainability is closely related to climate change which is the greatest threat to planetary, human, and animal health and as such is an essential component of nurse education and practice. Never has there been a timelier reminder of nurses' responsibility to recognise we are ideally placed to contribute to, and help lead, the health response to climate change and champion sustainability. A SYSTEMS-THINKING APPROACH: This response includes a systems-thinking approach to understanding climate change and the impact on health, nursing's responsibility to address climate change, promote health, and respond to health needs. As we revise our current Bachelor of Nursing curriculum, it is timely to review how our sustainability content and thinking has progressed since our previous review in 2017. We are mindful of the need to continue championing this topic, ensuring it is situated at the forefront of nurse education. We propose that a gradual and purposeful shift towards a Planetary Health focus will help to counter the sustainability fatigue and ambivalence we have noted amongst our colleagues and students, ensuring our revised Bachelor of Nursing curriculum is future proofed., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests that could influence this paper. Jean Ross was the second author in Collins et al. (2018) cited in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

This article addresses the question: how can lifelong education contribute to subjective well-being by engaging learners and fostering active citizenship? The question arises due to the fact that governments in the western world have identified well-being as an important policy driver. Well-being research suggests that subjective well-being, student engagement and active citizenship are interconnected--that engagement and active citizenship contribute to subjective well-being. The paper discusses three emerging views about how lifelong education can engage learners in active citizenship. One conforms to mainstream views that lifelong education must prepare learners for success in a globalized world as global citizens. Another holds that lifelong education must be reformed to create global citizens who contribute to social well-being. A third view aligns with social critical perspectives that lifelong education must advance well-being through social justice. The paper concludes by discussing how conforming, reforming and radical views about lifelong education can enhance active citizenship, engagement and well-being.

This paper identifies "quality" as an internationally relevant concept to be problematised in contemporary debates about physical education (PE). Drawing on the conceptualisation of curriculum by B. Bernstein in 1977, pedagogy and assessment as three inter-related message systems of schooling, the paper presents and explores curriculum, pedagogy and assessment as three fundamental dimensions of "quality PE". Discussion addresses what quality in each dimension may mean in PE, and demand in practice. Contemporary initiatives in Australia and New Zealand provide a reference point for exploring the prospective application of quality conceptualised in terms of the three inter-related dimensions. Attention is drawn to frameworks in mainstream education that may be utilised in endeavours to critically review current practices, and inform developments directed towards achieving quality in PE. It is argued that achieving quality in PE requires that quality is pursued and demonstrated within and across curriculum, pedagogy and assessment, and that meanings of quality always need to be contextualised in cultural, social and institutional terms. (Contains 4 notes, 4 tables, and 2 figures.)

The author argues that an important aim for early childhood education is, and should be, for children to develop a view of themselves as competent and confident learners. The paper outlines some reasons for this, and ways in which early childhood curriculum and assessment practices can contribute to this aim. In particular, the author sees the development of a range of learning dispositions as a significant aspect, together with a sensitivity to place and environment. The New Zealand early childhood curriculum, and examples from research in New Zealand early childhood settings, illustrate these ideas.

The school curriculum and teacher professional standards in Aotearoa New Zealand emphasise culturally responsive pedagogies for Maori learners. However, there is a gap between rhetoric and practice. Drawing on expert-interview methodology, and based on an interview with Tamsin Hanly about complex curriculum issues, this interview article seeks to stimulate deep thinking about how Maori and Pakeha histories and relationships can be addressed across the curriculum. Arguments are made about the need for teachers to learn about, be discomforted by, and confront inaccurate and simplistic histories. The interview article contends that educators have an ethical responsibility to "reboot biculturalism" in schools.

Inquiry-based project learning is an internationally recognised pedagogical approach where children work collaboratively to research and discover the answers to their questions through discussion, representation, and evaluation. This paper explores the findings from Phase One of a qualitative study examining how this approach has been interpreted in early childhood settings in Aotearoa/New Zealand. The findings from an online questionnaire sent to all settings registered on the New Zealand national data base revealed that the international discourse surrounding this approach has been a key influence in this context. There was, however, also evidence that more localised approaches that value indigenous knowledges, in alignment with the national early childhood curriculum, Te Whāriki (Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education. https://www.education.govt.nz/assets/Documents/Early-Childhood/Te-Whariki-Early-Childhood-Curriculum-ENG-Web.pdf) have been developed. Whilst participants identified pedagogical and practical challenges of undertaking inquiry-based approaches, the educational value of this approach for children was also strongly championed. [ABSTRACT FROM AUTHOR]

