title: Teachers as researchers

authors: Mills, Judith Patricia

abstract: Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

text: Teachers as researchers Research in educational settings has often been undertaken by a third-person (a term used by Ball, 2000), who sits  on  the  edge  of  the  classroom,  maybe  moves  among  the  students  from  time  to  time,  and  looks  ‘at’  the teaching taking place. The assumption was that an outside observer may see and hear things taking place that the  teacher  takes  for  granted,and  may  notice  things  occurring  that  might  not have been  planned  for  by  the teacher. This approach harks back to research objectivity and a value-free research agenda (Denzin & Lincoln, 2005).  However, while an outsider seeks to understand what goes on in the lessons, he/she does not necessarily appreciate  or  understand  some  of  the  relational,  historical  and  affective  factors  beyond  that  gaze,and  that combine  in  the  interactions,  classroom  climate  and  situation  ofthat  moment.  The first-person approach  to research  in  educational  settings  means  the  teacher  is  in  a  position  to  probe  beneath  the  observed  actions associated  with  their  practice  and  focus  on  issues  arising  through  the  questioning,  evidence  gathering  and analysing  of  their  actions  alongside  their  students’  learning.  First-person  research  by  teachers  brings  to scholarly research and writing,a perspective direct from the classroom practitioner. Practitioner research, or the first-person approach to research, is referred to as ‘working in the inside’(Ball, 2000). Ball advocated that this form of research provides a valuable contribution to the improvement of teaching as teachers examine in depth some of the puzzles associated with classroom practice.

year: 2019

title: Results on formal stepwise design in Z

authors: Deutsch, Moshe

abstract: Stepwise design involves the process of deriving a concrete model of a software system from a given abstract one. This process is sometimes known as refinement. There are numerous refinement theories proposed in the literature, each of which stipulates the nature of the relationship between an abstract specification and its concrete counterpart. This paper considers six refinement theories in Z that have been proposed by various people over the years. However, no systematic investigation of these theories, or results on the relationships between them, have been presented or published before. This paper shows that these theories fall into two important categories and proves that the theories in each category are equivalent.

text: Results on formal stepwise design in Z Stepwise design involves the process of deriving a concrete model of a software system from a given abstract one. This process is sometimes known as refinement. There are numerous refinement theories proposed in the literature, each of which stipulates the nature of the relationship between an abstract specification and its concrete counterpart. This paper considers six refinement theories in Z that have been proposed by various people over the years. However, no systematic investigation of these theories, or results on the relationships between them, have been presented or published before. This paper shows that these theories fall into two important categories and proves that the theories in each category are equivalent.

year: 2002-12-01

title: A humanistic approach to addressing the needs of Maori homeless people with mental health concerns

authors: Johnson, Diana

subjects: Maori

abstract: Homelessness is a human tragedy that is often associated with mental illness. Maori people are overrepresented in the homeless population and among people experiencing mental illness in New Zealand. Little is known about the mental health experiences of Maori homeless people or the efforts of practitioners who render assistance. The authors explore the experiences of six Maori homeless people and six mental health professionals. Findings highlight the importance of a humanistic and culturally informed approach to addressing the needs of homeless people and restoring their wellness and dignity.

text: A humanistic approach to addressing the needs of Maori homeless people with mental health concerns Homelessness is a human tragedy that is often associated with mental illness. Maori people are overrepresented in the homeless population and among people experiencing mental illness in New Zealand. Little is known about the mental health experiences of Maori homeless people or the efforts of practitioners who render assistance. The authors explore the experiences of six Maori homeless people and six mental health professionals. Findings highlight the importance of a humanistic and culturally informed approach to addressing the needs of homeless people and restoring their wellness and dignity.

year: 2013