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 23, No 1 (2018): Pacific peoples' educational research and practice: Where to now?

Table of Contents


Editorial: Pacific students and pedagogical success PDF
Sashi Sharma, Carol Hamilton


A vaka journey in Pacific education: Become an academic mentor PDF
Cherie Chu


A Pasifika research methodology: Talaloto PDF
Mefi Naufahu
Developing a “culturally validated” dialogic indicator tool: A reconceptualised analytic framework using Talanoa to code classroom talk PDF
Jacinta Lucia Oldehaver

Classroom Practice

Empowering Solomon Islands' beginning science teachers through the use of Appreciative Inquiry PDF
James Porakari, Frances Edwards
Analysing Pacific teachers’ pedagogy inside New Zealand classrooms: A case study using a Cultural Historical Activity Theory (CHAT) perspective PDF
Ivy Abella
Caring for classroom relationality in Pasifika education: A space-based understanding PDF
Martyn Reynolds
Factors impacted on students’ beliefs and attitudes toward learning mathematics: Some findings from the Solomon Islands PDF
Andriane Kele

Subject Specific

Embedding indigenous science knowledge and values in higher education: Critical reflexive practice informed by successful Tongan science learners PDF
Sonia Fonua
Bridging language barriers in statistics for Year-12 Pasifika students: A collaborative study PDF
Sashi Sharma
Can we have ‘half children’? Primary in-service teachers’ knowledge of division PDF
Hem Chand Dayal, Govinda Ishwar Lingam
Traversing Pasifika education research in a post-truth era PDF
Jacoba Matapo

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