Introduction. New Zealand health training institutions have an important role in supporting health workforce training programmes in the Pacific Region. Aim. To explore the experience of Pacific Island country-based doctors from the Cook Islands, Niue, and Samoa, studying in New Zealand’s University of Otago distance-taught Rural Postgraduate programme. Methods. Document analysis (16 documents) was undertaken. Eight semi-structured interviews were conducted with Pacific Island country-based students. Thematic analysis of the interviews was undertaken using the framework method. The two data sources were analysed separately, followed by a process to converge and corroborate findings. Results. For Pacific Island countries with no previous option for formal general practice training, access to a recognised academic programme represented a milestone. Immediate clinical relevance and applicability of a generalist medical curriculum with rural remote emphasis, delivered mainly at a distance, was identified as a major strength. Although technologies posed some issues, these were generally easily solved. The main challenges identified related to the provision of academic and other support. Traditional university support services and resources were campus focused and not always easily accessed by this group of students who cross educational pedagogies, health systems and national borders to study in a New Zealand programme. Study for individuals worked best when it was part of a recognised and supported Pacific in-country training pathway. Discussion. The University of Otago’s Rural Postgraduate programme is accessible, relevant and achievable for Pacific Island country-based doctors. The programme offers a partial solution for training in general practice for the Pacific region. Student experience could be improved by tailoring and strengthening support services and ensuring their effective delivery. [ABSTRACT FROM AUTHOR]

This paper provides an Activity Theory analysis of two online student-driven interactive learning activities to interrogate assumptions that such groups can effectively learn in the absence of the teacher. Such an analysis conceptualises learning tasks as constructed objects that drive pedagogical activity. The analysis shows a disconnect between the codified curriculum plan and its actual enactment, and a misalignment of interpretations of the object by different participants in the activity. We name this "pedagogical distance". We argue that a teaching presence is important to guide both student and tutor interpretations of the learning task, and offer suggestions for decreasing pedagogical distance.

Graduates with well-developed capabilities in finance are invaluable to our society and in increasing demand. Universities face the challenge of designing finance programmes to develop these capabilities and the essential knowledge that underpins them. Our research responds to this challenge by identifying threshold concepts that are central to the mastery of finance and by exploring their potential for informing curriculum design and pedagogical practices to improve student outcomes. In this paper, we report the results of an online survey of finance academics at multiple institutions in Australia, Canada, New Zealand, South Africa and the United Kingdom. The outcomes of our research are recommendations for threshold concepts in finance endorsed by quantitative evidence, as well as a model of the finance curriculum incorporating finance, modelling and statistics threshold concepts. In addition, we draw conclusions about the application of threshold concept theory supported by both quantitative and qualitative evidence. Our methodology and findings have general relevance to the application of threshold concept theory as a means to investigate and inform curriculum design and delivery in higher education.

Purpose: The purpose of this paper is to consider the understanding and presence of sustainability within entrepreneurship education. The extant literature on sustainability within the entrepreneurship discipline remains extremely limited. Previously, sustainability within an entrepreneurship context has related to economic viability as opposed to sustainability in its broadest sense. This study explores, through a survey of entrepreneurship educators, three key research questions, namely, how entrepreneurship educators believe that entrepreneurs can contribute to solving sustainability problems. Second, to what extent education about sustainability is integrated within existing entrepreneurship curricula. Finally, what considerations are being made to include sustainability within future programmes. Design/methodology/approach: This study represented part of a larger university project exploring the associations between the sustainability and entrepreneurship disciplines. This part of the study involved a web-based survey from entrepreneurship academics drawn from Australia, New Zealand, UK, and the USA which provided 54 completed questionnaires. Findings: The study uncovered much good practice led by "champions" within the entrepreneurship discipline. However, embedded sustainability practice was typically limited and it was more typically regarded as an "add-on" to traditional entrepreneurial teaching. Practical implications: The study proposes three ways in which sustainability might be more meaningfully integrated into entrepreneurship programmes. First, the QAA (2012) guidelines for enterprise and entrepreneurship need to be reconsidered to encapsulate the sustainability agenda. Second, for entrepreneurship educators to reconsider their pedagogical approaches to encapsulate systems thinking as more holistic educational perspective. Finally, the authors call for entrepreneurship educators to revise their programmes to embed the core facets of social, environmental, economic, and more recently ethical sustainability. Originality/value: The study offers a novel insight into entrepreneurship educators attitudes to sustainability and their approach to it within their curricula. This study provides an initial benchmark regarding the levels of sustainability provision within entrepreneurship curricula which will be of interest to the entrepreneurship academic community, the sustainability community, and policy makers.

Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization's (2010) vision of interprofessional education across the education spectrum--to ensure the future and current health workforce have the competencies for interprofessional collaboration--have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries. [ABSTRACT FROM AUTHOR]

Kaupapa Maori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a "conscientization" or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Maori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Maori framework as counter strategy to Eurocentric curricula and colonial paradigms.

The heightened focus on "active" citizenship in New Zealand's current curriculum (Ministry of Education, 2007) mirrors a pattern observed in many nation's curricula in the past decade. The scale of active citizenship in this curriculum includes an expectation that students will participate in local and national communities but also extends to participation in "global communities". Recognising that citizenship is a hotly contested concept, how do teaching departments, as collective curriculum "gatekeepers", understand, interpret and enact such curriculum requirements? This paper describes the perceptions and practices toward active citizenship of New Zealand social studies teachers (n = 27) from four differing geographic and socio-economic secondary school communities. This study reveals significant differences in the scale of teachers' citizenship orientations with lower socio-economic school communities prioritising locally-focused citizenship and higher socio-economic communities favouring national and global orientations. Applying a Bourdieusian analysis, the author posits that these diverse perceptions and practices are socially and culturally constituted and reinforced by the shared doxa within school communities. Understanding these differing perceptions of "active" citizenship is essential to gain more nuanced perspectives on how citizenship education is enacted and practised in classrooms. (Contains 2 tables and 4 footnotes.)

New Zealand's early childhood curriculum, "Te Whariki", has two learning outcomes, dispositions and working theories. While a sociocultural perspective of dispositions has received significant attention in research and teaching, "working theories" as a concept has remained somewhat nebulous. This paper describes ways teachers in two settings interpreted this construct during a qualitative study designed to explore teachers' understandings of working theories. During group interviews, teachers initially demonstrated intuitive knowledge of the concept as children's snippets of knowledge and children making connections between different information, experiences and concepts. As a result of the increased focus on the concept stimulated by the research, some teachers' pedagogic practices shifted in richness and depth. However, the realities of daily teaching practices thwarted theoretical understandings from developing within the timeframe of the project and remain a work-in-progress in collaborative attempts to merge theory and practice. Implications for teacher knowledge, learning and policy are offered.

The Beijing olympics prompted educationalists to develop new curriculum resources. These resources focus on the socio-cultural elements of the games, olympism and olympic values, the moral and ethical aspects of sport and select geographical, historical and social dimensions of traditional and contemporary Chinese culture. Typically produced as glossy brochures, such resources helped to disseminate olympic knowledge. However, analyses and evaluations of these resources are rare. Drawing on "Showcase China--Beijing 2008", an online resource published by New Zealand's Ministry of Education and previous olympic education resources published in New Zealand, I encourage scholars to question the comfortable and comforting rhetoric in olympic educational resources that increasingly penetrate physical education curricula. In so doing, I offer an alternative perspective and strategies for teachers to deal with these resources in ways I believe will improve their work and help their students to better understand their worlds. (Contains 1 note.)

This paper discusses the kindergarten curricula of Norway, Sweden, Japan and New Zealand in terms of whether they recommend or suggest teachers unify play and pedagogy by employing a pedagogy of play. These countries were selected because, while they have to provide for children's right to play, they cover different geographical and cultural parts of the world--Europe, Asia and Oceania. Their curricula were examined because they can influence teachers in favour or against employing a pedagogy of play, since they express the official-state expectations regarding young children's play and learning. The documentary analysis indicates that Japan focuses on child-initiated and teacher-directed play only, which does not imply a pedagogy of play. In Norway and New Zealand, there is evidence of almost all aspects of a pedagogy of play, which is not recommended for all learning, while the Swedish curriculum recommends a pedagogy of play. (Contains 5 notes.)

This paper introduces the idea of the perceived curriculum from the student's viewpoint. Based on this, students' perception of opportunity to learn is measured and a process indicator developed for use in school effectiveness research and school evaluation. The Essential Skills of the New Zealand Curriculum are used as the foundation for the development of an instrument to measure opportunity to learn. The instrument measures students' perceptions of opportunity to learn from activities within the school environment. Some illustrative results from a baseline study of 1,300 pupils from 20 schools are presented. Potential uses for an instrument are proposed. The Essential Skills Access Test is appended. (Contains 3 figures and 2 tables.)

