Massey Documents by Type
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Item Music Education and the Neoliberal Turn in Aotearoa New Zealand(The MayDay Group, 2021) McPhail G; McNeill JIn this paper we explore the adoption of a neoliberal turn in New Zealand’s education system and its consequences, focusing particularly on secondary school music education. In the 1980s, New Zealand was one of the first states in the Western world to implement comprehensive neoliberal economic policies. Some 35 years later, education in New Zealand is situated in a highly devolved institutional framework that privileges neoliberal objectives. This article outlines the genesis of this socio-political context and the downstream effects of this environment on the secondary school music curriculum. Our central question is this: What have been the results of the “New Zealand Experiment” in terms of the type of music curriculum students now experience? The deeper problematic of the paper, however, concerns the fragmentation and instrumentalization of knowledge. On balance, we conclude that effects of the neoliberal turn within education in New Zealand may have been more detrimental than beneficial, as these agendas have encouraged a break with past more liberal and humanistic aims for education. However, we also argue that the changes have not been the product of any systematic project but rather the result of a confluence of complex and stratified causal mechanisms at work in the socio-political world.Item Supporting the Development of Science Pre-service Teachers’ Creativity and Critical Thinking in Secondary Science Initial Teacher Education(Springer, 3/03/2023) Marangio K; Carpendale J; Cooper R; Mansfield JCreative and critical thinking (C&CT) capabilities are essential qualities of future ready scientific literate citizens. As teacher educators, developing C&CT in science pre-service teachers (PSTs) requires supporting PSTs’ development of C&CT, in addition to supporting their understanding and capacity to teach for development of C&CT in their future school science students. In this study, four secondary science educators critically reflected on the development of our professional knowledge and practice for supporting secondary science PSTs’ understanding of, and capacity to teach, C&CT as future teachers of science. Meeting transcripts, reflective journaling and curriculum documents were inductively analysed for key themes, utilising an iterative approach with multiple cycles of review. Findings showed that integrating C&CT in explicit ways in our teaching and assessment tasks was not as straight-forward as initially imagined. Three themes were identified, showing how our thinking evolved, namely (1) becoming sensitised to C&CT in our science ITE practice; (2) developing a shared language and understanding for science education; and (3) illuminating the conditions for teaching C&CT. A recurring feature in all themes was the value of tensions for sensitising us to specific aspects of C&CT and its teaching. We offer recommendations for others seeking to develop science PSTs’ C&CT.Item Journeying from “I” to “we”: assembling hybrid caring collectives of geography doctoral scholars(Taylor and Francis Group, 2018-02) Dombroski K; Watkins AF; Fitt H; Frater J; Banwell K; Mackenzie K; Mutambo L; Hawke K; Persendt F; Turković J; Ko SY; Hart DCompleting a PhD is difficult. Add a major earthquake sequence and general stress levels become much higher. Caring for some of the nonacademic needs of doctoral scholars in this environment becomes critical to their scholarly success. Yet academic supervisors, who are in the same challenging environment, may already be stretched to capacity. How then do we increase care for doctoral scholars? While it has been shown elsewhere that supportive and interactive department cultures reduce attrition rates, little work has been done on how exactly departments might create these supportive environments: the focus is generally on the individual actions of supervisors, or the individual quality of students admitted. We suggest that a range of actors and contingencies are involved in journeying toward a more caring collective culture. We direct attention to the hybridity of an emerging ‘caring collective’, in which the assembled actors are not only ‘students’ and ‘staff’, but also bodies, technologies, objects, institutions, and other nonhuman actors including tectonic plates and earthquakes. The concept of the hybrid caring collective is useful, we argue, as a way of understanding the distributed responsibility for the care of doctoral scholars, and as a way of stepping beyond the student/supervisor blame game.Item Knowledge construction in mathematics education(Springer Science+Business Media, 2008) Walshaw MItem Interpreting academic integrity transgressions among learning communities(BioMed Central Limited, 2021-12) Mathrani A; Han B; Mathrani S; Jha M; Scogings CEducational institutions rely on academic citizenship behaviors to construct knowledge in a responsible manner. However, they often struggle to contain the unlawful reuse of knowledge (or academic citizenship transgressions) by some learning communities. This study draws upon secondary data from two televised episodes describing contract cheating (or ghostwriting) practices prevalent among international student communities. Against this background, we have investigated emergent teaching and learning structures that have been extended to formal and informal spaces with the use of mediating technologies. Learners’ interactions in formal spaces are influenced by ongoing informal social experiences within a shared cultural context to influence learners’ agency. Building upon existing theories, we have developed an analytical lens to understand the rationale behind cheating behaviors. Citizenship behaviors are based on individual and collective perceptions of what constitutes as