109 results on '"Stuart P"'
Search Results
2. As the Crones Fly
- Author
-
Georgina Tuari Stewart, Nesta Devine, Chris Jenkin, Yo Heta-Lensen, Lisa Maurice-Takerei, Margaret Joan Stuart, and Sue Middleton
- Abstract
Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences - in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women's academic careers, which are commonly constrained by motherhood in their younger years, are also curtailed at the senior end by processes of voluntary/involuntary retirement, as and when demanded by adverse fiscal conditions.
- Published
- 2024
- Full Text
- View/download PDF
3. Transforming a Didactic Lecture into a Student-Centered Active Learning Exercise--Teaching Equine Diarrhea to Fourth-Year Veterinary Students
- Author
-
Gordon, Stuart J. G., Bolwell, Charlotte F., Raney, Jessica L., and Zepke, Nick
- Abstract
Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on 'equine diarrhea', to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author's journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.
- Published
- 2022
4. History as Curriculum; History as Politics
- Author
-
Stuart, Margaret
- Abstract
This article examines a particular incident in the Waikato wars, 1863-4 and its relevance to the newly mandated New Zealand History curriculum. The new curriculum will for the first time make the teaching of local history compulsory in years 1-10. I examine the wide variety of submissions about the content of this curriculum. As the Royal Society's Expert Advisory Panel (2021, p. 20) responded, there is a recognition 'that History can hurt'. It is an opportunity to reject earlier stories of imperial nation-building and support the recovery of subjected, often unheard, voices from the community. I examine two perspectives of an 'incident' at Rangiaowhia, first from an historian's perspective, then, a rearticulated narrative of hapu, Te Apakura. I also examine two local retellings, where the indigenous perspectives are given voice. Unless the silence is broken, countries' past will be unaddressed and native peoples injuriously affected.
- Published
- 2022
- Full Text
- View/download PDF
5. Can We Cast Away Crusoe? A Search for Other Edu/Economic-Leaderships
- Author
-
Stuart, Margaret
- Abstract
Educational leadership has become a prime focus in the past few decades. Margaret Stuart's thesis is that, as the New Zealand education reforms of the 1990s were bundled with neoliberal economics, the discourse of educational leadership ascended. The country is unique in that its devolution of educational management to individual schools, and an ever-smaller role for the central state, has a 30-year history. This article first examines the discourse of educational leadership, within the context of New Zealand's neoliberal economics, through a genealogical lens, looking at the economic, rather than educational, underpinnings. It then discusses how educational leadership emerges to manage risks and new models of economics and education are being sought. Stuart concludes perhaps, by decentring the Eurocentric models, edu-economics can move to Pacific modes of being.
- Published
- 2022
- Full Text
- View/download PDF
6. Unravelling Imperial Knots: Teaching New Zealand History Contrapuntally
- Author
-
Stuart, Margaret
- Abstract
I use Edward Said's (in: Culture and imperialism, Vintage, 1993) theory, that nations 'are narrations: who owned land, could settle, plan its future, are all stories of imperialism. The history teacher could not only consider 'what to read', but also 'how to read' taking account of the processes of imperialism; of the macro-history of world systems and micro-history of individuals within these. I examine Said's theory in the context of New Zealand history, looking at four interconnected aspects: expropriation of land, trading in goods, appropriation of botanical knowledge, and the place of education in telling the story of the nation. I suggest that using this as a model, teachers can seek out local stories, ensuring several perspectives are heeded and linked to the bigger narratives of the colonial past and present.
- Published
- 2022
- Full Text
- View/download PDF
7. In School and out of School Digital Use and the Development of Children's Self-Regulation and Social Skills
- Author
-
McNaughton, Stuart, Zhu, Tong, Rosedale, Naomi, Jesson, Rebecca, Oldehaver, Jacinta, and Williamson, Rachel
- Abstract
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions were found. Social skills were more variable. Students had heightened awareness of needing to self-regulate in digital contexts, rating their self-regulation lower than in non-digital contexts. High frequencies and durations of fun activities at home (e.g., posting photos or blogs, chatting, and games) were associated with lower ratings. But fun activities were associated with higher ratings of social skills in digital contexts. High levels of parental monitoring were related to higher ratings of self-regulation. These patterns reflect school-wide norms and practices (students are socialized as digital citizens) as well as more general features of socialization at home. We conclude that self-regulation and social skills are sensitive to contexts over the primary school years. Digital tools may be particularly 'impulsogenic', and students need context-specific self-regulatory strategies, but the tools create opportunities to develop valued social skills under specific conditions.
- Published
- 2022
- Full Text
- View/download PDF
8. Well-Being in Schools: Chinese and New Zealand Approaches
- Author
-
McNaughton, Stuart and Li, Jiacheng
- Abstract
Educational authorities across countries are concerned to promote the well-being of their children. We discuss the approach that two systems, China and New Zealand, have adopted to support the development of well-being. The Chinese system has roots in the Confucian education tradition, Westernization Movement, and Soviet education lessons. It is characterised by a specialist role, the Banzhuren. The contemporary New Zealand system includes the explicit identification of values and competencies for well-being in curricula and system data about development during the school years. Both systems for promoting have weaknesses and strengths and we argue can learn from each other.
- Published
- 2022
- Full Text
- View/download PDF
9. Increasing Engagement for Young Children with Autism Spectrum Disorder Using Way to Play: A Preliminary Investigation of the Adult Training Program
- Author
-
Beaumont, Dervla, Blakey, Tanya, Stuart, Neil, and Woodward, Julia
- Abstract
Way to Play is an approach that supports adults to promote the engagement of young children with autism spectrum disorder through play. The Ministry of Education in New Zealand has collaborated with Autism New Zealand to ensure the sustainable delivery of Way to Play within Auckland's early learning services by training early intervention staff to both use Way to Play and to coach and support other adults in its use. Key strategies that form the foundation of Way to Play are described, and an outline of the evidence base for these strategies is provided. Preliminary data demonstrate the effectiveness of the training approach and the perceived impact for young children with autism and their parents/carers and teachers. Case examples illustrate how Way to Play is used across home and educational settings to successfully support the engagement and inclusion of young children with autism. Suggestions are made for a comprehensive investigation of program effectiveness.
