Waikato Journal of Education

Current Issue

Vol 26 No 2 (2021)
Published December 7, 2021

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. Articles 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 creative research in the arts; Pacific education: research and practice; bodies in motion; theorising pedagogy; Māori culture and 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, policymakers and the public.

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Introduction

David Taufui Mikato Fa'avae; Kerry Earl Rinehart
5–8
Introduction to Articles in this issue
https://doi.org/10.15663/wje.v26i2.914
pdf

Articles

Lesley Rameka, Brenda Eva Soutar, Vanessa Anne Paki, Leanne Clayton
9–20
Taunaki Puna Reo: Kaiako Considerations of Mana and Kaitiakitanga
https://doi.org/10.15663/wje.v26i2.867
pdf
Jack Goldingham Newsom
21–35
Financial education is in need of a shake-up: Three guiding reorientations
https://doi.org/10.15663/wje.v26i2.829
pdf
Victoria Beckwith
37–50
Parents’ perceptions of global citizenship education in rural Aotearoa New Zealand
https://doi.org/10.15663/wje.v26i2.828
pdf
Sashi Sharna, Shweta Sharma, Phil Doyle, Louis Marcelo, Daniel Kumar
51–64
Teaching and learning probability using games: A systematic review of research from 2010-2020
https://doi.org/10.15663/wje.v26i2.881
pdf
Anna Williams, Michael B. Johnston, Robin Averill
65–89
The functions of NZQA moderation: Academic leaders’ perceptions
https://doi.org/10.15663/wje.v26i2.738
pdf
Peter J. O. Aloka
91–103
Risky versus cautious group decisions: An explorative study of persuasive argumentation factors among teacher-members of Kenyan school disciplinary panels
https://doi.org/10.15663/wje.v26i2.882
pdf
Rabi Shah, Peter Brett
105–119
Applying a ‘Contexts of Influence’ policy analysis model in Nepal
https://doi.org/10.15663/wje.v26i2.830
pdf
Alison Warren, Lesley Robinson, Sandra Tuhakaraina, Tracy Dayman
121–133
Negotiating understandings of teaching dispositions within an early childhood initial teacher education community of practice
https://doi.org/10.15663/wje.v26i2.781
pdf
Gamze Kasalak
135–148
Does university choice decision matter for school engagement and student alienation?
https://doi.org/10.15663/wje.v26i2.732
pdf
Tagataese Tupu Tuia, David Taufui Mikato Fa'avae, Epenesa Esera
149–161
A second chance in education: Upgrade teachers’ perceptions of tertiary education in Samoa
https://doi.org/10.15663/wje.v26i2.840
pdf
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