Browsing by Author "Butler P"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    National identity and cultural diversity: A research project that looks at what Year 12 students say about identity in New Zealand: Summary of results
    (Massey University, 2012) Andrews R; Bell A; Butler P; Tawhai V; Walshaw M
    The aim of the study The aim of the study was to develop an understanding of how young people think of themselves in terms of national identity. The research sought to identify what national identity looks like in New Zealand, how it is fostered, and how young people experience it in everyday life. This summary provides background information of the research and reports on how national identity is broadly conceptualised and experienced by Year 12 students. Background The question of who we are as a people has been a long-standing interest in New Zealand. In 2011 researchers at Massey University, with funding provided by the university, set out to provide an answer to the question from the perspective of young people. Given the bicultural foundations and the multicultural nature of New Zealand the researchers particularly wanted to understand what national identity now looks like, how it is fostered by families, schools, and technological communications, and how it is lived by young people.
  • Thumbnail Image
    Item
    Online proctored exams and digital inequalities during the pandemic.
    (Wiley, 13/04/2023) Hartnett M; Butler P; Rawlins P
    The emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    Validation of the Austin Assessment: A screening tool for cerebral visual impairment related visual issues.
    (Public Library of Science (PLoS), 2023-11-02) McDowell N; Butler P; Satgunam P
    Cerebral visual impairment is the most common cause of vision impairment affecting children in the economically developed world with a prevalence rate of approximately 3.4%. Currently there are limited options for screening for cerebral visual impairment, resulting in many children going undiagnosed, especially those that have normal visual acuity. The aim of this research was to validate an iPad App called the Austin Assessment, which was developed as a potential screening tool for cerebral visual impairment related visual issues. The research involved three separate phases: (1) creating a database of normative ranges for children aged 5-18 across the different variables of the Austin Assessment, (2) using the Austin Assessment to screen children aged 5-13 to assess the effectiveness of the Austin Assessment as a screening tool for CVI related visual issues, and (3) conducting specific validation research assessing children using the Austin Assessment and an already validated visual search tool. Each phase used different quantitative research methodologies to help show the effectiveness of the Austin Assessment as a screening tool for cerebral visual impairment related visual issues. From phase one of the research, thresholds were established for three variables of the Austin Assessment for the age groupings of 5-8, 9-12 and 13-18. If a child meets one of these thresholds this indicates further assessment is required to determine if they do in fact have cerebral visual impairment related visual issues. Phase two identified 17 children out of 270 who had clinical findings indicating visual issues; potentially indicative of CVI; investigation into the nature of these visual issues is ongoing. Phase three found that the Austin Assessment has moderate diagnostic value for each age group, with good sensitivity and specificity, making it effective at distinguishing those children who have visual issues from those who have typical vision. Further investigation is needed to confirm this initial validation.