title: Re-engaging students in science: issues of assessment, funds of knowledge and sites for learning

authors: Cowie, Bronwen

subjects: assessment for learning

abstract: International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science. New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development tradition around student ideas in science education, but recently, there has been increased recognition at the policy and practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students in science. This orientation involves considering classrooms as sites for students working through the development and performance of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student funds of knowledge and strategies for breaching the classroom walls.

text: Re-engaging students in science: issues of assessment, funds of knowledge and sites for learning International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science. New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development tradition around student ideas in science education, but recently, there has been increased recognition at the policy and practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students in science. This orientation involves considering classrooms as sites for students working through the development and performance of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student funds of knowledge and strategies for breaching the classroom walls.

year: 2010

title: Classifying Transverse Motion in Time-of-Flight Range Imaging

authors: Streeter, Lee

abstract: Classification of step motion in time-of-flight imaging using the stochastic oscillator and autocorrelation is proposed. Machine learning algorithms correctly identify the step location in 65–75% of trials, with apparent good noise robustness.

text: Classifying Transverse Motion in Time-of-Flight Range Imaging Classification of step motion in time-of-flight imaging using the stochastic oscillator and autocorrelation is proposed. Machine learning algorithms correctly identify the step location in 65–75% of trials, with apparent good noise robustness.

year: 2018

title: The Portrayal of Maori offenders by the Media

authors: Farr, Heather Marama

abstract: In this study I examine the dominant discourses represented in the print and internet media reporting of offending by Maori.  The purpose of which is to analyse the dominant discourse and subject positions associated with offending by Maori.  Foucault Discourse Analysis was utilised whereby the data was collected through articles printed in the New Zealand Herald and the Dominion Post.  This study suggests that there are multiple and complex factors relating to Maori offending, whereby reporting about Maori offending is presented from a mainstream worldview.

text: The Portrayal of Maori offenders by the Media In this study I examine the dominant discourses represented in the print and internet media reporting of offending by Maori.  The purpose of which is to analyse the dominant discourse and subject positions associated with offending by Maori.  Foucault Discourse Analysis was utilised whereby the data was collected through articles printed in the New Zealand Herald and the Dominion Post.  This study suggests that there are multiple and complex factors relating to Maori offending, whereby reporting about Maori offending is presented from a mainstream worldview.

year: 2019