- Published
- 2021
- Full Text
- View/download PDF
10. Inclusive Classroom Strategies for Raising the Achievement of Students with Dyslexia
- Author
-
Stuart, Alena and Yates, Anne
- Abstract
The purpose of this research overview is to analyse literature on dyslexia and to identify and evaluate a range of inclusive classroom strategies which can influence the educational achievement of students with dyslexia. Tunmer and Greaney (2010) define dyslexia as "persistent learning difficulties" (p. 239) which present in "otherwise typically developing children, despite exposure to high quality, evidence-based literacy instruction and intervention" (p. 239). The difficulties arise due to a lack of phonemic awareness, key skills required to access literacy (2010). According to Mills (2018) there is no "quick fix or one prescribed intervention" (p. 38) to remediate dyslexia. This research overview provides an analysis of four studies followed by an evaluation of strategies suggested to improve learning outcomes for students with dyslexia. It concludes with key recommendations for inclusive practices which teachers could use to ensure students with dyslexia have the same opportunities to achieve as their peers.
- Published
- 2018
11. Student Perceptions of Student Evaluations: Enabling Student Voice and Meaningful Engagement
- Author
-
Stein, Sarah J., Goodchild, Allen, Moskal, Adon, Terry, Stuart, and McDonald, Jenny
- Abstract
A wealth of evidence about the place and value of student evaluations of teaching (SET) exists. Issues highlight often unspoken assumptions about the separation of evaluation from core teaching-learning processes. Despite the research presenting the teacher/institutional viewpoint, few studies address student perceptions of, and engagement with, SET. To examine the converse side of the arguments about SET, this study looked at SET from the perspective of the student. Experiences and perceptions about evaluations were invited from students from two New Zealand tertiary institutions through a questionnaire. The majority of students said that they were happy to provide feedback on teaching and courses, but systems of expectation, imposition on time, lack of knowledge about consequences of the SET system and the way their responses are used are barriers to their engagement. Shifting focus of research from the SET system to the effectiveness of partnerships between students, teachers and institution is suggested as a way to take future SET research in a different direction. This may foreground the positive contribution of SET to learning and teaching rather than repeated exploration of its inherent limitations and weaknesses.
- Published
- 2021
- Full Text
- View/download PDF
12. Business as Usual or Digital Mechanisms for Change? What Student DLOs Reveal about Doing Mathematics
- Author
-
Rosedale, Naomi Alexandra, Jesson, Rebecca Ngaire, and McNaughton, Stuart
- Abstract
Mathematics classrooms have a long history of what has been termed 'unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.
- Published
- 2021
- Full Text
- View/download PDF
13. Digital Technologies: From Vision to Action
- Author
-
Armistead, Stuart
- Abstract
The interest and uptake in utilising digital technologies in education appears to be exponential. With the rollout of ultrafast broadband and the development of the Network for Learning in New Zealand, school leaders face the challenges and opportunity of deciding when, what and how they go about implementing digital technologies in their schools. Based on evidence from an interpretive study involving three school leaders of new schools, the alignment of their organisation's vision for teaching and learning and use of digital technologies is explored. This study suggests that digital technologies have significant potential to enhance learning opportunities within an explicit and shared vision of what a learner needs to be successful in their lives.
- Published
- 2016
14. Being Professional in New Zealand Early Childhood Education: A Genealogy
- Author
-
Stuart, Margaret
- Abstract
An academic, Peter Dinniss, discussed the then emerging issue of professionalism in the early childhood education sector in 1974. "There has been much debate over the term ['professional'] together with discussion as to whether teaching is a profession" (1974: 11). On the cusp of the 21st century, the Education Council (now renamed Teaching Council) of New Zealand consulted with teachers on their register about a professional code. This article follows the emergence of the professionalism discourse. I examine traces of the 'strategies, tactics and procedures' in a genealogy of the managerial technicist process of education. My interest lies in emergent 'responsibilization' of teachers over the period. I examine the power/knowledge of the 'profession' in Aotearoa, New Zealand, as teachers invent and govern themselves. I ask if the Council's discourse of professionalism through registration of individuals can be re-envisioned through the collective and democratic practices evident in parent-led services.
- Published
- 2020
- Full Text
- View/download PDF
15. Advancing Text-Analysis to Tap into the Student Voice: A Proof-of-Concept Study
- Author
-
McDonald, Jenny, Moskal, Adon Christian Michael, Goodchild, Allen, Stein, Sarah, and Terry, Stuart
- Abstract
Student evaluations of teaching and courses (SETs) are part of the fabric of tertiary education and quantitative ratings derived from SETs are highly valued by tertiary institutions. However, many staff do not engage meaningfully with SETs, especially if the process of analysing student feedback is cumbersome or time-consuming. To address this issue, we describe a proof-of-concept study to automate aspects of analysing student free text responses to questions. Using Quantext text analysis software, we summarise and categorise student free text responses to two questions posed as part of a larger research project which explored student perceptions of SETs. We compare human analysis of student responses with automated methods and identify some key reasons why students do not complete SETs. We conclude that the text analytic tools in Quantext have an important role in assisting teaching staff with the rigorous analysis and interpretation of SETs and that keeping teachers and students at the centre of the evaluation process is key.
