Becoming an Innovative Learning Environment: The Making of a New Zealand Secondary School

ISBN-13: 9789811307638 / Angielski / Twarda / 2018 / 145 str.

Noeline Wright

Opis

This book examines how a new school, physically designed as a modern learning environment, has come into being in New Zealand, particularly in relation to how it offers a curriculum for future citizens.

Spis treści

1 Introduction.- 2 Framing the space: Mapping the territory of modern learning environments.- 3 Framing the research design.- 4 Framing the school: Hobsonville Point Secondary School.- 5 Framing the curriculum: 'Paradigm of one'.- 6 Framing pastoral care: 'Paradigm for one'.- 7 Framing the perspective: 'Paradigm of the many'.- 8 The first four years: Conclusion.

O autorze

Noeline Wright is a teacher educator whose work centres on the secondary school sector. She helps prepare those entering secondary teaching via graduate initial teacher education programmes. Her research interests span digital technologies in secondary school settings, secondary schools as modern learning environments, and possibilities for integrated learning for students. She has worked closely with a local secondary school to investigate how teachers from different subject areas incorporate mobile digital technologies into their lessons, and what changes occur in their thinking and practices as a result. She has published on pedagogy and digital technologies, social media in initial teacher education, and on new schools as modern learning environments. She has been funded by the national Teaching and Learning Research Initiative programme to investigate the inception of another new secondary school.

Blurb

This book examines how a new school, physically designed as a modern learning environment, has come into being in New Zealand, particularly in relation to how it offers a curriculum for future citizens. The book does so by examining various aspects of the school’s development, highlighting specific features of this new school. The book considers how flexible curriculum and assessment options, together with the practices of self-managing schools, support the provision of a well-balanced, coherent and future-oriented learning programme. It also illustrates how the school is implementing its vision through its curriculum, pastoral care, and community partnerships, and copes with being different from how other schools understand and embody the New Zealand Curriculum as well as the NCEA qualifications system. Further, it maps school leaders’, teachers’ and foundation students’ thinking and perspectives about what it’s like to become a new school, within the context of an education system that continues to evolve as changes in the broader social, political, economic and technological context influence and impact both the education system as a whole and individual schools.