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Item A rationale for trauma-informed postgraduate supervision(Journal Article, Informa UK Limited, 2022) McChesney, KatrinaDoctoral researchers are our present and future knowledge-makers. Social justice requires democratic opportunities for knowledge creation, and to this end doctoral supervision theory and practice have become increasingly inclusive, flexible, culturally responsive, and person-centred over time. However, consideration of trauma and trauma-informed practice has remained absent from this work. This conceptual paper signals the need to recognise that doctoral cohorts will include those with lived experiences of trauma. The paper then presents a rationale for developing trauma-informed approaches to doctoral supervision, theorising this approach in relation to wider inclusive education efforts in higher education, Universal Design for Learning, and the social model of disability. Intersections with current trends in doctoral supervision literature and practice are considered, and core principles of trauma-informed practice are identified that can inform work in the specific context of doctoral supervision. The paper offers a fresh perspective on inclusive doctoral education and directions for future work.Publication Social Learning: Does cooperation contribute to the learning of the makers?(Chapter in Book, Brill Publishers, 2023) Fox-Turnbull, Wendy HelenThis chapter explores the scope and nature of social learning evident in the Makerspace movement as identified by the cases studies presented previously. The makerspace movement is clearly situated within a constructionist paradigm, placing the learner centrally in the construction of artefacts. Because of its collaborative nature and the need for learners to become critical thinkers and makers Makerspace is well situated to ensure learners today are equipped with the necessary skills and dispositions essential to life in the 21st century. This chapter draws on literature on three learning theories particularly relevant to makerspace philosophy. The first, Kolb’s Experiencing Learning theory, providing an excellent mechanism for teaching and learning design-based activities while placing learners at the centre of learning. The second, Social Learning Theory, describes the process of collaborative practice in a common activity with the aim of reaching an intended goal. Bandura suggests that Social Learning theory emphasises synthesis of behavioural events and human cognitive processes. This is relevant to makerspaces through the collaborative nature of design and development of artefacts-technological products and systems. The third theory is Social Partication Theory and draws together both learning through experience and learning socially and is therefore most pertinent to the Makerspace movement as it gives equal emphasis to working collaboratively and learning through doing. To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners. To identify and discuss the scope and nature of social interaction, a modifed version of Bronfenbrenner’s Ecological Systems Theory is applied. This Ecological Systems Model is modified to organise a discussion on the social interaction within the Makerspace case studies. Selected for its layering and spheres of influence the model gives a framework for the types of social interaction evidenced in the cases. In this section, the cases presented are organised according to The Ecological Systems Model and categories in relation to their influence on learners.Publication Spontaneous singing in early childhood: An examination of young children’s singing at home(Journal Article, SAGE Publications, 2020) Dean, BronyaSpontaneous singing is widely acknowledged as an important part of young children’s everyday musical experience. However, its fleeting and often private nature makes it difficult to study. Research into young children’s singing at home frequently relies on data gathered through parental reporting, and studies are often limited to small sample sizes. In this article, I explore the nature, extent and contexts of spontaneous singing among 15 three- and four-year-old children at home. Continuous audio recording was used to collect naturalistic data during the children’s normal everyday routines. This innovative method resulted in data that could be analysed quantitatively to provide a comprehensive overview of spontaneous singing in young children’s everyday home lives that has so far been missing from the literature. Analysis showed that all the children sang spontaneously. The singing behaviours they displayed were similar to those described in the literature, but contrary to some of the literature, the most prevalent singing behaviours were improvisatory. Spontaneous singing occurred during many everyday activities; however, the strongest influence on singing was found to be the social context in which it took place. The children used different ways of singing when interacting socially or when playing on their own, with most singing occurring when children were on their own, potentially unnoticed by adults.Publication Ngā Akoranga pai o te Tuhinga Pūrākau. Lessons from the heart of learning stories(Journal Article, Routledge Taylor and Francis Group, 2023) Fabian, Katalin; Edwards, FrancesThis study investigated how New Zealand teachers in Early Childhood Education (ECE) gathered, documented and utilised assessment information about children’s learning. It utilised phenomenological inquiry, with data being gathered through semi-structured interviews with five experienced ECE teachers. Thefindings highlight the complexity of the predominant narrative assessment format used by the teachers: Learning Stories. The strong reliance on teachers’ fundamental competencies and understanding of the writing process was central to narrative assessment. On the other hand, findings emphasised the benefitsof well-written Learning Stories and highlighted interesting ways they can be utilised. This article focuses on two important aspects of ECE assessment. Firstly, the teacher who is the heart of the Learning Story-writing process, and who possesses a complex skillset to connect with people, collect information and articulate an important message about the child as a learner. Secondly, on the Learning Story itself, its benefits and the ways that assessment information can be utilised from them.Item Social Class: Te Mātaiaho | the New Zealand Curriculum Refresh’s ‘Inconvenient Truth’?