3501 research outputs found
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A foot core intervention in Netballers
Get PDFThis presentation presented data from Terrina Chapman's Master's thesis completed in 2018, regarding the effect of a 6-week foot core intervention on junior netballers
Photographic framed prints (x 3)
No full textCollection of art responding to the theme of trade within a New Zealand - China contex
Traversing the journey from student teacher to full teacher certification
Get PDFThis research aims to investigate the journey of student teachers as they complete their program of study and begin their careers in the teaching profession. There is little documented evidence of what, if any, impact an initial teacher education program can have on teachers as they move through the profession – from student to newly qualified teacher to fully certificated teacher. This project will explore this relationship and how graduates call on the knowledge acquired in their initial teacher education qualification to inform their practice as teachers. The Teaching Council of Aotearoa New Zealand is currently undertaking a project examining Future Focussed Initial Teacher Education this project will complement this work as well as the Ministry of Education's Draft Strategic Plan for Early Learning. The aims of both of these pieces of work are to provide quality learning outcomes for all children and effective teaching strategies. This project will explore these aims and the relationship between an initial teacher education program.
The research is a longitudinal study with three phases. The first phase investigated graduates perceptions of preparedness to teach and as they enter the workforce how their field-based initial teacher education training has contributed to this. The next two phases will follow the newly qualified teachers as the transverse the induction and mentoring towards full certification. In these two phases of this research the participants will become teacher researchers.
This presentation reports on the findings of the first phase which included a survey and semi-structured interview
Downstream: Photographic publication
No full textDownstream was an 18-month photographing project that completed with an exhibition at the Taupo Museum in December, 2017.
Downstream was comprised of taking photographs choreographed from 30 selected places along the Waikato River. Running 425 kms from the Tongariro to Port Waikato, the Waikato River is central to the daily life of the Waikato region. Every photograph is unique to its time and place at the river, showing a connected complexity to this moving body of water.
This publication provides a photographic archive of this journey - an 80 page book of photography and text to visually map the river
Downstream: Photographic publication
Get PDFDownstream was an 18-month photographing project that completed with an exhibition at the Taupo Museum in December, 2017.
Downstream was comprised of taking photographs choreographed from 30 selected places along the Waikato River. Running 425 kms from the Tongariro to Port Waikato, the Waikato River is central to the daily life of the Waikato region. Every photograph is unique to its time and place at the river, showing a connected complexity to this moving body of water.
This publication provides a photographic archive of this journey - an 80 page book of photography and text to visually map the river
Using ePortfolios in early childhood education: Recalling, reconnecting, restarting and learning
No full textPortfolios are widely used in New Zealand for documenting children’s learning; there is now an increasing
move to online ePortfolios. This article presents findings from a doctoral study which investigated the
impact of the introduction of ePortfolios in an early childhood education setting where traditional paperbased
portfolios were previously used as the formative assessment tool for children’s learning. The findings
demonstrate that a significant benefit of the ePortfolio system used in this study was the ways in which they
could support children to revisit their learning and become involved in their own formative assessment. This
is described as recalling, reconnecting and restarting. Through participating in these processes, children become
active contributors to their own learning journeys which is a significant factor of formative assessment
Report: Teaching atrategies that build employability skills of vocational education graduates
No full textIt is increasingly important for Institutes of Technology and Polytechnics (ITPs) to ensure their graduates are well prepared for employment, life-long learning and contribution to society. This project was designed to assist teachers in vocational education to embed ways to enhance employability skills within their teaching practices. To maintain a modest scope for the study it
focused on programmes NQF Levels 3 – 5, taught across the sector. The aim was to improve learning by producing a toolkit of ideas and teaching strategies drawn from case studies of current practice across a range of contexts. The focus was not on what the students do or say, but rather the strategies teachers used to enable or encourage these skills in the learners
Aotearoa 2020: Accommodating limited literacy background learners.
Get PDFAotearoa 2020: Accommodating limited literacy background learners.
Aotearoa New Zealand will expand its refugee quota, effective in 2020. This will mean increased need for English language development opportunities. Programmes already running in community and institutional contexts have much to offer as language programmes are extended to new towns and cities that will receive the new migrants.
This paper draws on already published research on language development needs for refugee learners in Aotearoa New Zealand, as well as Darvin and Norton’s exploration of identity and investment (2015) and The Douglas Fir Group’s transdisciplinary framework for language acquisition in a multilingual world (2016). It will foreground the experiences and the voices of learners with limited literacy in their mother tongue, through insights drawn from case studies of learners with limited literacy, developed from interviews, observations and portfolio writing tasks. It will offer examples of the influences of learners’ personal investments in their language development, and highlight instances where individuals asserted their own senses of agency and the consequent impacts on their learning experiences.
Finally, it will explore implications for teaching learners with limited literacy in their mother tongue, and offer insights for new support programmes which will be set up in response to the government’s change of policy
All things being equal: spatiotemporal differences between Open and Women’s 16-goal Polo
Get PDFPolo is an equestrian team sport, consisting of Open and Women’s only handicapping systems. Equine activities may differ in distribution and their affect upon match outcome in Women’s Polo compared to Open Polo, potentially impacting equine preparation and management. We aimed to quantify spatiotemporal differences between Open and Women’s Polo when matched for handicap and assess their interaction with chukka and match outcomes. Distance, speed and high-intensity activity data were collected via player-worn global positioning system (GPS) units during 16-goal Open and Women’s Polo tournaments. Notational analysis quantified chukka duration and chukka and game outcomes. Spatiotemporal metric differences between Open and Women’s Polo were small to large (ES: 0.54–1.81). In Open Polo, players covered moderately more distance in games won (mean: 429.0 m; 95% CI: 238.9 m to 619.0 m), with small to large increases in high-intensity activities also performed. Whereas in Women’s Polo, moderately higher maximum speeds were attained in games won (17.13 km.h−1; 11.86 km.h−1 to 22.40 km.h−1) and a small increase in accelerations performed (5.1; 0.2 to 10.0). Open and Women’s Polo, when matched for handicap, present with small to large spatiotemporal differences that are likely of practical significance, and may influence game outcome differently between codes
Tree of light
No full textAn 18min audio and light installation as part of Te Ruru Light Festival.
Composed by Jeremy Mayall
Lighting by Michael Lamusse
This light and sound installation pairs field recordings and music with a site-specific lighting installation in the Garden Place tree. The tree moves through various states of being, different environmental states, and moves between moments of calm reflection, to a state of pure energetic spectacle