- Published
- 2020
- Full Text
- View/download PDF
16. Looking Hot in Selfies: Narcissistic Beginnings, Aggressive Outcomes?
- Author
-
Stuart, Jaimee and Kurek, Anna
- Abstract
An emerging literature suggests that females are more likely than males to take and post selfies and that such selfies tend to both conform to and legitimize the sexualization of femininity. It has been found that key predictors of selfie behaviors are narcissistic personality traits and that taking a higher number of selfies may, in turn, put young people at risk of engaging in negative social interactions online. No studies to date have investigated the mediating effects of selfies and, moreover, selfies that are taken with the intention of to appear physically attractive (i.e., sexualized selfies), on the relationship between narcissism and cyber behaviors. The following study examined selfie taking among a group of 262 adolescent girls (aged 13-16). Results of a path model found a serial mediation effect, indicating that exploitativeness was associated with increased selfie taking, which increased sexualized selfie taking and in turn increased cyber aggression and victimization. In contrast, contingent self-esteem was associated with taking sexualized selfies (with indirect positive effects on cyber behaviors). Results of this model also show that the effect of taking selfies on cyber behaviors is fully mediated by taking sexualized selfies. These findings are discussed in relation to the characteristics of the online environment and the risks of young women's sexualized online self-presentations.
- Published
- 2019
- Full Text
- View/download PDF
17. Potential Liabilities: Social Investment Policy as Biopolitics in New Zealand -- An Examination of the National Coalition Government's Welfare Policies
- Author
-
Stuart, Margaret
- Abstract
Using Michel Foucault's theories of biopolitics, about risk and security, I examine the welfare policies of the National Coalition Government in New Zealand (2008-2017). This government attempted to mitigate risk by projecting possible challenges and solutions to 'vulnerable populations'. Welfare was re-defined in monetarist economic terms, as ways to ensure 'small government'. Over the three terms of government they brought in changes across the education, and social services, with the intent of implementing new economic facets to reduce the cost to the state of beneficiaries and their dependent children. Using cross-ministry data collection, they planned to identify the 'job-shy' parents and children deemed 'vulnerable'. Social Investment aimed to change the behaviours of such populations, whom the National Coalition government deemed future potential liabilities for the state. Projecting costs over 20 or 30 years and modelling the costs of dysfunction would give the social agencies improved information. Early intervention would save the state welfare budget, and responsibilize the young children at risk of themselves becoming beneficiaries later in life.
- Published
- 2019
- Full Text
- View/download PDF
18. A Review of Research Connecting Digital Storytelling, Photovoice, and Civic Engagement
- Author
-
Greene, Stuart, Burke, Kevin J., and McKenna, Maria K.
- Abstract
The purpose of this review is to expand understanding of the ways culturally, ethnically, and racially diverse youth have begun to reimagine urban and rural spaces using digital storytelling and photovoice, two methods that often fall under the broad field of youth participatory action research. To explain the conditions under which these methods favor movement toward socially just ideas and actions, we also build on and extend research in critical youth empowerment to call attention to the relational nature of the kind of work that positions youth as coresearchers and democratically engaged citizens. Of importance are the availability of safe, nurturing spaces that foster youth engagement, the quality of relationships between youth and adults, and the extent to which decisions and actions remain in the hands of youth. Finally, this review considers the implications for further research and what it could mean to reimagine schools and communities as spaces where youth have a voice as civically engaged citizens.
- Published
- 2018
- Full Text
- View/download PDF
19. Is Inclusive Education Right for Every Child? An Account by the Parent of a Child with High and Complex Needs Due to Autism Spectrum Disorder
- Author
-
McLaren, Stuart J.
- Abstract
There is often intense and passionate debate about the inclusion of those students with the most complex social learning and behavioural needs. This paper, written from a parent's perspective, is based on a case study of a 15-year-old adolescent with severe and high functioning autism that was comparatively well-resourced through the new "Intensive Wraparound Service Initiative" and well-supported by the school, the Ministry of Education and his parents. His mainstream education ended after two terms of multi-level failure and he has been returned to a special residential school. This paper examines in detail the issues surrounding his inclusion and the resources provided to facilitate his education. It discusses the failure of the initiative in this instance, and whether it was due to any deficiencies in his inclusion, the intervention plan and implementation, the level of resources, or whether it was ever practicable or feasible to include a child with this level of need in the mainstream.
- Published
- 2013
20. Examining Samoan Language Development in Samoan Bilingual Students' Understanding of Texts in English
- Author
-
Amituanai-Toloa, Meaola, McNaughton, Stuart, and Kuin Lai, Mei
- Abstract
This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool used a listening comprehension format to avoid possible decoding limitations and provided a gradient of difficulty with a surprising drop in both oral and reading comprehension at year 7. This drop was attributed to a change in competencies of some students entering the bilingual classroom at year 7. For example, the mixed levels of both L1 (Samoan) oral and L1 (Samoan) reading comprehension within and across years of schooling likely reflects the varied provision in the Samoan bilingual classes and the variations across cohorts in different degrees of bilingualism. We argue that this might be due to the make up of the two schools of which one was an Intermediate school of years 7 and 8 students and, the other was a full primary school with students from years 4 to 8. The patterns suggest two general instructional needs in Samoan bilingual classrooms. One is the need to develop metacognitive components and the need for deliberate and explicit instruction to build awareness of strategies and effectiveness. The other is the ubiquitous need identified in reading comprehension instruction generally to develop vocabulary both through oral and written forms. There was a highly significant relationship between L1 oral at L1 reading comprehension levels reflecting a general relationship found in other studies of monolingual in L2 (English) contexts. (Contains 4 tables and 4 footnotes.)
- Published
- 2009
21. 'Social Investment' as Political Economy of Education: Recent Changes in Early Childhood Education in New Zealand
- Author
-
Stuart, Margaret
- Abstract
The newly coined policy of social investment is an economic argument for targeting state investment to the most needy. I use Foucault's notion of biopolitics in a discursive analysis of recent New Zealand policy documents pertaining to a discrete group of 'vulnerable children'. I further argue that the Foucauldian metaphor of state institutions as war-like gives knowledge/power to investment as efficient government.