(Journal Article, Springer, 2024) Estellés, Marta; Rozas-Gómez, Claudia; Morgan, John; Shafer, DerekIn this paper, we connect with Martin Thrupp’s calls for class-based analysis in education policy by problematising the absence of social class in the refreshed New Zealand curriculum, Te Mātaiaho (2023). To contextualise this absence, we locate this curriculum policy in a historical perspective and interpret its ‘identity turn’ as an expression of what philosopher Nancy Fraser calls ‘progressive neoliberalism’. We conclude our contribution with a reflection on the reactionary neoliberal response of the current National-led government and a call for educational researchers in Aotearoa New Zealand to more seriously consider social class in their analyses.Item Improving cervical screening rates among sexual minorities: Insights from Aotearoa New Zealand(Journal Article, Wiley, 2024) Ellis, Sonja J.Issue Addressed: Sexual minority women (SMW) experience inequities in health outcomes. The extant literature consistently suggests that SMW are much less likely than their heterosexual peers to engage in cervical screening. Using participant's voices, the focus of this study was to explore the ways in which cervical screening rates for SMW might be improved. Methods: An online survey was completed by SMW (N = 177) aged 25–69 based in Aotearoa New Zealand and representing a range of sexual identities, ethnicities, and geographical regions. The analysis presented here was derived from open-ended qualitative responses to a single survey item: What do you think could be done to encourage more SMW (lesbians, wahine takatāpui, bisexual women, etc.) to engage in smear testing?. Results: Analysis of the data generated three main themes around how public health services could encourage more SMW to engage in cervical screening: Inclusive health services, clarity of information, and targeted health promotion. Conclusion: The analysis showed that the inherent heteronormativity among health care professionals and the lack of clear and consistent information specific to SMW may be key factors contributing to lower rates of engagement in screening. So What?: Given that not engaging in screening is the main risk factor for cervical cancer, it is imperative that active consideration is given to these issues with a view to increasing participation rates among SMW.Publication Shifting deficit perspectives of teacher-parent partnerships: Post-covid teacher stories(Conference Contribution, International Group for the Psychology of Mathematics Education (PME), 2024) Vale, Pamela; Graven, Mellony HIn this oral communication we focus on primary school mathematics teacher practices, in the post-Covid context, that enabled (or not) mathematical learning partnerships with parents, and the parent responses to these practices, as storied by the teachers. We address the questions: (1) How are primary school mathematics teachers engaging with and supporting parents in the post-Covid context, particularly regarding supporting learners’ mathematical learning? and (2) How are parents (according to teachers) responding to the efforts of teachers to encourage their engagement with the mathematical learning of their child?Item Fakalukuluku: Conceptualising a tongan learning approach in tertiary education(Journal Article, University of Waikato, 2021) Naufahu, Mefileisenita; Havea, Elisapesi Hepi; Kaufononga, Sangata Ana Fiealu; Laulaupea‘alu, SiutaGiven the current impact of COVID-19, the learning experiences of Pasifika students within tertiary education has implicated their social and emotional wellbeing. Engaging in a Tongan learning approach, such as fakalukuluku, can present a viable learning practice for tertiary students’ learning experiences. This paper presents the perspectives of four Tongan-born and raised researchers and educators who completed their tertiary education in Aotearoa New Zealand. Based on our experiences and reflections, we propose the Tongan concept of fakalukuluku as an approach to help elevate students’ academic achievement in tertiary education. Our paper conceptualises and unfolds perspectives of fakalukuluku, as a cultural practice that is appropriate, collaborative, and accorded learning stability because of its spiritual dimensions as being paramount to students’ success. We propose that a strong family and community support, the utilising of university learning support and the students’ spiritual beliefs can help Tongan students in tertiary education succeed.Item The development of pre-service teachers’ competence to teach mental calculation strategies(Journal Article, AOSIS, 2024) Vale, Pamela; Westaway, LiseBackground: There is a concern in South Africa that pre-service teachers do not have the required knowledge to teach mathematics in primary school and to develop learners’ number sense. In this study, pre-service teachers taught the mental strategy of bridging through ten through a structured teaching sequence from the Mental Starters Assessment Project (MSAP) materials as a work-integrated learning opportunity. Aim: We ask the question: How do the MSAP materials support pre-service teachers in competently teaching mental mathematics? Setting: Thirty-eight Bachelor of Education (Foundation Phase) third-year preservice teachers from an Eastern Cape university participated in this study. Methods: Participants taught the strategy during their Teaching Practice, quantitatively analysed the results