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Item Open Access Submission on the Crimes (Countering Foreign Interference) Amendment Bill - David Small(NZ Parliament, 2025) Small DItem Open Access Submission on the Social Security Amendment Bill(NZ Parliament, 2025) Small, DavidThis submission opposes the Social Security Amendment Bill and recommends that it not proceed to a second reading in Parliament.Item Open Access Submission on Treaty Principles Bill(New Zealand Parliament, 2025) Small , DavidThis is a submission that opposes the Principles of the Treaty of Waitangi Bill and recommends that it not proceed to a second reading in Parliament. It addresses three broad issues: the question of sovereignty; the standing of “the principles”; and the intent and impact of this Bill.Item Open Access Step Ahead Activities 2022-2023 Evaluation Report(2024) Hurley, Helen; Friesen, Myron; O'Steen, Billy; Gilchrist, BryanThis report discusses the analysis and results deduced from the 2023 Survey conducted by Step Ahead. The survey was conducted in partnership with Step Ahead, The University of Canterbury, and an undergrad research student. The goals of the survey were to evaluate the effectiveness of Step Ahead’s activities and link Step Ahead’s day to day operation with evidence within relevant literature. The literature review outlines John Dewey’s circle of experience, how experiential learning is implemented in practice by Outward Bound and more generally in the realm of adventure therapy. These concepts are then linked to the diverse, affordable, and intentionally designed activities provided by Step Ahead to provide their members with experiences to socialise, learn, and grow. The survey spanned the majority of 2023 and resulted in 233 anonymous paired pre- and post activity responses. These responses were composed of 8 questions from which composite Activity and Step Ahead measures were constructed. The activity measure explores the possibility of an effect on members’ feelings of connectedness, helpfulness, interest, openness, and activeness. The Step Ahead measure explores the possibility of an effect on members feelings of Step Ahead as a welcoming, understanding and non-judgemental place. Analysis conducted on these responses shows that the Activity component showed a statistically significant increase in mean response from 3.9/5 to 4.2/5 with an effect size of 0.39, and a p-value <0.01. For the Step ahead component the effect size was 0.049, increasing from 4.44/5 to 4.47/5 with a p-value of 0.39 and was thus found to be not statistically significant. This suggests that members hold a stable view of step ahead as an organisation but benefit from participating in the activities. Additionally, several statistical tests, and a visualisation of any possible correlation between activity type and the increase in the activity component was conducted but was not found to be statistically significant. This suggests that activities provided by Step Ahead may become such valuable experiences for their members in part due to the diversity provided to them. Finally, a discussion is provided outlining the above results and providing recommendations for future research.Item Open Access The Scaffolded AI Literacy (SAIL) Framework for Education(He Rourou, 2024) MacCallum, Kathryn; Parsons D; Mohaghegh MItem Open Access Puna reo rua: Bilingual education in Aotearoa New Zealand(University of Canterbury, 2024) Jones, Kay-LeePuna Reo Rua is a name I have used to describe bilingual education in Aotearoa. It includes early childhood and primary school programmes where there is 51%- 80% te reo Māori teacher instruction. Puna Reo Rua programmes make a significant contribution to Māori language revitalisation. Puna Reo Rua are somewhat unknown Māori educational settings in Aotearoa. Their culturally sustaining characteristics remain enigmatic to many educationalists, policy makers and others due to limited research in this area (Hill, 2017). Puna Reo Rua imbue cultural nuances, teach in and through te reo Māori and embed mātauranga Māori; they potentially provide a good blueprint for supporting culturally responsive teaching in the English medium system (Jones, 2015).Item Open Access Changing practice in teacher education through inquiry-based learning(2012) Major, JaeThis case study outlines an initiative by a teacher educator that was aimed at engaging student teachers in a primary initial teacher education course with different ways of conceptualising knowledge and learning in the social studies learning area. It reports practitioner research that explored student teachers’ responses to the initiative and the nature of their shifting conceptualisations of knowledge, teaching and learning. Shifting epistemological understandings are theorised in relation to knowledge dimensions and realist and relativist perspectives. The initiative that forms the context of the research introduced, and involved student teachers in, inquiry-based learning as a pedagogical process to explore issues relating to teaching culturally and linguistically diverse learners. Findings suggest that student teachers developed clear understandings of inquiry learning as a dynamic, exploratory learning process that can support diverse students’ learning, and that the student teachers understood that the use of inquiry pedagogies challenged assumptions relating to the nature of knowledge and ways that students acquire knowledge. The findings also suggest that both the teacher educator and the student teachers experienced tensions as they attempted to reconcile disjunctions between their older and newer epistemological understandings, and between their ideas and their teaching practice.Item Open Access Exemplars of Practice for implementing culturally and linguistically sustaining SEL practices in Schools.