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Changing the future of higher education: Integrating work and learning
(2024) Zegwaard, Karsten E.
The increasing expectation that higher education directly links to student employability outcomes has sharpened the focus on work-integrated learning (WIL) and work-based learning (WBL). This keynote will explore this topic including current challenges, and trends; and propose practical resources for educators.
Motivating girls in computational thinking: Insights from primary education research
(Technology Education New Zealand (TENZ), 2025) Rhodes, Kate; Fox-Turnbull, Wendy
This conference paper explores the research methods and preliminary findings of a research focused on understanding primary school girls' motivation in Computational Thinking (CT). By analysing current literature, the scope of the research, and emerging data, the research sheds light on strategies to bridge persistent gender gaps in Computer Science (CS) and CT education. The literature highlights the ongoing underrepresentation of females in CS and CT fields, advocating for early interventions that frame computing as enjoyable, hands-on and supported by relatable role models. Addressing these gaps, this research employs a three-phase Design-Based Research methodology within a New Zealand primary school. Data collection includes focus groups with both teachers and female students, observations and Likert scale surveys to examine motivational factors during CT activities. The research methods and initial findings from the research are shared, revealing how teachers’ pedagogical choices, including authentic Technology practice and collaboration activities impact girls’ motivation. These insights contribute to a broader understanding of how to foster gender equity in STEM education by creating more inclusive and motivating environments for younger learners.
Creating dialogic spaces in STEM Education: A comparative study of ground rules
(MDPI AG, 2026-01-21) Rhodes, Kate; Calder, Nigel; Casebourne, Imogen; Martin, Kevin; James, Cythia
This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishment of ground rules in dialogic spaces in general. Understanding the nature of dialogic space has become increasingly important in many areas of education. STEM subjects, particularly when integrated, frequently involve collaborative interaction, and utilise a dialogical approach. Some initial aspects of ground rules were collaboratively identified, with both studies then independently analysed to identify emerging themes related to these ground rules. Several key elements emerged: developing the processes for interaction and communication; developing trust between participants; developing respectful dialogue; teacher roles; and facilitating collaborative work and the co-construction of meaning. The comparative case study suggested that these were important for other education work when establishing dialogic space.
The relationship between home and early childhood setting in supporting early literacy
(Luminescience Press Limited, 2025) McLachlan, Claire
This review examines the relationship between language and literacy experience in the home environment and their implications for literacy in early childhood settings. Building on early sociocultural research into how children develop language and literacy within the home environments, recent research on how home environments support children's developing language and literacy knowledge and skills are explored, along with the research on the importance of 'serve and return' interactions between caregivers and young children for maximum brain development and language acquisition. The review also examines research on the use of multimodal literacies in home environments, along with the contribution of family literacy models to understanding how families support children's development. The implications of this body of research are examined in relation to what it means for early childhood teachers to support literacy learning and development in diverse learners and create a reciprocal learning environment for literacy.
Final report: Reducing burglary through Secured by Design: a meta-analysis
(Te Puna Haumaru | New Zealand Institute for Security and Crime Science, Te Whare Wānanga o Waikato | The University of Waikato, 2024-09) Armitage, Rachel; Sidebottom, Aiden; Tompson, Lisa
Secured by Design (SBD) is a UK-based crime prevention initiative that sets security standards for the built environment. Buildings that meet prescribed security standards are awarded SBD status and, all things being equal, are assumed to be at lower risk of crime. SBD draws heavily on the principles of situational crime prevention and crime prevention through environmental design. This study reviewed the evidence on whether properties that meet SBD standards experience less crime than properties that do not. Following a comprehensive search of the literature, nine UK studies were included in our review. Eligibility was limited to studies that (1) measured levels of crime in SBD developments compared to matched non-SBD developments or (2) reported changes in crime before and after SBD accreditation in a treatment and control group. This sample included studies of new dwellings built to SBD standards (n = 7) and existing dwellings refurbished to SBD standards (n = 2). Our analysis found that eight of the nine included studies reported that SBD accreditation was associated with lower levels of burglary. In only three of these studies was the observed effect statistically significant, however. Synthesising data across all nine studies, our results indicate that overall, burglary in SBD properties was 53% lower than in non-SBD properties. The impact on burglary was greater still when focussing only on new properties built to SBD standards. For this sample of studies, we found a 65% relative reduction in burglary compared to matched non-SBD properties. No statistically significant effect was observed for other forms of crime and disorder. Insufficient data meant that we could not measure the impact of SBD specifically in refurbished properties nor could we test for crime displacement or diffusion of crime control benefits. Importantly, there was no evidence of SBD leading to an increase in crime and disorder. The findings from this review support the general hypothesis that more secure households experience less burglary. They also lend further support for the basic idea that crime can be reduced by removing opportunities to commit it. From a policy perspective, our results re-emphasise the importance of engaging with manufacturers and design professionals to ensure that crime prevention is considered at the design and planning stage of urban developments. More specifically, our findings indicate that upgrading and/or maintaining effective SBD standards is a sensible strategy to reduce burglary. Simply put, properties which met SBD standards were significantly less likely to be burgled. Although the results of this study are generally positive, there are some notes of caution. Only a small number of studies met the inclusion criteria for this review (n = 9). This was most pronounced for studies of existing properties refurbished to SBD standards (n = 2). Of those studies that were included in the review, weaknesses were identified concerning study design and limited data were provided on factors such as the quality of SBD measures and crime displacement. Moreover, three of nine included studies are now over twenty years old and relate to SBD standards that have been superseded. Relatedly, the quality of security in non-SBD properties has, in general, improved over time, influenced by a combination of technological developments, policy changes and, potentially, the growth and influence of SBD itself. One consequence of these general improvements is that the difference in security between SBD and non-SBD developments may, on average, be less pronounced today than it was thirty years ago. This raises concerns about the equivalence of SBD vs non-SBD evaluation sites; some properties might meet SBD standards despite not being SBD accredited, thereby muddying SBD vs non-SBD comparisons. Newer high quality evaluation studies are therefore needed to determine whether the positive effects reported here hold in contemporary urban environments, with greater attention paid to the quality of household security being compared across SBD and non-SBD developments. Furthermore, to advance the evidence base for SBD, we recommend that future evaluation studies include a wider range of outcome measures (including displacement) and put data collection measures in place better to understand what specific aspects of SBD affect crime, through what mechanisms and under what conditions.