of their classes and reflected on the experience in a questionnaire and focus group interviews. Results: Results indicate that the teachers were relatively successful in their teaching of the strategy; however, all indicated that they taught the sequence for a more extended period than recommended. Qualitative responses provide evidence of the teachers’ development in their knowledge of learners and their characteristics, general pedagogical knowledge, pedagogical content knowledge and knowledge of educational contexts. Conclusion: This study offers evidence of the professional learning of pre-service teachers that resulted from taking an integrated approach to facilitating a mathematics teaching methodology course through requiring a work-integrated learning component. Contribution: We argue that such an approach is necessary for pre-service teachers to be adequately prepared for the challenges of teaching mathematics in the South African classroom.Publication Locating technology education in STEM teaching and learning: So, what does the T mean in STEM?(Chapter in Book, Springer, 2024) Fox-Turnbull, Wendy HelenThe vision for this book is to explore and clearly define technology (T) when embedded in Science, Technology, Engineering and Mathematics (STEM). It grew from a concern that prevailing perceptions of technology when embedded in STEM is merely the use of technological tools to serve the learning needs of science and mathematics. Those who have a clear and deep understanding of technology education know that this is not the case. Interdisciplinary integration is key to this understanding. Burke (Technol Teacher 73:14, 2014) states that an integrative STEM approach recognizes that technology and engineering provide opportunities for students to develop deeper knowledge about science. We would argue that an integrative STEM approach recognizes that technology and engineering provide opportunities for students to develop deeper knowledge about the world and how to intervene in it, drawing on design, science and mathematics knowledge to assist this process.Publication The language of the soul in narrative therapy: Spirituality in clinical theory and practice [Book review](Journal Article, Informa UK Limited, 2024-01-02) Flanagan, PaulPublication Research-informed translation of mental strategy teaching materials into isiXhosa(Journal Article, AOSIS, 2024) Booi, Tabisa; Vale, Pamela; Graven, Mellony HBackground: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the ‘South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide’. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar standardised isiXhosa translations in support materials often contain barriers to understanding and/or distortion in meaning. Aim: The article addresses three questions: (1) To what extent is there fidelity and alignment of the translated isiXhosa materials to the original mathematical meaning? (2) To what extent do the selected terms align with the everyday isiXhosa that learners are accustomed to? (3) What are the implications for future translation of such materials? Setting: Analysis of the isiXhosa translation of a doubling and halving teaching unit and adapted translation for use in a Grade 3 classroom in the Eastern Cape. Methods: This qualitative research uses Toury’s Descriptive Translation Studies theory. Results: The findings highlight several ambiguities and incoherent translations. The article advocates for a comprehensive approach to translation, emphasising the importance of maintaining conceptual fidelity and clarity. Conclusion: The authors suggest the need for transliteration techniques in translations to support teacher and learner access to mathematical sense-making. Contribution: This research provides insights for translators of materials and implications for teachers, proposing an approach to translation. In particular, it argues that the involvement of Foundation Phase teachers in the translation of such materials is crucial.Publication Talanoa, vā and picturebook pedagogy to support Pacific identities in a kindergarten setting(Journal Article, 2023) Fuimaono, A; Daly, Nicola; Kelly-Ware, Janette PatriciaIt is important that children see themselves in the picturebooks that are available to them in their early childhood education [ECE] settings (Adam & Barratt-Pugh, 2021). Pacific picturebooks create spaces for meaningful conversations and emergent curriculum related to the identities, cultures and languages of Pacific families and whānau in the ECE setting. Using a Talanoa-vā approach, the researchers worked alongside teachers in a Pacific kindergarten to observe how they and the children interacted with picturebooks featuring Pacific communities and languages. Three vignettes were created typifying the variety of ways in which teachers and children connected with the picturebooks and each other to make links to the ‘funds of knowledge’ and ‘cultural capital’ of Pacific learners and their families. Many of our findings about the affordances of Pacific picturebooks connect with Te Whāriki (Ministry of Education [MoE], 2017) and Tapasā (MoE, 2018) which together provide the framework for culturally responsive pedagogy for Pacific learners in ECE settings.Publication Initial consultation report for the redesign of the early childhood degree at the University of Waikato(Report, The University of Waikato, 2023-10) Kahuroa, Raella; Woodhouse, Hazel MaxineIn mid-2023 a redesigned early childhood education (ECE) Bachelor of Teaching degree was proposed. An extensive consultation with the ECE sector, and related special interest groups, was undertaken to support the redesign proposal. The initial consultation period, undertaken with ECE settings, primary schools, and stakeholder organisations took place between June 2023 – October 2023.Publication Fresh moves dance festival(Journal Article, Wilf Malcolm Institute of Educational Research, The University of Waikato, 2022-08-03) Cheesman, SueFresh Moves Dance Festival is an independent local initiative held in the Bay of Plenty region of New Zealand. In 2021 Fresh Moves reached a 20-year milestone. Part of a larger research inquiry which chronicles the festival’s journey through the years and seeks to understand how such an initiative has been sustained over time, this article presents a snapshot of the initiative. This snapshot describes some of the history, successes, challenges and plans for future development of this initiative. As a dance educator, observer and member of the expert panel of Fresh Moves Dance Festival, I find the festival provides much food for thought about our own practice and community connections through dance education.Publication The Matanga project: Professional learning and development for technology teachers in New Zealand: The teachers’ perspectives.