This article considers the issues of teacher leadership in subject-based online communities across ten geographically dispersed schools with respect to authority, volunteerism, and sustainability. The conclusions drawn are that such leadership must be shared if the community is to be sustained and that, while the use of ICT facilitates the development of a community, the initial exercise of leadership is more difficult online. Without an already present culture of collaboration, critical discourse and collective responsibility, teacher leaders will struggle to have any influence on teacher practice across such communities. (Contains 3 footnotes.)

Previous research suggests that young ESOL learners in mainstream English-medium classrooms are afforded limited opportunities to engage with curriculum content. This paper reports on a study of a five-year-old boy from Samoa who was just beginning to learn English in a mainstream New Zealand classroom. Interactions between the boy and his teacher and English-speaking peers are analysed for evidence that he was learning "hospital," a central concept in a social studies curriculum unit. The analysis shows that, while this was a language and resource rich classroom, affordances of "hospital" were not consistently accessible to the boy. He did begin to attend to the word "hospital," but there is little evidence that he engaged with the concept. However, noticing the word is a step towards learning its meaning, and it was in interactions with his teacher that he attended to the word, not in interactions with his peers.

A broader view of literacy has emerged as part of the larger debate about educational reform across the globe. Many now argue that availing children with additional skills in technological and media literacy will foster creativity, motivate youth, and improve their economic opportunities while increasing the core of high skilled labourers available to meet the needs of the "knowledge" economy. From Canada and England to Australia and New Zealand, media literacy has become part of the core curriculum. Within the U.S., implementation of reform in this vein has been slow and a number of informal education institutions have stepped in to meet the perceived need, augmenting the core curriculum with media literacy and production opportunities. Yet there are serious questions about what skills the children are actually learning and whether the literacy discourse is yet another attempt at ignoring persistent educational inequalities along the lines of gender, race, and class. In this paper, we consider the viability of combining critical media literacy with standpoint theory to strengthen the multiliteracies movement, offering a more critical and empowering pedagogy. To this end, we analyze an exemplary site of this approach in Los Angeles. (Contains 4 notes.)

Background: The Medical Schools Outcomes Database and Longitudinal Tracking Project (MSOD) in New Zealand is one example of a national survey-based resource of medical student experiences and career outcomes. Longitudinal studies of medical students are valuable for evaluating the outcomes of medical programs against workforce objectives. As a prospective longitudinal multiple-cohort study, survey response rates at each collection point of MSOD vary. This paper assesses the effects of participant non-response rates on MSOD data. Methods: Demographic variables of MSOD respondents between 2012 and 2018 were compared to the distribution of the demographic variables in the population of all NZ medical graduates to ascertain whether respondent samples at multiple survey collection points were representative of the population. Analysis using logistic regression assessed the impact of participant non-response on variables at collection points throughout MSOD. Results: 2874 out of a total population of 2939 domestic medical students graduating between 2012 and 2018 responded to MSOD surveys. Entry and exit surveys achieved response rates around 80% and were broadly representative of the total population on demographic variables. Post-graduation survey response rates were around 50% of the total population of graduates and underrepresented graduates from the University of Auckland. Between the entry and exit and the exit and postgraduation year three samples, there was a significant impact of non-response on ascribed variables, including age at graduation, university, gender and ethnic identity. Between the exit and postgraduation year one sample, non-response significantly impacted ascribed and non-ascribed variables, including future practice intentions. Conclusion: Samples collected from MSOD at entry and exit are representative, and findings from cross-sectional studies using these datasets are likely generalisable to the wider population of NZ medical graduates. Samples collected one and three years post-graduation are less representative. Researchers should be aware of this bias when utilizing these data. When using MSOD data in a longitudinal manner, e.g. comparing the change in career intentions from one collection point to the next, researchers should appropriately control for bias due to non-response between collection points. This study highlights the value of longitudinal career-tracking studies for answering questions relevant to medical education and workforce development. [ABSTRACT FROM AUTHOR]

