1,720,957 research outputs found
Journey towards full registration: a study of beginning teachers’ externally provided induction programmes in teacher-led ECE services
No full textAbstract The New Zealand Teachers Council recognises that “the induction of provisionally trained teachers is of critical importance for the retention and development of quality teachers” (Cameron, 2007, p. i). This study explores the effectiveness of an externally provided induction programme for provisionally registered teachers in teacher-led early childhood education services within Aotearoa New Zealand. An interpretive approach was taken, which used questionnaires and semi-structured interviews to capture the participants’ provisional registration experiences. The findings are presented in a narrative style in order to capture the voices of the participants. The major findings from the study indicate that the induction process for beginning teachers in teacher-led early childhood services is a complex one, and not always a smooth transition from pre-service training. The context of teacher-led early childhood services is unique to the education sector as it comprises fully qualified, in-training and un-trained educators within its teaching teams. The study is contextualised within a historical overview of both teacher registration and early childhood education in Aotearoa New Zealand. The study indicates that there are both structural and situational factors which influence a beginning teacher’s entry into the profession of teaching within a teacher-led early childhood service. These include the quality of the provisionally registered teacher’s mentor and induction programme, the mandates and policies which govern the sector and the receptiveness of the professional community which the beginning teacher is being inducted into
Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study
No full textParticipation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008). In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families. I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging. With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1. What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2. How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer. The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment. The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā. The stakeholders identified for this study were the children, their parents and the teachers. Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years. Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting. The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers. To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre. It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed. The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort. Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide. The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed. The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation. It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki. This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE
Learning, becoming , being: The journey from student teacher to full teacher certification.
Get PDFA 3 phase longitudinal study with a cohort of 3rd Year graduates completing their bachelor of Teaching (ECE) qualification and following them as they move into and complete their two year certification process for the Teaching council. A mixed method research project seeking to capture the challenges and learning experienced by the participants
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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
Learning, becoming, being: The Journey from student teacher to full teacher registration.
Get PDFThis research aims to investigate the journey of student teachers as they complete their programme of study and begin their careers in the teaching profession. There is little documented evidence of what, if any, impact an initial teacher education programme 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 programme.
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
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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