- Published
- 2018
- Full Text
- View/download PDF
22. Te Reo Maori: Indigenous Language Acquisition in the Context of New Zealand English
- Author
-
Reese, Elaine, Keegan, Peter, McNaughton, Stuart, Kingi, Te Kani, Carr, Polly Atatoa, Schmidt, Johanna, Mohal, Jatender, Grant, Cameron, and Morton, Susan
- Abstract
This study assessed the status of te reo Maori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ("Growing Up in New Zealand"), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Maori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Maori (NZM: CDI sf) and New Zealand English (NZE: CDI sf). Mothers with higher education levels had children with larger vocabularies in both te reo Maori and NZ English. For English speakers, vocabulary advantages also existed for girls, first-borns, monolinguals, those living in areas of lower deprivation, and those whose mothers had no concerns about their speech and language. Because more than 99% of Maori speakers were bilingual, te reo Maori acquisition appears to be occurring in the context of the acquisition of New Zealand English.
- Published
- 2018
- Full Text
- View/download PDF
23. 'Harden Up and Face Reality:' Exploring Underlying Bullying Beliefs in New Zealand
- Author
-
Balanovic, Jovana, Stuart, Jaimee, and Jeffrey, Jenny
- Abstract
A growing body of research illustrating the detrimental consequences of bullying has led to many antibullying interventions being developed. Despite good intentions, evidence suggests that such programs vary considerably in their efficacy. The current study examines the social discourse around bullying in the New Zealand environment in order to see whether underlying beliefs may undermine or influence approaches to mitigate bullying. The study employed an exploratory, qualitative approach of social discourses in the media. Using 31 online media articles, and 501 related online comments, methods of applied thematic analysis revealed three main themes which captured the beliefs that (a) victims of bullying are weak, (b) perpetrators of bullying are evil, and (c) bullying is a normal and, in some ways, acceptable behavior. Such findings illustrate the role that societal beliefs play in shaping the environment in which bullying occurs, and have important implications for future bullying research and interventions.
- Published
- 2018
- Full Text
- View/download PDF
24. Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand
- Author
-
Jesson, Rebecca, McNaughton, Stuart, Wilson, Aaron, Zhu, Tong, and Cockle, Victoria
- Abstract
This present study reports the impact of a research-practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.
- Published
- 2018
- Full Text
- View/download PDF
25. Looking at School Improvement through a Reading Recovery Lens
- Author
-
McNaughton, Stuart
- Abstract
This paper considers how some features of our recent schooling improvement research in New Zealand could be thought of using a Reading Recovery lens. Three powerful Reading Recovery concepts (among many in the Reading Recovery theoretical base) are used to reflect on our research and development work to increase achievement in reading comprehension in Years 4-8. The concepts of Acceleration, Roaming Around the Known, and "treatment integrity" (and the related concept of Sustainability) inform the ways we can look at schooling improvement, but also through the exercise, suggestions are made for how these concepts can be elaborated and refined further in Reading Recovery. (Contains 4 figures.)
- Published
- 2008
26. Libraries, National Security, Freedom of Information Laws and Social Responsibilities. IFLA/FAIFE World Report Series Volume V
- Author
-
International Federation of Library Associations and Institutions, Seidelin, Susanne, Hamilton, Stuart, Seidelin, Susanne, Hamilton, Stuart, and International Federation of Library Associations and Institutions
- Abstract
The IFLA/FAIFE World Report Series is unique. It is the only source based on a systematic data collection process that provides an overview of how libraries around the world are tackling barriers to freedom of access to information and freedom of expression. This year's edition includes 84 country reports which detail the extent of Internet access in libraries worldwide and address three specific areas of concern: Anti-terror legislation; freedom of information laws; and the social responsibilities of libraries such as raising awareness of HIV/AIDS and increasing women's access to information. This publication contains the following sections: (1) Acknowledgments (Susanne Seidelin & Stuart Hamilton); (2) Authors; (3) Preface (Kay Raseroka); (4) Introduction (Susanne Seidelin & Stuart Hamilton); (5) Libraries, Liberty and the USA PATRIOT ACT (Marc Lampson); (6) Freedom of Information Legislation, Libraries, and the Global Flow of Information (Barbara Jones); (7) IFLA and Social Responsibility: A Core Value of Librarianship (Al Kagan); (8) Methodology (Stuart Hamilton & Susanne Seidelin); (9) Country Reports (Stuart Hamilton & Susanne Seidelin); and (10) Analysis and conclusions (Stuart Hamilton & Susanne Seidelin). Seven appendices are included: (1) IFLA/FAIFE World Report 2005 Questionnaire; (2) The IFLA/FAIFE World Report Series; (3) National Security Legislation; (4) Follow-up of the work of the Social Responsibilities Discussion Group; (5) Women's Information Needs; (6) The IFLA Internet Manifesto; and (7) The Glasgow Declaration on Libraries, Information Services and Intellectual Freedom. Individual sections contain notes. [Funding for this report was provided by the German Library Umbrella (BID).]
- Published
- 2005
27. A DBR Framework for Designing Mobile Virtual Reality Learning Environments
- Author
-
Cochrane, Thomas Donald, Cook, Stuart, Aiello, Stephen, Christie, Duncan, Sinfield, David, Steagall, Marcus, and Aguayo, Claudio
- Abstract
This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.
