EDSOC101-18A (NET)

The New Zealand Educational Context

15 Points

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Te Kura Toi Tangata Faculty of Education
Te Whiringa Educational Leadership and Policy

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: sussi.bell@waikato.ac.nz
: helen.findlay@waikato.ac.nz

Placement Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: melanie.chivers@waikato.ac.nz
: alistair.lamb@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5 or 9 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
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Paper Description

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This paper examines the educational policies, ideas and processes shaping educational contexts in Aotearoa New Zealand

This paper will provide critical analyses of the contexts of learning, teaching and education in New Zealand from a variety of historical, philosophical, political and sociological perspectives. The paper will provide knowledge and understanding of political debates pertaining to education and the policies resulting from these, the historical events and political philosophies that shape the institutions New Zealanders work within and cultural and economic changes that impact the education of individuals and families in New Zealand. It will provide an examination of the nature and role of education as a major humanities and social sciences discipline. Bi-cultural, historical, philosophical and sociological perspectives will be applied critically to a broad spectrum of educational issues, activities, and organisations.

This paper will be a key paper for supporting academic literacy. To understand the New Zealand context students need to engage in a range of academic reading modes, critique policy and be able to interpret graphs, statistics and use different forms of information as evidence to support academic writing. There will be numerous opportunities to select readings and documents where these skills can be scaffolded in context. The paper will foster an awareness of how theory helps us to make sense of our world, of how and what happens and why. Theory enables us to become aware of and understand the often hidden assumptions underpinning practice, and is also necessary for the process of critical thinking.

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Paper Structure

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This paper will be taught within the MMP program. It includes a block course lecture, and a number of moodle based activities including online task sheets, panopto, moodle based quizzes and surveys, and links to readings and videos.

Moodle work is broken up into fortnightly modules that will include an introductory panopto, a task sheet, readings and a group discussion.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Explain and comment critically on educational policies, ideas and processes shaping educational contexts in Aotearoa New Zealand
    Explain and commnet critically on educational policies, ideas and process shaping educational contexts in Aotearoa New Zealand
    Linked to the following assessments:
  • Demonstrate an understanding of a range of philosophical ideas and theories that have influenced education policy and practice in Aotearoa New Zealand
    Linked to the following assessments:
  • Demonstrate an understanding of issues of equality of opportunity and social justice and how these have informed educational movements, policy and practice in Aotearoa New Zealand
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  • Intepret and critique evidence, including graphs, statistics and other forms of information to support academic writing.
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  • Show an understanding of education within the bicultural, multicultural, philosophical, political, economic and historical contexts of Aotearoa New Zealand
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  • Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners
    Specific competencies addressed in this paper are: W1, W2, TW1
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  • Graduating teacher standards of professional knowledge, professional practice, and professional values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand
    Specific standards identified in this paper are standards 2a, 3a, 3c
    Linked to the following assessments:
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Assessment

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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. MOODLE QUIZ
9 Mar 2018
11:30 PM
10
  • Online: Submit through Moodle
2. ESSAY
30 Mar 2018
11:30 PM
30
  • Online: Upload to Moodle Forum
3. RESEARCH ASSIGNMENT
7 May 2018
11:30 PM
30
  • Online: Submit through Moodle
4. GROUP PRESENTATION AND PERSONAL SUMMARY
1 Jun 2018
11:30 PM
30
  • Online: Submit through Moodle
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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There is no readings book for this paper. Required readings for each week will be listed on the library reading list and found in each module on Moodle. Most readings will be available online from academic journals through the library or other websites but students will be able to print these out if you prefer reading from hard copies.

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Recommended Readings

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Recommended readings for each week will be listed on the library reading list and found in each module on Moodle.
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Other Resources

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Other resources for each week will be listed on the library reading list and found in each module on Moodle. These will vary for each module but may include links to online videos, websites, surveys, and panoptos.
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Online Support

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Online support will be available throughout this paper through moodle or by email. If you have a question relating to your class content or if

you have a question relating to the paper overall, pleasecontact your lecturer, Maggie Lyall. Contact details can be found at the beginning of this outline.

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Workload

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This paper, as a 15-point paper, has an expected workload of 10 hours weekly or 150 hours across the semester. This will include time spent completing your module task sheet, writing assignments, readings and engaging in an online discussion for each module.

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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Equivalent(s)

Restriction(s)

Restricted papers: PCSS101

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