(2023) Fickel, Letitia; Denston , Amanda; Martin , Rachel; O'Toole , VeronicaThis Exemplars of Practice Document serves as a companion to our final project report. The report provides an overview of the aims and outcomes of our project. The purpose of this document is to provide more insight into the specific tools and strategies we used, and that kaiako developed, to implement social-emotional learning (SEL) practices that are culturally and linguistically responsive and foster student social-emotional wellbeing (SEW). As a companion document, we draw only from the final project report to reaffirm the project context within which the exemplar tools and practices were developed.Item Open Access E Tū Tāngata 2022 Pilot Studies Research Summary(University of Canterbury, 2023) Friesen, Myron DeanSchools are complicated developmental contexts, and many different aspects of the school environment can influence how students experience school life, interact with others, and generally feel within that environment. This study had three aims: (a) to examine the psychometric properties of a retrospective survey of student experiences with ETT and hypothesised outcomes; (b) to examine how the school’s integration of the ETT mindsets is associated with students’ sense of belonging to the school, pressure to achieve, and responses to failure; and (c) to investigate how students reflect on the changes they have experienced personally and seen within their classroom and school.Item Open Access Co-constructing a culturally and Linguistically Sustaining, Te Tiriti –based Ako Framework for Socio-emotional Wellbeing in Education: A Collaborative Project Among Teachers, Whānau, Hapū and Iwi to Enable a Holistic Approach to Education Outcomes Poster(Teaching and Learning Research Initiative (TLRI), 2023) Fickel, Letitia; Martin , Rachel; Denston , Amanda; O'Toole, VeronicaItem Open Access Co-constructing a culturally and linguistically sustaining Te Tiriti–based Ako framework for socio-emotional wellbeing in education(TLRI, 2023) Fickel, Letitia; Denston , Amanda; Martin , Rachel; O'Toole, VeronicaAim 1: Develop a framework of SEW that is responsive to te Tiriti o Waitangi and the context of Aotearoa New Zealand. • Research question 1: How do kaiako, tamariki, whānau, iwi, and hapū perceive SEW? • Research question 2: How do these different perspectives inform the development of a culturally and linguistically sustaining construct of SEL? Aim 2: Develop culturally and linguistically responsive pedagogical practices for SEL within the classroom context. • Research question 3: What evidence-based, classroom-led, SEL-focused practices enhance the learning engagement of students of all ethnicities in the classroom and their self-perception of SEW at school? Aim 3: Develop exemplars of practice to support the implementation of culturally and linguistically responsive SEW & SEL by schools. • Research question 4: What research-informed concepts, processes, and procedures, that are mutually informed and supported by whānau, iwi, and hapū, support schools, and teachers, to enhance SEL and SEW in the classroom?Item Open Access The development of grade related criteria in sixth form certificate drama(1992) Bushnell, Paul R.With the co-operation of a number of teachers throughout the country, this project developed, trialled and evaluated two parallel sets of grade related criteria for use in the assessment of Sixth Form Certificate Drama. The writing of the criteria occurred in 1990, while 1991 was devoted to trialling the statements drafted, and evaluating their usefulness as a form of achievement based assessment. A questionnaire sent to all 25 teachers who had taken part in the trial elicited substantial support for this method of assessing drama, although reservations were expressed about the wording of the draft sets. Grade related criteria were seen by teachers as a valid and valuable tool in assessment, having positive effects for teachers and students alike on the curriculum and classroom practice. They were considered to provide more precise and transparent evaluation than norm-referenced assessment, and there was emphatic support among project participants for their future development. The need for further training in the use of grade related criteria was commonly felt, and most participants in the project made gains in their professional development as a result of their involvement with it. The project recommends that a single set of grade related criteria be developed and trialled on a national level, with adequate support provided by (a) teacher relief for inservice teacher training, (b) the development of suitable moderation procedures, and (c) the writing of a comprehensive resource book.Item Open Access Fourth formers learning to learn : an experiment in enhancing classroom learning strategies(1990) Johnson, Joseph Frederick CampbellRecent official support for learning to learn as a goal of education is discussed, and the research evidence for enhancing students' learning metacognition as the means to that end reviewed. Metacognition is defined. The research indicates that effective self-directed learning depends in large part upon the learner's perceptions of her/himself as a learner, of what learning is, and upon control of the learning processes in any given situation through the use of strategies. Metacognition delivers the strategies. Also supported is the view that such metacognition and strategic learning can be taught. In an intervention study, four classes of average fourth form students of comparable ability at two city co-educational high schools were taught the same subject topic within the same time frame. While an experimental group of two classes (one from each school) was taught both the topic and how to control and direct their learning within it, the control group made up of the other two classes was taught the topic content and skills without such facilitation. Pre- and post-treatment comparisons showed that while both groups made gains in knowledge and skills of the topic, the experimental group significantly out-performed their control counterparts. Also, - upon a measure of metacognitive learning skill, the experimental group had made considerable gains, whereas the control group remained static. The conclusion was reached that the facilitation of learning skill received by the experimental group produced their greater success upon the topic test. The implications