- Published
- 2017
28. Rows, Isles or Peninsulas? An Analysis of Computer Laboratory Layouts in Schools.
- Author
-
Albertson, Tim and Selwood, Stuart
- Abstract
This study investigated computer laboratories in New Zealand schools. A questionnaire was used to obtain information in four areas: (1) demographic data, including the name of the school, class levels, governing authority, gender composition, roll size, staffing, and socio-economic ranking; (2) qualitative and quantitative data about the school's computer laboratories; (3) similar data about external computer laboratories; and (4) number and types of computers owned by the school. This report discusses results related to the date of establishment of a school's first computer laboratory, computer laboratory layout, reasons for choosing layouts, uses of computer laboratories, and time usage of laboratories. A chart presents student-centered, teacher-centered, and management-centered reasons for selection of the layout. (AEF)
- Published
- 1998
29. Opportunity to Learn about Disciplinary Literacy in Senior Secondary English Classrooms in New Zealand
- Author
-
Wilson, Aaron, Madjar, Irena, and McNaughton, Stuart
- Abstract
The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Maori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Maori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students.
- Published
- 2016
- Full Text
- View/download PDF
30. Out of Place: Economic Imperialisms in Early Childhood Education
- Author
-
Stuart, Margaret
- Abstract
New Zealand has received world-wide accolades for its Early Childhood Education (ECE) curriculum, Te Whariki. This paper explores the tension between economic imperialism, and a curriculum acknowledged as visionary. The foundational ideas of Te Whariki emanate from sociocultural and anti-racist pedagogies. However, its implementation is hampered by the overarching policy discourse of Human Capital Theory (HCT), with its instrumental emphasis on economic outcomes. While Te Whariki offers local cultural and educational possibilities, HCT is presented by those espousing economic disciplines, as having universal application. These tensions, largely unacknowledged and unexplored, place ECE teachers in positions of difficulty. While trying to meet aspirational curriculum goals in their daily practices, teachers' attempts are constrained by supranational economic discourses. I ask how Edward Said's (1999, "Out of place: A memoir," New York, Knopf) concept of contrapuntal readings can offer spaces for resistance to the dominance of economics.
- Published
- 2016
- Full Text
- View/download PDF
31. Estimating Language Skills in Samoan- and Tongan-Speaking Children Growing up in New Zealand
- Author
-
Reese, Elaine, Ballard, Elaine, Taumoepeau, Mele, Taumoefolau, Melenaite, Morton, Susan B., Grant, Cameron, Atatoa-Carr, Polly, McNaughton, Stuart, Schmidt, Johanna, Mohal, Jatender, and Perese, Lana
- Abstract
The MacArthur-Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent-child dyads with 20- and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds in the "Growing Up in New Zealand" pre-birth longitudinal cohort study who identified their children as understanding Samoan or Tongan. Most mothers were able to complete the inventories without the help of an interpreter or interviewer. Important demographic correlates of children's vocabulary and grammar were mothers' country of birth, education, and deprivation level, and children's birth order. Mothers' birthplace was the single best predictor of children's vocabulary development in Samoan and Tongan, with children of mothers who were born outside New Zealand having higher Samoan and Tongan vocabularies. Clinical implications are discussed, along with future analyses of the language development of these children from the Growing Up cohort.
- Published
- 2015
- Full Text
- View/download PDF
32. Extending Innovative E-Learning Leadership
- Author
-
Teaching and Learning Research Initiative (New Zealand), Davis, Niki, Mackey, Julie, and Stuart, Carolyn
- Abstract
This project grew out of the desire to understand and share the strategies that successful school leaders use to identify, implement and integrate digital technologies in school settings. What may come naturally to some leaders presents significant challenges for others; the catalyst for this project was the opportunity to systematically investigate the leadership of one experienced principal who was highly competent digitally and who recognised the opportunity to support colleagues nationwide. While digital technologies are a key element of future focused education and can be deployed to support pedagogical innovation, they frequently present complex problems for school leaders (Fullan 2011; Fullan & Langworthy, 2014). The New Zealand Curriculum (Ministry of Education [MOE], 2007, p. 36) explicitly states that "schools should explore not only how ICT can supplement traditional ways of teaching but also how it can open up new and different ways of learning." As principals lead their communities and schools in developing and reviewing their school curriculum it is essential that there is a clear statement of intent regarding the use of digital technologies to not only support but also transform learning.
- Published
- 2015
33. Bystander Intervention, Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools
- Author
-
Denny, Simon, Peterson, Elizabeth R., Stuart, Jaimee, Utter, Jennifer, Bullen, Pat, Fleming, Theresa, Ameratunga, Shanthi, Clark, Terryann, and Milfont, Taciano
- Abstract
This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.
- Published
- 2015
- Full Text
- View/download PDF
34. Raising Literacy Levels Using Digital Learning: A Design-Based Approach in New Zealand
- Author
-
Jesson, Rebecca, McNaughton, Stuart, and Wilson, Aaron
- Abstract
This paper reports on a design-based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic status (SES) communities. The intervention capitalises on a partially implemented programme in seven schools which use digital devices (netbooks) and applications to raise literacy levels. Learning and teaching measures have been used to identify effective components which can be more systematically implemented. Classroom observations were employed to provide a profile of the use and quality of the literacy instruction and to identify effective instructional practices, thereby contributing to the redesign of instruction for cluster wide implementation. The study adds to a growing number of interventions which use a design-based approach to tackle problems associated with school effectiveness. It contributes to the identification of promising new practices and to the design of more effective instruction in the context of a national system (New Zealand) that is already generally of high quality in literacy teaching but with low equity. A specific outcome is further evidence about how new technologies and digital learning are being implemented in low SES classrooms and the relationships with valued student outcomes.
- Published
- 2015
- Full Text
- View/download PDF
35. Metabolic versatility of Caldarchaeales from geothermal features of Hawai’i and Chile as revealed by five metagenome-assembled genomes.
- Author
-
Balbay, Manolya Gul, Shlafstein, Maximillian D., Cockell, Charles, Cady, Sherry L., Prescott, Rebecca D., Lim, Darlene S. S., Chain, Patrick S. G., Donachie, Stuart P., Decho, Alan W., and Saw, Jimmy H.
