Alexis Siteine
Datos Biográficos
| ID | 6573591 |
|---|---|
| NOMBRE | Alexis Siteine |
| NOMBRES | Alexis |
| APELLIDO | Siteine |
| FIRMA | SITEINE A |
| AFILIACIONES | School of Critical Studies in Education, Faculty of Education and Social Work, The University of Auckland , Auckland, New Zealand |
| ORCID | 0000-0002-9508-6307 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 1 |
Knowledge and the New Zealand curriculum ‘refresh’
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Cu…
Recognising ethnic identity in the classroom
The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity dir…
Recognising ethnic identity in the classroom
The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity dir…
Recognising ethnic identity in the classroom
The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs, understandings and practices of teachers as they interpret the curriculum related to the identity dir…
Knowledge and the New Zealand curriculum ‘refresh’
This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new ‘Understand, Know, Do’ structure for the curriculum has the potential to facilitate coherent design of teaching programmes and ‘deep learning’. Using a social realist lens, Bernsteinian theories on knowledge structures and recontextualization, and the principles of a Cu…
Curriculum (2 obras) · Educational Theory and Curriculum Studies (2 obras) · Pedagogy (2 obras) · Social science (2 obras) · Sociology (2 obras) · Coherence (philosophical gambling strategy) (1 obras) · Computer Science (1 obras) · Confusion (1 obras) · Curriculum development (1 obras) · Curriculum mapping (1 obras)