Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Democracy and belief in conspiracy theories in New Zealand(Australian Political Studies Association, 2022) Marques MD; Hill SR; Clarke EJR; Williams M; Ling M; Kerr J; Douglas K; Cichocka A; Sibley CThe COVID-19 pandemic supercharged the spread of fake news, misinformation, and conspiracy theories worldwide. Using a national probability sample of adults from the New Zealand Attitudes and Values Study during 2020 (17–99 years old; M = 48.59, SD = 13.86; 63% women, 37% men; N = 41,487), we examined the associations between agreement with general conspiracy beliefs and political indicators of intention to vote and satisfaction with government, alongside political factors including trust in politicians, political efficacy, identity centrality, and political ideology. Left-wing political ideology, trust in politicians, and political efficacy accounted for most of the explained variance in satisfaction with the government. General conspiracy belief was also a unique contributor to lower satisfaction with the government. We also found a curvilinear relationship between political ideology with heightened belief in conspiracies at both ideological extremes and the centre. Findings are discussed in terms of the consequences of conspiracy belief on democratic engagement.
Item New Zealand teachers' overall teacher judgments (OTJs): Equivocal or unequivocal?(New Zealand Council for Educational Research, 1/03/2012) Poskitt JM; Mitchell KCentral to New Zealand National Standards is the concept of overall teacher judgments (OTJs). This paper examines the concepts of OTJs and standards through international literature and experiences of a sample of New Zealand teachers in 2010. Standards contain expectations – what is, what could be, and what might be desirable – implicit degrees of performance. Teacher capacity to judge current and future performance is important. With multiple opportunities to gather pertinent information, teachers are best placed to make valid (unequivocal) judgments on student achievement when they have shared understandings of standards. Because standards are comprised of multiple criteria, not all of which are evident in samples of student achievement, teacher understanding of standards develops through professional conversations and moderation processes. In 2010 New Zealand teachers had mixed (equivocal) understandings of National Standards, applied them in different ways and had minimal experience of moderation processes.Item The productivity paradox in green buildings(Mary Ann Liebert, 8/04/2016) Rasheed EN; Byrd. HIn this paper we challenge the notion that “green” buildings can achieve greater productivity than buildings that are not accredited as “green”. For nearly two decades, research has produced apparent evidence which indicates that the design of a “green” building can enhance the productivity of its occupants. This relationship between building design and productivity is claimed to be achieved through compliance with internal environmental quality (IEQ) criteria of Green rating tools. This paper reviews methods of measuring productivity and the appropriateness of the metrics used for measuring IEQ in office environments. This review is supported by the results of a survey of office building users which identifies social factors to be significantly more important than environmental factors in trying to correlate productivity and IEQ. It also presents the findings of observations that were discretely carried out on user-response in green buildings. These findings demonstrate that, despite a building’s compliance with IEQ criteria, occupants still resort to exceptional measures to alter their working environment in a bid to achieve comfort. The work has been carried out on “green” buildings in New Zealand. These buildings are rated based on the NZ “Green Star” system which has adopted the Australian “green star” system with its roots in BREEAM. Despite this, the results of this research are applicable to many other “green” rating systems. The paper concludes that methods of measuring productivity are flawed, that IEQ criteria for building design is unrepresentative of how occupants perceive the environment and that this can lead to an architecture that has few of the inherent characteristics of good environmental design.Item Revitalisation, relationships, resources: Assessment 3Rs for New Zealand teachers(New Zealand Council for Educational Research, 1/10/2018) Poskitt J; Hill, M
