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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 21 1 Factors that influence the efficacy of professional development in digital technologies for New Zealand primary school teachers Westcott, Toni. - 2019 BASE Show details 2 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 BASE Show details 3 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 BASE Show details 4 Factors that influence the efficacy of professional development in digital technologies for New Zealand primary school teachers Westcott, Toni. - 2019 BASE Show details 5 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 6 Culturally inclusive pedagogies Rana, Lata; Culbreath, Yvonne. - 2019 BASE Show details 7 Change implementation in teaching Hay, Deborah Marie. - 2018 BASE Show details 8 Change implementation in teaching Hay, Deborah Marie. - 2018 BASE Show details 9 Co-designing primary learning space in Aotearoa New Zealand Haghighi, Mana Talebi. - 2017 BASE Show details 10 Teaching as inquiry : perspectives, practices and perceptions of success in New Zealand primary schools Clarke, Charles. - 2017 BASE Show details 11 Teaching as inquiry : perspectives, practices and perceptions of success in New Zealand primary schools Clarke, Charles. - 2017 BASE Show details 12 Co-designing primary learning space in Aotearoa New Zealand Haghighi, Mana Talebi. - 2017 BASE Show details 13 Teaching as inquiry : perspectives, practices and perceptions of success in New Zealand primary schools Clarke, Charles. - 2017 Abstract: RESEARCH QUESTIONS: 1. What are leaders’ and teachers’ perspectives of teaching as inquiry? 2. How is teaching as inquiry practised in New Zealand primary schools? 3. What are leaders’ and teachers’ perceptions of successful teaching as inquiry practice? ABSTRACT: Teaching as inquiry has been included in the New Zealand Curriculum as a model of effective pedagogy for more than ten years, however, its introduction to primary schools has been gradual. The implementation of teaching as inquiry has not been straightforward as it requires a pedagogical shift in the mindset of educators. This study, therefore, is aimed to explore leaders’ and teachers’ perspectives of teaching as inquiry, investigate its practice in primary schools and examine leaders’ and teachers’ perceptions of successful teaching as inquiry practice. In seeking to understand the ideas and experiences from educators around teaching as inquiry I adopted an interpretive epistemological approach for my research. Using the qualitative method of focus group interviews allowed me to collect a substantial amount of detailed subjective data. A total of six focus group interviews were conducted with groups of leaders and groups of teachers at three Auckland primary schools. The key findings from this study revealed that the school context largely determined the extent to which teaching as inquiry was understood, embraced and practised by educators. The findings also exposed that different teaching as inquiry frameworks were adopted, that it is linked performance appraisal systems and that its practice is continuing to develop in schools including a more recent shift towards collaborative inquiry. This study highlights that in some contexts teaching as inquiry practice is narrowed and superficial due to various pressures and constraints, and does not contribute to improved student learning outcomes in a significant way. While they are not specifically referred to in the New Zealand Curriculum, it is the belief of the researcher that schools should engage with the underpinning core attitudes of open-mindedness, fallibility and persistence. This would reconnect educators with the purpose of teaching as inquiry, allow them to improve their understandings, and develop an organisational learning culture with authentic and relevant practices that serve leaders, teachers and learners within their educational context. Keyword: 130105 Primary Education (excl. Māori); 130299 Curriculum and Pedagogy not elsewhere classified; Auckland (N.Z.); middle level leaders; New Zealand; New Zealand Curriculum; perceptions; primary schools; primary teachers; teaching as inquiry URL: https://hdl.handle.net/10652/4683 BASE Hide details 14 He reo, he tikanga e whare nei i a tāua Ngatai, Deane-­Rose. - 2015 BASE Show details 15 He reo, he tikanga e whare nei i a tāua Ngatai, Deane-­Rose. - : Unitec Institute of Technology, 2015 BASE Show details 16 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 17 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 18 Student voice : empowerment, engagement, efficacy in New Zealand schools Parry, Helen. - 2014 BASE Show details 19 Teacher perceptions and management of challenging student behaviours in primary school classrooms Dhaliwal, Manpreet. - 2013 BASE Show details 20 Teacher perceptions and management of challenging student behaviours in primary school classrooms Dhaliwal, Manpreet. - 2013 BASE Show details Page: 1 2

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