- Subjects
GEOTHERMAL ecology ,SUBMARINE volcanoes ,HOT springs ,MICROBIAL communities ,ARCHAEBACTERIA ,GENOMES ,SHOTGUN sequencing - Abstract
Members of the archaeal order Caldarchaeales (previously the phylum Aigarchaeota) are poorly sampled and are represented in public databases by relatively few genomes. Additional representative genomes will help resolve their placement among all known members of Archaea and provide insights into their roles in the environment. In this study, we analyzed 16S rRNA gene amplicons belonging to the Caldarchaeales that are available in public databases, which demonstrated that archaea of the order Caldarchaeales are diverse, widespread, and most abundant in geothermal habitats. We also constructed five metagenome-assembled genomes (MAGs) of Caldarchaeales from two geothermal features to investigate their metabolic potential and phylogenomic position in the domain Archaea. Two of the MAGs were assembled from microbial community DNA extracted from fumarolic lava rocks from Mauna Ulu, Hawai‘i, and three were assembled from DNA obtained from hot spring sinters from the El Tatio geothermal field in Chile. MAGs from Hawai‘i are high quality bins with completeness >95% and contamination <1%, and one likely belongs to a novel species in a new genus recently discovered at a submarine volcano off New Zealand. MAGs from Chile have lower completeness levels ranging from 27 to 70%. Gene content of the MAGs revealed that these members of Caldarchaeales are likely metabolically versatile and exhibit the potential for both chemoorganotrophic and chemolithotrophic lifestyles. The wide array of metabolic capabilities exhibited by these members of Caldarchaeales might help them thrive under diverse harsh environmental conditions. All the MAGs except one from Chile harbor putative prophage regions encoding several auxiliary metabolic genes (AMGs) that may confer a fitness advantage on their Caldarchaeales hosts by increasing their metabolic potential and make them better adapted to new environmental conditions. Phylogenomic analysis of the five MAGs and over 3,000 representative archaeal genomes showed the order Caldarchaeales forms a monophyletic group that is sister to the clade comprising the orders Geothermarchaeales (previously Candidatus Geothermarchaeota), Conexivisphaerales and Nitrososphaerales (formerly known as Thaumarchaeota), supporting the status of Caldarchaeales members as a clade distinct from the Thaumarchaeota. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
36. The Protective Influence of Family Connectedness, Ethnic Identity, and Ethnic Engagement for New Zealand Ma¯ori Adolescents
- Author
-
Stuart, Jaimee and Jose, Paul E.
- Abstract
The present study examined the associations among family connectedness, ethnic identity, and ethnic engagement on changes in well-being over time for the understudied population of Ma¯ori (indigenous New Zealand) youth. Data were collected as part of a longitudinal study of youth connectedness in New Zealand using self-report measures at 3 measurement occasions separated by 1 year each. Participants in the current study were 431 self-identified Ma¯ori (ages 10-15 years at Time 1). As expected, the variables of family connectedness, ethnic identity, and well-being were all positively related to each other. Results of a latent growth curve model showed that, following normative trends for adolescents of this age, well-being diminished over time for Ma¯ori youth; however, high levels of family connectedness were found to mitigate this general decline in well-being over time. Furthermore, in a longitudinal path analysis, ethnic engagement was found to exert a positive indirect effect on residualized Time 3 well-being through Time 2 ethnic identity. These findings indicate that the quality of family relationships and affiliation with one's ethnic group are important predictors of positive adjustment for Ma¯ori youth over time. These results are discussed in the context of positive youth development for ethnic minority and indigenous youth.
- Published
- 2014
- Full Text
- View/download PDF
37. Characterizing Twitter Communication--A Case Study of International Engineering Academic Units
- Author
-
Palmer, Stuart
- Abstract
Engineering academic units might engage with social media for a range of purposes including for general communication with students, staff, alumni, other important stakeholders and the wider community at large; for student recruitment and for marketing and promotion more generally. This paper presents an investigation into the use of Twitter by six engineering academic units internationally, using publicly available Twitter data over an 18-month period for analysis and visualization, to characterize the engagement by engineering academic units with one popular social media tool. Widely varying levels of activity were observed, from essentially undirected "Megaphone" Tweeting, through to sustained and complex interactions with multiple external accounts. This work provides insights into how engineering academic units are using Twitter and how they might more effectively use the platform to achieve their individual objectives for institutional social media communications and marketing, and offers a methodology for future research.
- Published
- 2014
- Full Text
- View/download PDF
38. Future Liabilities: Solutions to the 'Problem of Welfare'?
- Author
-
Stuart, Margaret
- Abstract
This article offers a case-study of specific shifts in the view of state responsibility for the less fortunate in Aotearoa, New Zealand. Current welfare policy aims to reduce the state benefits of parents if they do enrol their preschool children in an early childhood centre. I undertake a genealogical investigation and suggest that state anxieties about the disadvantaged are not new: Edu-welfare policies are the last in a long line of attempts to govern state beneficiaries and their children. Economic policies which arose in the specific historical, political and social contexts of the United States, I argue, should not be uncritically imposed as universal solutions to perceived risks to the body politic of other states.
- Published
- 2014
- Full Text
- View/download PDF
39. Is Text Written for Children Useful for L2 Extensive Reading?
- Author
-
Webb, Stuart and Macalister, John
- Abstract
The researchers completed a corpus-driven analysis of 688 texts written for children, language learners, and older readers to determine the vocabulary size necessary for comprehension and the potential to incidentally learn vocabulary through reading each text type. The comparison between texts written for different audiences may indicate their relative value for use in extensive reading programs. The results indicate that a vocabulary size of 10,000 words plus knowledge of the proper nouns and marginal words was required to know 98% of the words in both text written for children and text written for older readers. In contrast, a vocabulary size of 3,000 word families plus knowledge of the proper nouns and marginal words was necessary to know 98% of the words in text written for language learners. Repetition of words in Nation's (2006) 3rd to 14th 1,000-word lists was higher in the text written for language learners, followed by children's literature and then text written for adults. The findings indicate that the lexical load of text written for children is similar to that of text written for older readers, and that neither of these text types is as well suited as graded readers for second language extensive reading. (Contains 6 tables.)
