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Directions: Journal of Educational Studies Pacific Curriculum Network
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Directions: Journal of Educational Studies vol.25, no.1-2, 2003

Title: Community resources in university teaching: the case of integrated arts at the University of the South Pacific

Author: Teaero, Teweiariki
Subject:  Activity programs in education
 Arts|Study and teaching (Higher)|Oceania
 Artists as teachers|Oceania
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 1-16;

Abstract: Any educational institution and the community it serves must, by necessity, have a symbolic existence that is mutually enriching. Part of this is the use of the community and resources therein as sources of knowledge, materials, institutions and human resources that could be positively utilised in the teaching-learning process. This paper takes a case study approach and concentrates on the use of expert craftspeople in the delivery of Integrated Arts at The University of the South Pacific. While these people do not hold formal educational qualifications conferred upon them by educational institutions, it is argued that they are legitimate experts in their specific areas of competence who have been properly taught the relevant knowledge and skills by their elders, demonstrated the proper use and applications of the knowledge and skills and have also been acknowledged as experts by their peers and community. As such, they have the requisite background considered necessary to help in the delivery of USP courses in the areas in which they specialise. The paper discusses the advantages and the issues involved in the employment of these experts as part-time tutors at the university. It is argued that these experts must continue to be employed as an integral part of contextualising the teaching process in culturally-inclusive ways.

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Title: Of gaps and bridges: educational challenges for the South Pacific

Author: Auxier, Clarence
Subject:  Educational anthropology
 Students|Social conditions
 Teacher-student relationships
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 17-27;

Abstract: This paper contributes to the dialogue regarding a perceived cultural gap in the learning experiences of South Pacific higher education students. The gap is suggested to be the conflict between students. home cultures at one pole, and a combination of globalisation, internalised colonisation, and the transition to tertiary education at the other pole. Culture is defined as a process of understanding, and the implication for interpersonal understanding between teachers and students is presented as a means for bridging the cultural gap in South Pacific higher education.

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Title: A context-sensitive approach to educational aid

Author: Sanga, Kabini F.
Subject:  Educational planning
 Educational leadership
 Educational assistance
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 28-39;

Abstract: This paper argues that the approach to educational aid must be sensitive to underlying fundamental contextual considerations within the communities aided. In Pacific Islands countries, these relate to weak leadership and, consequently, a lack of clear national vision and plan for education. This paper discusses the Re-thinking Pacific Education Initiative, its context-sensitive approach and its areas of innovation, significance and challenge

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Title: Implications of school-based assessment for the Pacific

Author: Sharma, Sushita, Thimmappa, Purushothamarao
Subject:  Performance standards
 Teacher participation in curriculum planning
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 40-45;

Abstract: The paradigm shift in education from a traditional approach to constructivist approaches has paved the way for the emergence of a variety of assessment methods under the umbrella of school-based assessment. Teacher assessment can be considered an integral part of school-based assessment. Many institutions, world wide, slowly but surely are incorporating one or other of these forms of assessment in their educational services. In the Pacific, the International Baccalaureate Organization (IBO) is one of the premier institutions to take a lead in this regard. IBO.s Suva International Secondary School practises a broad range of modern assessment forms as an alternative to school examinations. Until students reach the public examination at the end of schooling, teacher assessment alone sets, maintains, and monitors the curriculum and performance standards at all levels. Focusing on the assessment practice in this Suva school, this paper discusses implications of such a system for Pacific educational management and teacher education.

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Title: Addressing a troubling subtextual metaphor in the human rights discourse: a challenge for fijian civic education

Author: Graham, Scott
Subject:  United Nations|General Assembly|Universal Declaration of Human Rights
 Human rights|Fiji
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 56-67;

Abstract: Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. (Preamble, Universal Declaration of Human Rights)

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Title: An exploration of high school students' understanding of sample size and sampling variability: implications for research

Author: Sharma, Sashi
Subject:  Education, Higher
 Sampling (Statistics)
 Mathematical analysis
Volume: Directions: Journal of Educational Studies vol.25, no.1-2, 2003
Collation: 68-83;

Abstract: Concerns about students. difficulties in statistical reasoning led to a study which explored Form Five (14 to 16-year-olds) students. ideas in this area. The study focussed on sampling, probability, descriptive statistics and graphical representations. This paper presents and discusses the ways in which these students made sense of sampling constructs obtained from the individual interviews. The findings revealed that many of the students used strategies based on prior experiences and intuitive strategies. While they showed competence with sample size, they were less competent on the sampling variability task. This could be due to instructional neglect of this concept or linguistic problems. The paper concludes by suggesting some implications for further research.

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