Waikato Journal of Education

The Waikato Journal of Education is a well-regarded peer-reviewed journal. Since the first publication in 1995, the journal has made a major contribution to the scholarship on a wide range of topics in the field of education, particularly issues connected to curriculum, learning and teaching. Papers have included reports on educational research and practice and viewpoints on education policies, theories and practices. Issues often have a special focus.

Previous special issues and sections have included sections on creative research in the arts; Pacific education: research and practice; bodies in motion; theorising pedagogy; Māori culture and education; Māori education, teacher education, curriculum, ethics and tertiary education; educational leadership; and new voices in ethnography. The journal appeals to a diverse readership that includes academics, graduate students, teachers across all sectors from early childhood to tertiary, policy makers and "the public".

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Vol 22, No 4 (2017)

Table of Contents

Editorial

Editorial PDF
Noeline Wright

Articles

“It’s a case of access.” The problematics of accessing research participants PDF
Diana Leigh Amundsen, Mohamed Msoroka, Brian Findsen
Embedding problem-solving in a primary mathematics programme PDF
Judy Bailey
Viewing basic math through the lens of history: Undergraduates’ reflective learning in a history-augmented mathematics classroom PDF
Joshua Abah Abah
Undergraduate study behaviours and academic performance: A qualitative analysis of students’ retrospective comments PDF
David N Ishii
Motivation and the reciprocal nature of professional learning between New Zealand teachers working with untrained Indian teachers PDF
Nicola Daly, Sashi Sharma
A comparative study of rural and urban teachers’ perceptions of professional development PDF
Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand
An investigation of teachers’ professional development practices in a rural Fijian secondary school PDF
Parmeshwar Prasad Mohan, Govinda Ishwar Lingam, Deepa Dewali Chand

Doctoral Abstracts

Investigating Indonesian teachers' experience, motivation, and confidence in English-medium content teaching through a professional development blended learning environment PDF
Mangasa Aritonang
Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning PDF
Tracey Carlyon
Fighting the odds to make it even: Mapping an affordance ecosystem in a kindergarten community PDF
Jeanette Clarkin-Phillips
Adults and children engaging with ePortfolios in an early childhood education setting PDF
Tracey Hooker
Asian migrant women’s identity negotiation as language learners: Significant events towards imagined identities PDF
Jinah Lee
The Orff approach in the professional lives and practices of teachers in the Aotearoa/New Zealand school context PDF
Millie Locke
Women's leadership as a symbolic act of reproduction: A case Study in the Soloman Islands PDF
Suzanne Maezama
Enhancing teachers' use of web-based resources: A case study of secondary technology teachers PDF
Jennifer Mangan
Teacher education ICT appropriation model TEAM: A model for ICT appropriation in early childhood initial teacher education PDF
Rosina Merry
Pululima faifai pea: Establishment of Samoan immersion early childhood education centres and bilingual units in primary and intermediate PDF
Patisepa Tuafuti
Teachers: Having a voice and being heard? Evidence from two private schools in Nepal PDF
Chandra Lal Sharma Poudyal
Positioned as expert scientists: Learning science through Mantle-of-the-Expert at years 7/8 PDF
Carrie Swanson
South African boys in New Zealand: Immigrants’ retrospective accounts of adapting to life in a new country during adolescence PDF
Teswell White


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© Wilf Malcolm Institute of Educational Research, Te Kura Toi Tangata Faculty of Education, 2015