- Published
- 2013
- Full Text
- View/download PDF
40. Managing Temporary School Closure Due to Environmental Hazard: Lessons from New Zealand
- Author
-
Stuart, Kathy L., Patterson, Lesley G., Johnston, David M., and Peace, Robin
- Abstract
The February 2011 Canterbury earthquake was a dramatic reminder of the need for schools to have emergency management plans in place. A number of other disaster and hazard events have historically caused New Zealand schools to close temporarily, and often within a short time frame. At such times principals must act decisively and communicate clearly with their communities in complex and difficult circumstances, carrying risk for student well-being. Here we present two hazard-specific New Zealand case studies, pandemic (H1N1) and adverse weather (snowstorm) -- both precipitating instances of temporary school closure. Lessons taken from the case studies offer an opportunity for management staff to reflect on how to best plan for and manage environmental hazards precipitating temporary school closure in order to mitigate immediate and long-term risk to pupils and the wider school community. (Contains 14 notes.)
- Published
- 2013
- Full Text
- View/download PDF
41. Tertiary Teachers and Student Evaluations: Never the Twain Shall Meet?
- Author
-
Stein, Sarah J., Spiller, Dorothy, Terry, Stuart, Harris, Trudy, Deaker, Lynley, and Kennedy, Jo
- Abstract
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students' learning experiences.
- Published
- 2013
- Full Text
- View/download PDF
42. If Only 'A Rose by Any Other Name Would Smell as Sweet': A Systematic Review on the Impact of Youth Work for Young People
- Author
-
Mundy-McPherson, Stuart, Fouche, Christa, and Elliot, Kim
- Abstract
Background: Internationally there is an increasing commitment and investment to support the provision of youth work services and ongoing debate on youth worker effectiveness. However, the evidence of the impact of youth work is currently limited and disjointed. Objective: This article reports on and critically considers the results of a systematic review on the evidence of the impact of youth work for young people. Methods: The systematic review upon which this article is based reported on interventions defined by the authors of existing publications as "youth work" and which had young people as participants or the focus of the intervention. Results: The systematic review exposed the international absence of rigourously conducted evaluative research into the impact of youth work for young people. Conclusions: The article offers possible explanations for, and suggests implications of the results, through examining the context affecting practice and research where the definitional issues of youth work are concerned, suggesting that more rigour in design and consistency in the terminology of youth work be universally adopted by the youth work sector. This reclaiming of terminology is highly relevant to the case of youth work in Aotearoa/New Zealand ("Aotearoa" is the indigenous Maori term: one of the three officially recognised linguistic terms for referring to the country commonly known as "New Zealand", the third being in New Zealand Sign Language. Hereafter, the country will be referred to as New Zealand.), considered as a particular example of how imprecise terminology is both relevant to one jurisdiction and reflects the case internationally, as identified in the systematic review findings. The adoption of clear terminology, when combined with practice-based researched evaluations incorporating rigourous methodologies, will enhance the development of service and practice in (and support for), quality effectiveness research on youth work.
- Published
- 2012
- Full Text
- View/download PDF
43. Testing the Effectiveness of an Intervention Model Based on Data Use: A Replication Series across Clusters of Schools
- Author
-
McNaughton, Stuart, Lai, Mei Kuin, and Hsiao, Selena
- Abstract
Intervention models based on data use can be effective in raising student achievement. This article presents 3 studies of one such model which had reported improved reading comprehension levels in 7 poor urban multicultural schools serving indigenous and ethnic minority communities. The intervention (the Learning Schools Model) used a process comprising critical discussions of achievement and teacher observation data to develop specific and contextualized content for fine-tune instruction. The reliability and generality of the effects of the model were tested in a cluster of "like" schools and a cluster of "unlike" schools. The growth models showed similar effects to the original schools, with gains of between 3 to 4 months additional progress per year over 3 years. The replications show that models that use data to design local program content can be reliably and generally effective, but also there is a need to examine differential effects. (Contains 8 figures, 6 tables, and 1 note.)
- Published
- 2012
- Full Text
- View/download PDF
44. Teachers' Use of Digital Technology in Secondary Music Education: Illustrations of Changing Classrooms
- Author
-
Wise, Stuart, Greenwood, Janinka, and Davis, Niki
- Abstract
The music industry in the 21st century uses digital technology in a wide range of applications including performance, composition and in recording and publishing. Much of this digital technology is freely available via downloads from the internet, as part of software included with computers when they are purchased and via applications that are available for some mobile phones. Such technology is transforming music and the way people approach many traditional music activities. This paper is about transformative practices that are underway in some secondary school music classrooms. Practices are being shaped by the culture of the schools and the students that they recruit. We describe the perceptions and practices of nine music teachers in four New Zealand secondary schools with regard to digital technology and how they are changing their work in their classroom. Data collection techniques include interviews, observation and a questionnaire. The data were subjected to two stages of thematic analysis. Grounded analysis was used to allow the teachers' voices emerge. This was then followed by the application of five themes identified in the literature on pedagogic change prompted by teachers' adoption of digital technologies.
- Published
- 2011
- Full Text
- View/download PDF
45. 'I Know the Type of People I Work Well with': Student Anxiety in Multicultural Group Projects
- Author
-
Strauss, Pat, U, Alice, and Young, Stuart
- Abstract
Research indicates that the uncertainty created when students are required to work in groups for assessed projects induces anxiety, which can manifest itself both cognitively and affectively. Such anxiety may influence student attitudes towards the selection and formation of the groups. This study explored whether different methods of group formation impact on student anxiety levels and, in addition, whether the home language of the students is associated with the different levels of anxiety. In this study, 165 first-year tertiary students were surveyed before and after completion of assessed group projects. The findings reveal that the uncertainty profile produced different levels of anxiety. (Contains 2 tables.)