of the study for schools, teachers as individuals, and the education system are discussed, and some recommendations made.Item Open Access Breakthrough – Building Awesome Matua Study 1 Evaluation: Pre- and Post-course Surveys(Parenting Place, 2020) Friesen, MyronThe first part of the evaluation process for Breakthrough was the creation of a theory of change model which was completed in March of 2018 and can be found here: Breakthrough Theory of Change. The theory of change helped guide both the development of the Building Awesome Matua curriculum as well as guide the evaluation planning by identifying the assumptions, change process, and short- and long-term outcomes that participants are hypothesized to experience. Two studies were planned, but due to the lengthy delay of finding the community partners to start implementing the program and facilitator training, the evaluation work was substantially delayed. The first study, and the focus of this report, is an outcome evaluation with a mixed-methods questionnaire completed by participants prior to and after completing the Building Awesome Matua course (pre- /post-course design). The goal is to assess participants on the same measures at both time points and then estimate change in the outcomes from pre- to post-course. More specifically, this study assessed change across six outcomes identified in the theory of change: Māori cultural identification, the quality of whānau relationships, parenting confidence, anger reactivity, need for control, and parental mentalizing (i.e., a parent’s effort to try and understand the mental states and unique perspectives of their child). The second study was a formative evaluation with a qualitative methodology and was led by a Child and Family Psychology Master’s student at the University of Canterbury and supervised by the current author. This project involved interviewing several Building Awesome Matua facilitators about their training, facilitation experiences, and perceptions about suitability and effectiveness of Building Awesome Matua. Data collection for Study 2 was completed, the results have been analysed, and the thesis submitted for examination. Unfortunately, due to the disruptions of the Coronavirus pandemic the public report for the facilitator study will be delayed and will be published in a separate summary.Item Open Access Experiences and reflections of teachers on the use of mixed reality technologies to foster cross-curricular learning opportunities(2022) MacCallum, KathrynThis study aimed to explore how the purposeful integration of new technology, specifically mixed reality (MR), can support learning across the curriculum through the development of digital artefacts. The study focused on exploring the experiences of teachers at two high schools who were supported by digital technologies teachers and the lead researcher to use digital technologies with students to create MR artefacts in different subject areas.Item Open Access Breakthrough – Building Awesome Matua Study 1 Evaluation: Pre- and Post-course Surveys(2022) Friesen, MyronThe first part of the evaluation process for Breakthrough was the creation of a theory of change model which was completed in March of 2018 and can be found here: Breakthrough Theory of Change. The theory of change helped guide both the development of the Building Awesome Matua curriculum as well as guide the evaluation planning by identifying the assumptions, change process, and short- and long-term outcomes that participants are hypothesized to experience. Two studies were planned, but due to the lengthy delay of finding the community partners to start implementing the program and facilitator training, the evaluation work was substantially delayed. The first study, and the focus of this report, is an outcome evaluation with a mixed-methods questionnaire completed by participants prior to and after completing the Building Awesome Matua course (pre-/post-course design). The goal is to assess participants on the same measures at both time points and then estimate change in the outcomes from pre- to post-course. More specifically, this study assessed change across six outcomes identified in the theory of change: Māori cultural identification, the quality of whānau relationships, parenting confidence, anger reactivity, need for control, and parental mentalizing (i.e., a parent’s effort to try and understand the mental states and unique perspectives of their child).Item Open Access Practice Research: Implications for Culturally Responsive Teaching and Learning(2020) Goldsmith M; Macfarlane A; Smith J; Ratima, Matiu TaiItem Open Access Evaluating the Toolbox Parenting Courses: A Retrospective Survey of Participants from 2013 to 2017(2018) Friesen, MyronParents in Aotearoa New Zealand have access to a wide variety of parenting resources to assist them with their parenting strategies, improve the social-emotional climate of their home, and manage challenging behaviours in their children. The suite of parenting courses offered by the Parenting Place (Toolbox Early Years, Middle Years, Tweens and Teens, and Building Awesome Whānau) are good examples of homegrown, community-lead parenting education that has broad reach and appeal, consistently attracting over 4000 participants each year. However, the Toolbox courses could also be criticised for lacking an evaluation track record. To address this need for better and more rigorous evaluation, Parenting Place began working with researchers at the University of Canterbury in 2017 and formalised a two-year research collaboration starting in January 2018.Item Open Access Can communicative language teaching help save indigenous languages?(2015) Aikman-Dodd P; Ratima, Matiu TaiItem Open Access Understanding the Alternative Education Workforce in Aotearoa/New Zealand(2021) Bruce JThe aim of this research project was to investigate the PLD needs and experiences of educators working in Alternative Education. This research will inform the sector and key stakeholders, by acting as a tool to facilitate sector-wide conversations and strategic planning toward the overall strengthening of the AE workforce.