Wellbeing in the New Zealand Curriculum

Autor/inn/en	Soutter, Anne K.; O'Steen, Billy; Gilmore, Alison
Titel	Wellbeing in the New Zealand Curriculum
Quelle	In: Journal of Curriculum Studies, 44 (2012) 1, S.111-142 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.620175
Schlagwörter	National Curriculum; Curriculum Development; Foreign Countries; Content Analysis; Educational Policy; Literature Reviews; Qualitative Research; Curriculum Evaluation; Secondary School Curriculum; Curriculum Research; Educational Change; Position Papers; Definitions; Alignment (Education); Educational Principles; Language Usage; Context Effect; New Zealand + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Inhaltsanalyse; Politics of education; Bildungspolitik; Qualitative Forschung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Bildungsreform; Positionspapier; Begriffsbestimmung; Bildungsprinzip; Sprachgebrauch; Neuseeland
Abstract	This study examines the usage and contexts of "wellbeing" in New Zealand's curriculum, a formal statement of education policy enacted by a democratically elected government. The analysis is guided by a current model of student wellbeing rooted in seven, interdependent domains: "Having," "Being," "Relating," "Thinking," "Feeling," "Functioning," and "Striving." Identification of explicit and implicit references to wellbeing in the NZC provides a rare opportunity to locate areas of alignment between governmental indicators and these domains. The scope of analysis is deliberately broad, thus providing a transferrable model for curriculum analysis from the perspective of student wellbeing. This study found that words and phrases cluster around constructs associated with the "Relating" domain, and that the "Feeling" domain was under-represented by the curricular language. This suggests that a New Zealand educational view of wellbeing may differ from how it is conceptualized in the literature. Qualitative content analysis of a national curriculum invites further study into how wellbeing is understood and experienced by students and teachers, and how their views align with the intended curriculum. This exercise can be adapted by educators practicing in different schooling contexts, resulting in site-appropriate indicators relevant to their own guiding principles and educational aims. (Contains 8 tables and 5 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10