(Conference Contribution, 2022-06-15) Fox-Turnbull, Wendy Helen; Reinsfield, ElizabethThis article presents findings from the Mātanga (Māori term for expert) professional learning and development (PLD) project in New Zealand, designed to foster teachers’ engagement with and enactment of the technology education curriculum, to develop teachers’ identity by focusing on notions of technological and technical thinking, by matching teachers with Mātanga experts. The PLD targeted teachers in remote areas, or those who had limited access to curriculum support, and was designed to reposition teachers’ agency, whilst being supported by their professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional, and national support through digital networks, in self-sustaining ways. The reported findings indicate that teachers experienced significant learning during the PLD. Participants developed a deeper understanding of the benefits of authentic technological practice, deeper insight into both the theoretical and historical perspectives of technology education, and increased curriculum knowledge. Some participants also gained a deeper appreciation of culturally responsive pedagogies. The Mātanga programme motivated these teachers to try new things in the classroom, which in turn, translated into a more positive learning environment for their students. Participants found the year-long approach beneficial, particularly because they had access to technology education experts (Mātanga), but identified some limitations for the first iteration of the PLD, and suggested improvements for the future.Publication Te Mātaiaho as curricular justice?(Conference Contribution, 2023-11-22) Shafer, Derek; Rozas, ClaudiaTe Mātaiaho produces a version of curricular justice which aims to give effect to Te Tiriti and address long-standing inequities in education in Aotearoa New Zealand. We examine Te Mātaiaho’s vision for subject English and its construction of students’ identities as fundamental to a curriculum that advances both bicultural nationhood and just outcomes for all students. We draw on Raewyn Connell’s (2010) model of curricular justice, and Nancy Fraser's (2017) notion of progressive neoliberalism to explore the opportunities and implications for subject English within Te Mātaiaho's vision. How might these frameworks for justice help to critique the development of educational policy and support the implementation of Te Mātaiaho's vision for biculturalnationhood and just outcomes for all students.Publication Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology(Journal Article, Springer, 2023-10-21) Doyle, Andrew; Seery, N; Gumaelius, L; Canty, D; Hartell, ETechnology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.Publication Supporting people with intellectual disabilities with sexuality and relationships(Journal Article, Wiley, 2022-02-24) Frawley, Patsie; McCarthy, MSupporting people with intellectual disabilities to live their lives in the fullest sense includes supporting people to be sexual, have intimate relationships and express their sexuality and sexual identities. It has been four decades since Ann Craft's pioneering work on sexuality rights of people with intellectual disabilities began framing this understanding. She challenged the dominant myths and misconceptions that saw the sexual lives of people with intellectual disabilities overlooked, restricted or pathologised. Craft's work articulated a set of rights that had not been previously named for people with intellectual disabilities that included the right to be seen as an adult, to have relationships, to be safe from abuse, to learn about sexuality and to be able to live a self-determined sexual life that was not shaped by the views attitudes and decisions of others including staff. This ground-breaking work has endured through the Ann Craft Trust which continues to educate, advocate and do research to progress the sexuality rights of people with intellectual disabilities. This special issue is motivated by the need to continue to advocate for these rights to be realities in the lives of people with intellectual disabilities globally.Publication A culturally responsive research move to enable Pacific voices to be heard: a research note(Journal Article, University of Canterbury, 2024) Edwards, FrancesResearchers in the field of education have increasingly come to value the views and experiences of students, and hearing from the students themselves. This research note explores the challenges a researcher sought to gather student voice from Cook Islands tertiary students. The combination of research design and cultural mores meant Cook Islands participants faced barriers and could not comfortably talk about improvements they would like to see in tertiary assessment practice. On exploration, an adjustment to the research design was made that was culturally accepted and enabled participants to speak their minds openly. The findings are discussed, and recommendations are proposed that may assist future researchers working within cultural worlds in ways that allow the participants to speak openly, enabling their voices to be heard.