Compulsory teaching of Aotearoa New Zealand histories has potential to change how this country's young people think and feel about themselves. However, achieving the new curriculum's vision of a more thoughtful and responsible citizenry is unlikely to be straightforward. For Pākehā secondary school students, descendants of European settlers, the emphasis on te ao Māori could challenge a sense of centredness within the nation, and learning about colonial violence and injustice may be a source of emotional discomfort. For the new teaching framework to reach its transformative potential, these moments must be harnessed rather than allowed to block learning and engagement. This paper analyses three possible emotional responses of Pākehā students when monoculturalism is confronted and conflictual local histories are remembered: anxiety, guilt, and shame. While these emotions are usually framed as unnecessary or immobilising, I argue that they signal important starting points for Pākehā in responding to the complexity of colonialism and their complicity within it. Anxiety draws Pākehā attention to the constructed nature of the 'New Zealander' identity, and thus possibilities to de- and re-construct it, guilt pinpoints injustices that Pākehā must collectively address and monitor, and shame alerts Pākehā to their moral ideals. Yet, I also propose that if such feelings are to be harnessed constructively, they must be supplemented with a sense of mutual vulnerability and critical hope. Ultimately, this paper aims to show how discomforting emotions can either thwart or enrich learning and are therefore worth working with and through. [ABSTRACT FROM AUTHOR]

As well as serving as a critic and conscience for societies, universities are elite sites of privilege which, at a surface level, are unlikely locations for health promotion interventions. This paper provides a critical review of the existing health promoting universities (HPU) approaches which is informed by health promotion values. It explores the silence in the global literature around issues of structural discrimination such as the sexism, homophobia and institutional racism that can thrive within university settings. The existing literature also reveals a very limited engagement about positive mental health or indigeneity. In response, this paper brings together these three factors—structural discrimination, mental health, and indigeneity—all of which the authors consider are criterial to health and its promotion. The authors introduce the New Zealand university landscape, in which there are eight Western universities and three whare wānanga (Māori universities), and, drawing on a survey of their Charters and other official statements, offer a moemoeā (vision or dream) of an HPU that addresses structural discrimination, is based on holistic conceptions of health, and is centred on indigenous worldviews and concerns. [ABSTRACT FROM AUTHOR]

In this paper, we provide a reflection upon the influence of the Swanwick–Tillman (ST) model (1986) from the perspectives of music research in Aotearoa New Zealand. In this paper we take stock of where music education in New Zealand currently sits in relation to the Swanwick Tillman theory of musical development. We examine the strengths and the weakness of the model 35 years on to ask what it might still offer music educators in a context where issues of culture and colonisation have taken centre stage. We also reflect upon the impact of a visit to New Zealand by Keith Swanwick in 1989. Despite the postmodern or colonial critiques we might make now, we consider if the model may still signify a holistic way of conceiving music development and might still have implications for curriculum design and curriculum making in the 21st century. [ABSTRACT FROM AUTHOR]

Most secondary (high) schools in a broad range of jurisdictions internationally engage in various forms of high stakes, standardized assessment and related qualifications. In this paper, we interrogate how educational achievement regimes – especially via the reporting of curriculum and assessment ‘data’ – continue to mobilize particular gender norms. Drawing on Derrida’s notion of haunting we explore how such regimes impose and reinscribe stable and binary gendered patterning and create what Barad has named ‘entangled relationalities of inheritance’ [https://doi.org/10.3366/drt.2010.0206,] despite young people (and many schools) moving towards greater recognition of non-binary genders. Drawing on assessment data from Aotearoa New Zealand, we look at both generalized reporting of educational achievement data along the lines of ‘male’ and ‘female’ and on reporting of a single (historically gendered) curriculum subject – health education. We argue that such systems are ‘haunted’ by stable gender categorizations and hierarchies and we ask what this means for the reporting of educational assessment data and the erasure of identities that don’t align with the binary. [ABSTRACT FROM AUTHOR]

This systematic quantitative literature review was conducted to analyse and synthesise the extant corpus of knowledge on dialogic pedagogy within school settings, and thus identify theoretical and methodological gaps in the literature, which might suggest new avenues for research. A search of eight databases (2014–2020) revealed an initial pool of 2443 papers, which was reduced to 61 after screening for eligibility. An analysis of the 61 papers was framed around the following questions: What is the dominant mode of classroom discourse (monologic or dialogic) reported in the literature? Where is dialogic pedagogy being researched? Who are the dominant voices in the field? and Which year levels and school subjects have been examined using which methodologies? A key finding of the analysis was the absence of substantial research by Australian or New Zealand authors, specifically where mathematics education is concerned. Similarly, there is little investigation focusing on the early years of schooling. While some education areas have been well researched with regard to dialogic pedagogy, further work is required that focuses on areas such as the early years of schooling; non-science contexts; and the use of qualitative research methods [ABSTRACT FROM AUTHOR]