acceptable or unacceptable behavior. That is, learners who are low in motivation and are less engaged with learning may collude; more so, if cheating is not condemned by members belonging to their informal social spaces. Our analytical lens describes institutional, cultural, technological, social and behavioral contexts that influence learner agency.Item Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand(Elsevier Ltd, 2022) Denston A; Martin R; Fickel L; O'Toole VTeachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.Item The Experiences of Mothers in a Neonatal Unit and Their Use of the Babble App(1/01/2021) Gibson C; Ross K; Williams M; de Vries NTo better understand the experiences of mothers with an infant admitted to a neonatal unit and ascertain their perspectives on an available information support app, Babble, eight mothers with an infant admitted to a Level II+ neonatal unit were interviewed. Thematic analysis was utilized and responses indicated that mothers of neonates experienced challenges around adapting to the maternal role and managing their expectations of motherhood. Relationships with staff were seen as pivotal in the development of maternal confidence and essential to the overall experience. Mothers prioritized informational support, but how mothers sought out this information depended on their individual needs. Mothers who reported using the Babble app found it to be a helpful supplementary resource, tailorable to their situation. Results suggest that greater staff awareness of parental perspectives and the development of adaptable and diverse resources, ensuring parents are provided with individualized and appropriate care, is needed.Item Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging(Queensland University of Technology, 8/08/2014) Kahu ERThis research followed 19 mature-aged distance students through their first semester of undergraduate study. The analysis of interviews and video diaries presented in this paper focuses on two key elements of emotional engagement: interest and belonging. Findings highlight the importance of interest triggered by personal preferences and experiences. Interest led to enjoyment, increased behavioural engagement with greater time and effort expended, and improved cognitive engagement in terms of depth and breadth of learning. In contrast, there was less evidence of the social side of emotional engagement, belonging. Participants felt little connection to the university, but connecting with fellow students through face-to-face courses and online forums was important for some to reduce their sense of isolation. However, distance study was not for all. The findings highlight the need for staff to consider emotional engagement when designing and delivering the curriculum and when interacting with students, particularly in the all-important first year.Item Program Director Retention and Attrition Rates in International Graduate Medical Education(Accreditation Council for Graduate Medical Education, 1/10/2020) Stadler DJ; Ibrahim H; Dutta D; Cofrancesco J; Archuleta SBackground Program directors (PDs) are integral to the education of the next generation of physicians. Yet, administrative burdens, substantial patient care responsibilities, and lack of protected time for teaching may contribute to work-life imbalance and physician burnout, leading to high rates of attrition. Data on international residency program leadership turnover are lacking. Objective This study aimed to quantify PD turnover in Accreditation Council for Graduate Medical Education-International (ACGME-I) accredited programs in Singapore, United Arab Emirates (UAE), and Qatar, and to compare to US PD attrition rates. Methods Data on PD turnover in international programs was extracted from the ACGME-I Accreditation Data System for academic years 2010–2011 through 2018–2019 for Singapore and 2013–2014 through 2018–2019 for UAE and Qatar. Rates of PD turnover were calculated by country and by ACGME-I medical-, surgical-, and hospital-based specialty groupings and compared using χ2 test. Annual US PD turnover data was extracted from the ACGME's Data Resource Book. Results Seventy programs met inclusion criteria. International PD attrition was high, with 56 programs (80%) changing PDs since program inception, and 16 programs (29%) having 2 or more PD turnovers. There was no significant difference between PD turnover rates in hospital (83%), medical (79%), or surgical (78%) specialties. International PD attrition rates varied from 7% to 20% annually and were comparable to PD turnover in US programs (range 12%–15%). Conclusions High PD turnover rates in newly accredited international residency programs were noted, although annual attrition rates were comparable to US residency programs.Item Identifying discipline-based study skills: A preliminary needs analysis(Adam House Press, 2018) Ishii DAs undergraduate students begin their first year of study, they are expected to possess a set of transferable study skills. Teaching and learning support staff are typically called upon to provide assistance, through institution-wide skills workshops, for students in need of further skills development. An alternative approach is the movement towards embedding study skills within the curriculum to better address the specific study skill needs of each disciplinary community. This study used survey data from 191 students, collaboration with academic staff, and classroom observations as a means of conducting a preliminary needs analysis of students’ study skills in three, first-year undergraduate courses. A hierarchical regression analysis revealed particular study variables (i.e., tutorial attendance, comprehending readings, integrating knowledge sources into writing) were significant predictors of final term grades. The findings of this study may assist academic departments who wish to embed study skill support within their undergraduate courses.
