Now showing items 1-20 of 273

    • The UC QuakeBox Project: Creation of a community-focused research archive 

      Walsh, Liam; Hay, Jen; Bent, Derek; King, Jeanette; Millar, Paul; Papp, Viktoria; Watson, Kevin (2013)
      The University of Canterbury is known internationally for the Origins of New Zealand English (ONZE) corpus (see Gordon et al 2004). ONZE is a large collection of recordings from people born between 1851 and 1984, and it ...
    • Implications of imposed nationwide testing (for accountability) on primary student learning 

      Mehrtens, Nicole (University of Canterbury, College of Education, Health and Human Development, 2015)
      Many education systems are increasing accountability measures through imposing standardised assessment practices. Assessment can have a significant impact on a young person's development therefore it is essential to explore ...
    • Teaching controversial issues and developing citizenship among students 

      Proctor, Olivia (University of Canterbury, College of Education, Health and Human Development, 2015)
      The New Zealand Curriculum (2007) puts forward the goal of promoting lifelong learning. A teacher may work as mediator to facilitate this goal by providing students opportunities to explore issues which relate to society ...
    • Underachievement of Māori and Pasifika learners and culturally responsive assessment 

      Houghton, Christopher (University of Canterbury, College of Education, Health and Human Development, 2015)
      M?ori and Pasifika students have historically made up a large number of those ākonga that underachieve within formal education in New Zealand. The gap in achievement between M?ori, Pasifika and other ethnicities identified ...
    • How should our pedagogy keep up with rapidly changing technology? 

      Sinclair, Nathan (University of Canterbury, College of Education, Health and Human Development, 2015)
      The place and potential of e-learning technology in education is in a state of constant development. Previously 'cutting edge' articles and books for teachers are quickly obsolete, as these resources, written for the age ...
    • Changing pedagogies: including indigenous epistemologies and inclusive practices 

      Areli, Sione (University of Canterbury, College of Education, Health and Human Development, 2015)
      This literature review looks at a variety of sources in regards to the topic of the inclusion of indigenous epistemologies within modern pedagogy. The study focusses on Māori epistemologies and is therefore grounded in the ...
    • Professional development and the impact of teacher relationships 

      Smith, Ethan (University of Canterbury, College of Education, Health and Human Development, 2015)
      Collegial relationships between teachers are very important within the school environment. They are essential to ensuring the school operates smoothly and within a positive atmosphere. Positive relationships between teachers ...
    • Importance of teacher-student relationships in response to disaster trauma 

      Foote, Alice (University of Canterbury, College of Education, Health and Human Development, 2015)
      This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia to identify key aspects within ...
    • Editorial, Volume 1, November 2015 

      Astall, Chris; Fastier, Murrary; Fickel, Letitia (University of Canterbury, College of Education, Health and Human Development, 2015)
      Welcome to the inaugural issue of the Journal of Initial Teacher Inquiry. This special issue has a focus on contemporary teaching and learning issues. This journal celebrates inquiry based research as conducted by Initial ...
    • Parental involvement in school benefits students and develops teacher-parent relationships 

      Brownlee, Lucy (University of Canterbury, College of Education, Health and Human Development, 2015)
      Parental involvement (PI) in student education is highly beneficial for student-parent and teacher-parent relationships. Based on literature review, the present study explores how PI in school-based activities enhances the ...
    • Barriers to parental involvement in their children’s education 

      Humphrey-Taylor, Heather (University of Canterbury, College of Education, Health and Human Development, 2015)
      While parental involvement in students’ education has long been known to be effective and is encouraged by both the literature and policy, consistent parental involvement has not yet been achieved. This review investigates ...
    • Fostering inclusive relationships; students with special needs, whānau, teachers and allied health professionals 

      Hook, Nicole (University of Canterbury, College of Education, Health and Human Development, 2015)
      New Zealand Ministry of Education (MoE), has changed their policy for education of students with special needs from segregated to an ideal of inclusion where student are entitled to enrol at a school of their choice and ...
    • The effects of family variables on school bullying 

      Jones, Graeme (University of Canterbury, College of Education, Health and Human Development, 2015)
      Bullies, victims and bully/victims were more likely to experience the authoritarian style of parenting. The authoritative parenting style was significant in creating non-bullies and non-victims. This critical analysis ...
    • Building awareness of pre-service teachers' dispositions - challenges for teacher educationoom 

      Griffin, Kim (University of Canterbury, College of Education, Health and Human Development, 2015)
      Each and every individual have their own unique idiosyncrasies that they have picked up through life. These 'dispositions' are the reasons why we do what we do in any given context. Becoming aware of your dispositions and ...
    • Implications of using restorative justice practices in schools to restore broken relationships 

      Noetzli, Veronica (University of Canterbury, College of Education, Health and Human Development, 2015)
      Restorative justice practices aim to deal with negatively impacting behaviours in a context of respect and understanding. This results in the peaceful resolution of conflict, the restoration of respectful relationships and ...
    • Extracurricular engagement and the effects on teacher-student educational relationship 

      Sutton, Gareth (University of Canterbury, College of Education, Health and Human Development, 2015)
      The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there are positives and negatives ...
    • Integrating ICT into classroom pedagogies: an overview of barriers within the modern classroom 

      Shimasaki, Nicholas (University of Canterbury, College of Education, Health and Human Development, 2015)
      The evaluation of current literature regarding Information Communication Technology (ICT) in education reveals the most significant obstacles facing its successful incorporation into schools and teachers' pedagogies. As ...
    • Stereotype threat and assessment in schools 

      Ewing, Hannah (University of Canterbury, College of Education, Health and Human Development, 2015)
      There is abundant evidence that demonstrates that individuals’ intellectual performance is undermined in situations that remind them that they are stereotyped which is causing them to underperform (Schmader, 2010). This ...
    • The structure of observed learning outcomes (SOLO) taxonomy model: How effective is it? 

      Wells, Corinna (University of Canterbury, College of Education, Health and Human Development, 2015)
      This article explores the benefits of the Structure of the Observed Learning Outcome (SOLO) taxonomy model by undertaking a comparative literature review. As a result of this it was possible to highlight many positive ...