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    Relationship Between Rank and Instructor Teaching Technique in an Adult Martial Arts Setting
    (Cardiff University Press, 2020-03-23) Hofmeister EH; McCullick BA; Tomporowski PD; Schempp PG
    There is a dearth of centralized organizations that focus on systematic methods of training, evaluating, and certifying martial arts instructors. Presently, martial arts instructors often learn to teach through the apprenticeship of observation. Learning through the apprenticeship of observation is known to facilitate poor pedagogical techniques by the instructor and propagates bad pedagogical techniques through ‘generations’ of instructor-to-student transmission. Since rank is correlated with duration of practice as a martial artist, it is often assumed that those of higher rank are more competent in both martial arts and teaching ability than those of lower rank. The purpose of this study was to relate martial arts instructors’ behavior with their rank. Instructors who differ in black belt rank (1st to 5th degree) were video recorded teaching a martial arts class. Videos were analyzed using the Academic Learning Time–Physical Education (ALT-PE) system and Cheffers’ [1990] Adaptation to Flanders’ [1970] Interaction Analysis System. As predicted, there was a positive relation between rank and instructor behaviors expected to result in better student performance. Comparing formal and informal training methods for instructors would be valuable in the future.
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    The relationships between efficacy beliefs (self, teacher, and collective) and the planning and teaching of computational thinking : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University (distance), New Zealand
    (Massey University, 2025-03-30) Macann, Victoria
    Computational thinking is recognised as a vital skill to adequately prepare students for future jobs in contemporary society. Students need to develop advanced computational skills, and teachers need the knowledge and skills to integrate CT into their classroom instruction. This multiple case study aimed to understand the relationships between self, teacher, and collective efficacy beliefs and how primary/ elementary level school leaders and teachers plan and teach computational thinking (CT). Drawing upon Bandura's self-efficacy theory, the research identifies how various contextual and domain-specific factors shape self, teacher, and collective efficacy beliefs. Self-efficacy beliefs refer to an individual's confidence in their own ability to successfully execute the actions required to achieve specific goals or handle particular situations. Teacher efficacy beliefs are a specific application of the broader concept of self-efficacy in the context of teaching. Teacher efficacy beliefs refer to a teacher's confidence in their ability to foster student learning, manage classrooms, and overcome challenges related to teaching. Collective efficacy is the shared belief among a group of people in their combined ability to achieve goals or address challenges and extends the concept of self-efficacy from the individual to the group level. In particular, a focus of the study was how the sources of efficacy judgements were either supported or undermined by various factors, contributing to self, teacher, and collective efficacy of the participants. This research is important because there is less research focused on the assessment of all four sources of self-efficacy, and limited research on how teachers describe teaching experiences that impact their efficacy beliefs. From two New Zealand based cases, and one case in the United States (US), findings confirm the multifaceted nature of efficacy beliefs, and highlights the significance of factors such as professional development (PD), resource availability, time constraints, collaboration, and leadership support on teachers and school leaders’ efficacy judgements. Enactive mastery experiences were the most commonly described source of efficacy judgement in relation to these factors. This research offers valuable insights into the complex interplay of factors shaping efficacy beliefs in CT education, thereby informing strategies for increasing teacher support, refining professional development practices, and creating effective educational policies for CT integration in schools/school districts.
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    The impact of ChatGPT on teaching and learning in higher education: Challenges, opportunities, and future scope
    (IGI Global, 2024-04-01) Li M; Khosrow-Pour MDBA
    The integration of OpenAI's ChatGPT is reshaping higher education by transforming teaching and learning dynamics. This article delves into ChatGPT's impact, exploring opportunities, challenges, and future potential. ChatGPT's deployment in higher education offers interactive and adaptive classrooms, enabling personalized learning experiences. Educators use ChatGPT to enhance engagement, critical thinking, and tailor content, fostering innovative teaching. However, integrating ChatGPT also introduces challenges, including plagiarism detection concerns due to AI-generated assignments and potential impacts on writing skills and independent thinking. Addressing misinformation risks from AI content requires responsible usage guidelines. Looking forward, ChatGPT holds promise in higher education, as AI-enhanced collaborative classrooms redefine teaching. The symbiosis of ChatGPT with human instructors enhances effectiveness, providing real-time insights and boosting student engagement.
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    Fisher, Neyman-Pearson or NHST? A tutorial for teaching data testing
    (Frontiers Media SA, 2016-11-11) Perezgonzalez JD; Roberts, LD
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    Teaching New Zealand histories : a policy watershed or a watershed policy? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology, Massey University, Manawatū, New Zealand
    (Massey University, 2022) Wernicki, Wieslaw
    This is a study of the Sixth Labour Government's policy mandating the teaching of New Zealand histories in all schools and kura by 2022, for all levels of the compulsory curriculum (school years 1-10). This research explores the origins of the policy and asks the question why a policy approach was taken, rather than other approaches available to the Government, or the Ministry of Education, to achieve the policy outcomes. Looking at this through the theoretical frameworks of policy anthropology and applying the non-linear thinking of an assemblage methodology, I explore my own perceptions of this policy. I track the way this policy evolved through the documentation, the public consultation on the curriculum changes, and eventual release of the new curriculum and supporting resources. I argue that various human and non-human actors and influences, which I term components, were arranged in such ways that they created an environment, or zeitgeist, which manifested the policy. In taking this approach I sought to avoid accepting explanations that linear chains of causality led to the policy’s development. Instead, I sought to perceive the components in the environment as actors in a drama choreographed not by discreet forces, but by their own movements causing their interactions, proximities, and intensities to shape the environment from which the policy emerged. This research does not focus on humans and non-human actors but more on the interactions of forces which were generated as they negotiated the paths and shaped the environment in which they themselves exist.
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    The meaning of significance in data testing
    (Frontiers Media SA, 2016-11-11) Perezgonzalez, JD; Roberts, LD