title: Mindful publishing in the AI era: Navigating trends and fostering environmental awareness

authors: Medvedev, Oleg N.

abstract: Mindful publishing plays a key role in bridging technological advancement with environmental mindfulness. This presentation is offering an editor’s perspective on the current trends and future directions in the publishing world, with a central focus on fostering environmental awareness by considering potential benefits and risks of AI engagement.
Drawing upon recent data and publications journals such as Mindfulness, we illustrate the powerful potential for a symbiotic relationship between mindfulness research, AI technologies and environmental stewardship in publishing. The talk further navigates the emergent pathways of conducting research and dissemination of knowledge leveraging AI tools, while minimizing environmental footprint. 
By introducing the Special Issue on Environmental Mindfulness, we invite stakeholders to explore the landscape of mindful publishing in the AI epoch, a venture promising to open fresh avenues for research and discussions. By delineating the contemporary nexus of mindful publishing and AI, we aim to spearhead a movement towards more conscious, environmentally sustainable knowledge dissemination paradigms, thereby championing the nurturing of a society that is both informed and sustainable.

text: Mindful publishing in the AI era: Navigating trends and fostering environmental awareness Mindful publishing plays a key role in bridging technological advancement with environmental mindfulness. This presentation is offering an editor’s perspective on the current trends and future directions in the publishing world, with a central focus on fostering environmental awareness by considering potential benefits and risks of AI engagement.
Drawing upon recent data and publications journals such as Mindfulness, we illustrate the powerful potential for a symbiotic relationship between mindfulness research, AI technologies and environmental stewardship in publishing. The talk further navigates the emergent pathways of conducting research and dissemination of knowledge leveraging AI tools, while minimizing environmental footprint. 
By introducing the Special Issue on Environmental Mindfulness, we invite stakeholders to explore the landscape of mindful publishing in the AI epoch, a venture promising to open fresh avenues for research and discussions. By delineating the contemporary nexus of mindful publishing and AI, we aim to spearhead a movement towards more conscious, environmentally sustainable knowledge dissemination paradigms, thereby championing the nurturing of a society that is both informed and sustainable.

year: 2023

title: Becoming effective technology teachers: enhancing  assessment practices in primary classrooms

authors: Moreland, Judy

abstract: This thesis explores primary school teachers’ technology pedagogical content knowledge and how this impacts on teaching practices in technology education, particularly formative interactions. Based in the interpretist paradigm and using case study methods, the two-year journeys of eight co-educational teachers from two primary schools and their technology education perceptions and practices are described. The first year (1998) explores existing teacher knowledge and practices and student learning. The second year (1999) traces the impact of a professional development programme aimed at enhancing teachers’ technology pedagogical content knowledge in relationship to formative assessment. The significant impact of a planning framework containing the categories of technological practice, conceptual aspects, procedural aspects, societal aspects and technical aspects is examined.

Findings from the first year reveal that existing school subcultures, school policies and teacher subject expertise influence teacher classroom practices in technology. Planning, teaching and assessment were often related to social and managerial aspects rather than procedural and conceptual technological aspects. Hence, learning and formative assessment interactions focussed on these aspects rather than student understandings in technology. The second year explores the development of teachers’ technological knowledge through a collaborative, ongoing teacher development programme. The development and use of a planning framework exerted considerable influence on teachers’ constructing appropriate knowledge and understandings and on developing a technological knowledge base robust and distinct from previous knowledge bases. A complex mix of specialist knowledge is required for teachers to become competent, confident teachers of technology. It is important to decide on appropriate student learning outcomes and to transform teacher technological understandings to those suitable for students. 

Further, the study shows that improvement in classroom formative interactions, especially the provision of descriptive feedback, makes a strong contribution to enhancing learning. It confirms that enhancing teacher pedagogical content knowledge impacts on their ability to provide descriptive feedback. Embedding formative assessment in technology and undertaking it in a sociocultural, transactional, conversational and future-oriented way strengthens student technological learning. Student gains are made in technology when teachers focus descriptive feedback on specific technological goals, particular technological qualities of student work and the provision of advice on how to improve technologically. This study provides empirical evidence that teacher perceptions and practices in technology and technology education impact on the technological learning of students. The assumption that students’ learning of technology can be enhanced through enhancing teachers’ pedagogical content knowledge and formative assessment practices is justified.

text: Becoming effective technology teachers: enhancing  assessment practices in primary classrooms This thesis explores primary school teachers’ technology pedagogical content knowledge and how this impacts on teaching practices in technology education, particularly formative interactions. Based in the interpretist paradigm and using case study methods, the two-year journeys of eight co-educational teachers from two primary schools and their technology education perceptions and practices are described. The first year (1998) explores existing teacher knowledge and practices and student learning. The second year (1999) traces the impact of a professional development programme aimed at enhancing teachers’ technology pedagogical content knowledge in relationship to formative assessment. The significant impact of a planning framework containing the categories of technological practice, conceptual aspects, procedural aspects, societal aspects and technical aspects is examined.

