Multiparty talk in the novel: the distribution of tea and talk in a scene from Evelyn Waugh's Black Mischief

This article argues that studies of fictional dialogue have hitherto neglected the specific dynamics of multiparty talk. I will contend that this neglect contributes to the perpetuation of an "ideal" of conversation that allows no space for either the frustrations and inequalities of such encounters or the unique pleasures they may bring to the reader. I urge the importance of distinguishing between group talk, in which there is some element of cohesion and shared goals, and multiparty talk, in which the representation foregrounds fragmentation and explores the often subtle power games played by the participants. Focusing on a scene from Evelyn Waugh's Black Mischief (1986 [1932]), I argue that Waugh is sensitive to the dynamics of multiparty talk while orchestrating the representation for comic effect. I propose that analyzing such scenes of multiparty talk must make us reassess not only how we theorize fictional dialogue, but how far our models of everyday speech serve to privilege and universalize certain conversational practices and mechanisms based almost exclusively on the duologue

The lure of texts and the discipline of praxis: cross-cultural history in a post-empirical world

The main aim of this paper is to tell stories about interactions between European voyagers and Aboriginal people in New Holland (mainland Australia) and Van Diemen's Land (Tasmania) at the end of the eighteenth century

Learning perspectives: Implications for pedagogy in science education.

How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. In this paper I outline, albeit briefly, the implications for the relations between teaching and learning,for teacher roles and responsibilities, and for the goals of education and curriculum-making of the cognitive-constructivist and situated-social views of learning. The proposal here is not that either of the views is right or better but rather that each foregrounds different aspects of the teaching-learning process and supports particular ways of acting and interacting and hence learning and teaching

Making masks for Maui: Keeping the macro task in mind

New Zealand primary school children in technology lessons often design and create an artifact in response to a scenario that relates to their interests and experiences. Usually the task is undertaken over several days. In this paper we draw on data generated within the INSiTE study, a three-year study exploring the nature of effective student-teacher interactions around science and technology ideas. The teacher in this paper planned for her children to create a mask for their forthcoming school production: 'How Maui found the secret of fire'. As the children worked on the macro task, that of designing and making a mask, meso and micro tasks emerged. The teacher assisted the children to identity and resolve these, hearing in mind that the ultimate aim was their successful participation in the school production. When teachers assist children to maintain a focus on the overall or macro task goals their artifact fulfils the specifications of the scenario and children's technology understandings and skills are fostered

Teacher development for formative assessment.

This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved the teachers' professional, personal and social development. The project focused on clarifying what it was that served as formative assessment in the classroom. Personal development focused upon appreciating the risks and uncertainties involved in responding to what students are learning and acknowledging the importance of teacher confidence. Social development involved a re-examination of the nature of student-teacher interactions and of the complex and often contradicting roles of the teacher in relation to teaching, learning and assessment

The context of contemporary curriculum change.

The aim of this paper is to provide an introduction to the broad field of curriculum change, with the focus being on school curriculum. The first part of the paper provides a brief overview of curriculum change in New Zealand at the national level. In the early years of a state system of schooling, curriculum revision was highly centralised, giving way in recent decades to a wider involvement of stakeholders. The second part examines how national curriculum implementation in schools involves input from the state and schools; in particular, reference is made to a greater emphasis upon school-based curriculum development. It is argued that to achieve greater teacher involvement in school-level decisions, ongoing professional development of teachers is necessary

Exploring the methods of autophotography and photointerviews: children taking pictures of science and technology.

In this paper we discuss the methods of auto-photography and photo-interviews. The benefits and disadvantages of using these methods with young children are examined in relation to a photographic study we conducted in a rural two-teacher primary school (years 1-8) to explore children's perceptions of science and technology (Moreland & Cowie, 2004). Combined, the photographs and the photo-interviews provided a unique insight into children's thinking about science and technology. They proved useful for accessing different viewpoints, as children took photographs at school, at home and in their communities. As methods, auto-photography and photo-interviews newly exposed the issues and challenges inherent in qualitative research, especially the need for the research process and the researcher to be open to the unexpected and surprising

Editorial: Assessment and ICT, innovative practices and future possibilities

The New Zealand Curriculum [NZC] document states that information and communication technology [ICT] and eLearning have considerable potential to support the teaching approaches recommended in the curriculum (Ministry of Education, 2007). In this special issue, we explore the potential for ICTs to support innovative assessment practices that complement effective teaching approaches. Such innovations can enrich the opportunities students have to demonstrate their developing understandings and knowledge, and foster a sense of responsibility for their own and group/class learning. Designed thoughtfully, they can also promote positive student attitudes and motivation towards learning in curriculum learning areas, and towards learning in general