- Published
- 2011
- Full Text
- View/download PDF
46. Building Capacity in a Self-Managing Schooling System: The New Zealand Experience
- Author
-
Robinson, Viviane M. J., McNaughton, Stuart, and Timperley, Helen
- Abstract
Purpose: The purpose of this paper is to evaluate two recent examples of the New Zealand Ministry of Education's approach to reducing the persistent disparities in achievement between students of different social and ethnic groups. The first example is cluster-based school improvement, and the second is the development of national standards for literacy and numeracy across the primary sector. Design/methodology/approach: The evaluative framework used was derived from recent international analyses of the characteristics of school systems, which are either high performers or successful reformers on recent international surveys. Policy documents and evaluation reports provided the evidence on which the evaluation of the two New Zealand (NZ) examples is based. Findings: The six criteria associated with high system performance and/or reform success were: system-wide commitment to educational improvement; ambitious universal standards; developing capacity at the point of delivery; professional forms of accountability; strategic resourcing; and institutionalizing the improvement of practice. The present analysis of the NZ reform examples suggests that while there is a broad commitment to more equitable outcomes, a new resolve to introduce and report against national standards, and a high level of espousal of professional accountability, there are significant contradictions between school self-management and the work that needs to be done to reduce achievement disparities. Originality/value: This paper's evaluation of these two examples raises important policy questions about the assumptions that are made in the NZ self-managing system about teacher and leader capability and about where responsibility for school improvement lies.
- Published
- 2011
- Full Text
- View/download PDF
47. School Leaders, ICT Competence and Championing Innovations
- Author
-
Stuart, Lindsay H., Mills, Annette M., and Remus, Ulrich
- Abstract
The implementation of new technology is becoming more important to schools and the success of such implementations is often due to the presence of ICT champions. This article examines ICT champions to determine whether the intention to champion ICT is determined by the ICT competence of school leaders. This article, based on responses from 64 school leaders in New Zealand, reports that professional development and ICT usage are antecedents of ICT competency and that school leaders are ICT competent and willing ICT champions. These findings are contrary to existing research which has found that school leaders have poor ICT competency. (Contains 4 tables and 3 figures.)
- Published
- 2009
- Full Text
- View/download PDF
48. A Model of School Change for Culturally and Linguistically Diverse Students in New Zealand: A Summary and Evidence from Systematic Replication
- Author
-
McNaughton, Stuart and Lai, Mei Kuin
- Abstract
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching practice; that educative research-practice-policy partnerships are needed to solve problems; that instructional leadership in schools is necessary for community functioning and for coherence; and that effective programmes in schools are built by fine tuning existing practices. A three-stage model has been tested across three clusters of schools: two groups of urban schools serving Maori and Pasifika children from low socio-economic status communities and a third group comprising all the primary schools in a rural and remote region of New Zealand. The model has been extended to different academic areas (writing as well as reading) and to secondary schools since its initial testing. Evidence is provided for effectiveness for Maori and Pasifika children in urban schools and Maori students in rural and remote schools. (Contains 2 figures and 1 note.)
- Published
- 2009
- Full Text
- View/download PDF
49. Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience
- Author
-
Lai, Mei Kuin, McNaughton, Stuart, Amituanai-Toloa, Meaola, Turner, Rolf, and Hsiao, Selena
- Abstract
Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over the short term are possible with well-designed interventions, but for children in the middle primary school years, the criterion against which effective interventions need to be judged is sustained and systematic acceleration across levels of achievement in order to achieve equitable distributions of achievement. Plotting gains across time is also needed to examine whether "summer effects" can be overcome. The present quasi-experimental design study was a three-year research and development collaboration among schools, government, and researchers to raise reading comprehension through critical discussions of achievement and teacher observation data and linking research on effective comprehension practices to specific needs. The collaboration resulted in increased rates of achievement that were variable but sustained across three years. The growth model showed a step-like pattern with rapid gains over school months and a plateau over summer. Over three years this represented an average achievement gain across cohorts followed longitudinally of one year's progress in addition to expected progress over that period with stanine effect sizes of d = 0.62. The results show the significance of testing effects against the criterion of sustained and systematic achievement and the need to examine growth over multiple calendar years to better represent the pattern of gains. (Contains 6 figures, 7 tables, and 1 note.)
- Published
- 2009
- Full Text
- View/download PDF
50. 'Crossing the Rubicon': Strategic Planning or Neo-Biopower? A Critique of the Language of New Zealand's Early Childhood Strategic Plan
- Author
-
Stuart, Margaret
- Abstract
"Strategy" is a word that has had an increasing use in recent years. The discipline of organisational studies has adopted this concept to set out the primacy of good business practices, such as foretelling risk and opportunity. Government policy documents use the term where medium- and long-term goals are set out, for example, the New Zealand Ministry of Education's "Pathways to the Future. A Ten-Year Strategic Plan for Early Childhood Education". This article uses Michel Foucault's methodology of genealogy to trace the emergence of the term "strategy", its use in organisational studies, and its displacement to education, specifically early childhood education in Aotearoa/New Zealand. The study by Richard Whipp into the effectiveness of strategic planning supports the problematising of the term. The study deconstructs some naturalised truths about the image of people, of time, and of analysts' reflexivity. It asks about the use of terms that originated in the military lexicon, such as "manoeuvres", "strategy", "target", "plan" and "risk", but have slipped to that of business practices, retaining traces, however, of the original military intent. Foucault inverted the phrase that "politics is war by any other means" as institutions centralised control, set up supervision of populations, and collected statistics to plot changed patterns. This article examines some of the tracery that remains in such use of governmental language, and asks if this is the most appropriate lexicon for education. (Contains 3 figures and 1 note.)
- Published
- 2009
- Full Text
- View/download PDF
Catalog
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.