Browsing by Author "Johnson, E. Marcia"

• Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato 

  Johnson, E. Marcia; Cowie, Bronwen; de Lange, Willem P.; Falloon, Garry; Hight, Craig; Khoo, Elaine G.L. (Australasian Society for Computers in Learning in Tertiary Education, 2011)

  In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This ...

  

• Collaborative development of EFL in Vietnam through open source software 

  Brine, John; Johnson, E. Marcia (The Japan Association for Language Education and Technology, 2008)

  The University of Aizu, in collaboration with the University of Waikato, has been investigating the use of open source, server-based software for the enhancement of English language instruction in Vietnam. In this paper, ...

  

• Doctoral supervision practice models: Where to from here? 

  Johnson, E. Marcia (2016-04-22)

  The aim of this session is to present and discuss a framework for supervisor professional development, including aspects that could contribute to the skills needed in the current supervisory environment. Supervisors face ...

  

• The doctoral writing conversation: establishing a generic doctoral writing programme 

  Johnson, E. Marcia (Taylor & Francis Group, 2017)

  Over the past few decades, the number of people enrolled in doctoral study has increased dramatically across the world. In practical terms, this has meant that universities now receive increasingly diverse students with ...

  

• Doctorates in the dark: Threshold concepts and the improvement of doctoral supervision 

  Johnson, E. Marcia (Wilf Malcolm Institute of Educational Research, University of Waikato, 2014)

  The overall goal of this qualitative research case study into doctoral writing was to determine if there were knowable threshold concepts and, if so, to develop effective strategies for helping students overcome them. In ...

  

• The potential for a future-focused curriculum in New Zealand: The perceptions and practice of six secondary school technology teachers 

  Reinsfield, Elizabeth (The University of Waikato, 2018)

  Technology education is a subject that has seen significant conceptual change within its curriculum since its inception. In New Zealand, the national curriculum positions technology education as a means to expose students ...

  

• Pululima Faifai Pea: Establishment of Sāmoan Immersion Early Childhood Education Centres & Bilingual Units in Primary and Intermediate Schools 

  Vaitimu Tuāfuti, Patisepa (University of Waikato, 2016)

  Sāmoan Immersion Preschools (Ā’oga ‘Amata) and Bilingual Education units covering from year one to year eight of school have become well established in some areas in the Auckland region since the 1980s, due to the commitment, ...

  

• Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment 

  Aritonang, Mangasa (University of Waikato, 2016)

  A blended learning approach has been adopted in many English language learning environments in secondary and higher education because it is seen as having the potential to maximise the benefits of both face-to-face and ...

  

• Integrating technology in tertiary level English Language programmes: Case studies of Moodle learning environments 

  Ramanair, Joseph (University of Waikato, 2014)

  While the potential of technology to enhance language pedagogy has been realised in some English language learning environments, there are contexts in which its use has failed to achieve its promise. Teachers’ use of ...

  

• How is teacher evaluation policy enacted?-The workings of performativity and micro-politics in Japanese schools 

  Katsuno, Masaaki (University of Waikato, 2013)

  This thesis is concerned with the extent to which new teacher evaluation policies and practices in Japan are about controlling teachers or represent opportunities for authentic professional development. It seeks to examine ...

  

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