Findings from the first year reveal that existing school subcultures, school policies and teacher subject expertise influence teacher classroom practices in technology. Planning, teaching and assessment were often related to social and managerial aspects rather than procedural and conceptual technological aspects. Hence, learning and formative assessment interactions focussed on these aspects rather than student understandings in technology. The second year explores the development of teachers’ technological knowledge through a collaborative, ongoing teacher development programme. The development and use of a planning framework exerted considerable influence on teachers’ constructing appropriate knowledge and understandings and on developing a technological knowledge base robust and distinct from previous knowledge bases. A complex mix of specialist knowledge is required for teachers to become competent, confident teachers of technology. It is important to decide on appropriate student learning outcomes and to transform teacher technological understandings to those suitable for students. 

Further, the study shows that improvement in classroom formative interactions, especially the provision of descriptive feedback, makes a strong contribution to enhancing learning. It confirms that enhancing teacher pedagogical content knowledge impacts on their ability to provide descriptive feedback. Embedding formative assessment in technology and undertaking it in a sociocultural, transactional, conversational and future-oriented way strengthens student technological learning. Student gains are made in technology when teachers focus descriptive feedback on specific technological goals, particular technological qualities of student work and the provision of advice on how to improve technologically. This study provides empirical evidence that teacher perceptions and practices in technology and technology education impact on the technological learning of students. The assumption that students’ learning of technology can be enhanced through enhancing teachers’ pedagogical content knowledge and formative assessment practices is justified.

year: 2003

title: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study

authors: Knauf, Sarah

subjects: inpatient

abstract: Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

text: Adaptation of the safewards model to the New Zealand context: A mixed-methods evaluative study Background: Mental health inpatient units can provide a sanctuary for people to recover from mental illness. However, research has shown these units to be sites of conflict, in an environment that service users do not experience as therapeutic. To support a therapeutic environment, the safety and wellbeing of service users and staff need protection through reduced conflict and containment rates. Conflict can be physical or verbal aggression, self-harm, suicide attempt, absconding, substance misuse and medication refusal. Containment involves methods used to control conflict, including administration of sedative medication, coerced intramuscular medication, increased level of observation, restraint and seclusion. The Safewards model, originating in the United Kingdom in 2015, proposes 10 interventions to address conflict and containment. These interventions are centred on: therapeutic relationships; person-centeredness; teamwork; and least restrictive care. This research pursued active transformation through codesign of an adapted Safewards model to fit the socio-cultural context of New Zealand.

Objective: This thesis with publication describes the adaptation of the Safewards model to the New Zealand context. Cultural adaptation was critical due to significant health outcome disparities between Māori and non-Māori populations and the disproportionate representation of Māori within mental health services. The research sought to discover what a New Zealand model required, what the perspectives of inpatient tangata whai ora and staff were of the developed model and what changes it made to rates of conflict, containment and the ward atmosphere. Participants: Tangata whai ora and staff from the study setting were recruited to participate in focus groups before and after the implementation of the New Zealand Safewards model. Phase one focus groups included 15 staff and three tangata whai ora. Phase three focus groups included 13 staff and four tangata whai ora.

Methods: This is a mixed-methods evaluative study structured into three distinct phases, using methods of participatory action research. The adapted Safewards model was implemented for 12 months, with a staggered introduction of 11 interventions. Qualitative data were derived from the thematic analysis of focus groups. Quantitative data were from the Patient-Staff Conflict Checklist, Essen Climate Evaluation Schema, Fidelity Checklist and Te Whatu Ora Waikato service data.

Findings: A New Zealand Safewards model must: reflect a Te Ao Māori worldview; align with current practices; adapt Safewards interventions; and gain acceptance. Change management is one process that can reduce barriers to change. The adapted Safewards model reduced conflict, increased patient cohesion and improved the sense of safety perceived from staff and tangata whai ora in the study setting. The outcomes of this study hold the potential to contribute to the formulation and implementation of a New Zealand Safewards model, while also bearing relevance for the international adaptation of Safewards to culturally diverse countries and healthcare systems.

year: 2024