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Education Calendar

March  2015
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Events on March 17, 2015
  • Professor John Williams Inaugural Professorial
    Starts: 6:00 pm
    Ends: March 17, 2015 - 7:00 pm
    Location: Gallagher Academy of Performing Arts, University of Waikato
    Description: Practice versus theory: The value of Technology Education
    Technology Education is a core element of the New Zealand Curriculum and encompasses a lot more than just woodwork or digital technology. Because of its practical nature, it can be difficult to assess and is sometimes misunderstood or sidelined by subjects which are perceived as more ‘academic’. Professor Williams will describe his research, which aims to assess practice, and in so doing, help overcome the false dichotomy between theory and practice. He will argue that technology needs to be recognised as a broad and highly-valued subject.
    TIME: 6-7pm, Opus Bar open from 5pm
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Events on March 20, 2015
  • Faculty of Education Colloquium
    Starts: 3:00 pm
    Ends: March 20, 2015 - 4:00 pm
    Location: TT1.05
    Description: Pedro Manuel Martinez Monje
    (The University of the Basque Country, Spain)

    Digital citizenship in the knowledge societies
    Knowledge societies are the desired outcome of a new form of future societies. It is not clear, however, how this aspiration can be achieved or recognized by whole communities when inequality in terms of access to digital resources (digital divide) exist. Increasingly, digital access is becoming a new citizenship right on par with social welfare, health care and education in societies with welfare regimes. My presentation discusses the issues related to bridging this digital divide from a range of perspectives, political to different paradigms of social exclusion.
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Events on March 21, 2015
  • POET Symposium
    Starts: 9:30 am
    Ends: March 21, 2015 - 2:15 pm
    Location: MSB1.01 & MSB1.05 (Management School, University of Waikato, Hamilton)
    Description: Hear local and international POET (Pedagogies of Educational Transitions) researchers share their research and discuss implications for research, policy and practice.
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Events on March 25, 2015
  • Developing Middle Leadership in Secondary School learning series commences
    Starts: 12:00 am
    Ends: March 26, 2015 - 12:00 am
    Location: Secondary School learning series commences
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Events on March 26, 2015
  • Increasing Principal Effectiveness learning series commences
    Starts: 12:00 am
    Ends: March 27, 2015 - 12:00 am
    Location: TC1.05
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Events on March 27, 2015
  • Faculty of Education Colloquium
    Starts: 3:00 pm
    Ends: March 27, 2015 - 4:00 pm
    Location: TT1.05
    Description: Kylee Edwards
    Te Oranga The School of Human Development and Movement Studies
    An experimental gifted classroom in the 1950s: Reflections from class members
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Professor Terry Locke

Terry Locke
Arts and Language Education
Professor
Te Hononga School of Curriculum and Pedagogy
Professor

(+64) 7 838 4466 ext 7780
TC3.32A

Qualifications

Doctor of PhilosophyUniversity of Auckland
Master of ArtsUniversity of Auckland
Bachelor of ArtsUniversity of Auckland

"Since July, 2006, I have been Chairperson of the Arts and Language Education Department. My field is English Language Education, though I also have a strong interest in Arts Education and Arts advocacy.

In a former life, I lectured in the English Department at Auckland University (1970-1976 and 1980-1983), where I taught in a number of areas including: American Poetry, Modern Poetry, New Zealand Literature, Nineteenth-Century American Fiction, Nineteenth-Century Literature and Romanticism. My PhD is in American poetry and entitled "The Antagonistic City: A Design for Urban Imagery in Seven American Poets". (In 1971-2 I was fortunate in having a stint as visiting Research Fellow at Yale University.)

At Auckland University, I developed an interest in the dynamics of literacy development encompassing such things as reader-response theory (à la Louise Rosenblatt), post-modern theories of resistant reading and reader positioning, genre-based theories of teaching and writing, and rhetorical theories for developing a rationale for English as a subject.

After a total of 12 years secondary school teaching, which included roles as both a HOD English and HOD Drama, I joined the staff of Waikato University in 1997.

Since joining the staff at Waikato, I have pursued interests in the status and rationale of English as a school subject, the impact of curriculum and assessment reform on classroom practice and the professionalism of classroom teachers, the place of ICT in English, aspects of elearning, argument as a mode of discourse and how to teach it to secondary students, metalanguage and classroom talk, and the teaching of literature in multicultural classrooms.

Between 1997 and 2001, I coordinated the development of a standards-based, senior secondary English course in what became known as the English Study Design Project. The aim of the project was to find a middle ground between unit standards and a national examination in English. The project involved the production of a syllabus document, a planning and assessment guide for Year 12 teachers, the setting up of a website, a system of national moderation and certification and a series of cluster group meetings with participating schools. In 2001, the English Study Design was transformed into the University of Waikato Certificate of Studies: English, a senior secondary school English qualification offering schools an alternative pathway for the NCEA. Currently, this qualification is not being offered to New Zealand secondary schools because it is felt that NZQA's compliance arrangements will penalise schools and students who opt for this qualification.

I am currently co-ordinating editor of the international, peer-reviewed, e-journal English Teaching: Practice and Critique and also manage the site Critical English Online. My major research endeavour between 2007 and 2009 was   a TLRI project on "Teaching literature in the multicultural classroom". I have just begun directing a two-year project on "Teachers as writers: Transforming professional identity and classroom practice".