title: Contract cheating and academic integrity in higher education: what can universities, governments and quality assurance agencies do to understand, prevent and respond to the challenge?

authors: Williamson, Myra Elsie Jane Bell

abstract: Powerpoint presentation (48 slides) which supported my paper presentation at the 6th Annual International Conference organised and hosted by the Kuwait International Law School in 2019. Conference was held in Doha City, Kuwait from 1-2 May 2019. Theme of the conference was: "Contemporary Legal Developments: Issues and Challenges" My paper was presented in the 2nd Session with the session theme: "Tools for Activating Legal Education and Quality Assurance".

text: Contract cheating and academic integrity in higher education: what can universities, governments and quality assurance agencies do to understand, prevent and respond to the challenge? Powerpoint presentation (48 slides) which supported my paper presentation at the 6th Annual International Conference organised and hosted by the Kuwait International Law School in 2019. Conference was held in Doha City, Kuwait from 1-2 May 2019. Theme of the conference was: "Contemporary Legal Developments: Issues and Challenges" My paper was presented in the 2nd Session with the session theme: "Tools for Activating Legal Education and Quality Assurance".

year: 2019

title: Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey

authors: Murrihy, Lesley Ruth

subjects: coaching

abstract: This qualitative research project began with the question of whether coaching assists the growth and development of educators in the multiple dimensions of the spiritual, emotional, social and conceptual/intellectual. The project followed three participants through a nine month master's level Coaching and Mentoring Paper (PROF507Y-05) and revisited them a year later. Data was gathered largely through a series of semi-structured interviews as conversations in a narrative inquiry approach with educational criticism as the tool for data analysis. Key narratives emerged through the stories the participants told and these were examined over time to see whether growth and development had taken place. 

The researcher entered the data gathering phase thinking that the study would focus on participants' involvement in a formalised coaching partnership. However, it quickly became clear that the Coaching and Mentoring Paper was a multi-level professional development intervention that involved coaching partnerships, but also included coaching professional development in which the theories, skills and practices of coaching were purposefully and discretely taught. A third layer of intervention was the action research phase of the Paper in which individuals explored their facilitation of coaching partnerships in their own institutions. 

The stories of the participants indicated that involvement in coaching partnerships did produce some quite stunning outcomes. However, the findings suggest that coaching partnerships may well be underpowered if coaching partnerships stand alone and are not set within a framework of coaching professional development in which the knowledge, skills and processes of coaching are purposefully taught, scaffolded, practiced and reflected upon, in which roles are reciprocal and the professional development/coaching process is facilitated. In fact, the evidence from this research project suggests that though involvement in a formal coaching partnership did assist the achievement of professional goals as Robertson (2005) posited, it was largely the facilitated coaching professional development process that assisted the growth and development across the social, emotional, conceptual/intellectual and spiritual dimensions of each research participants as they implemented the coaching practices across a range of professional and personal contexts. 

Unexpectedly, but in hindsight not surprisingly, out of growth and development, leadership emerged. Similar to John West-Burnham (2001), this study found that for these three research participants, interpersonal intelligence and leadership,  [were] in such a symbiotic relationship that they [were] actually tautological  (p. 1). This was not positional or hierarchical leadership, but leadership that acknowledged individuals as 'whole' people and where leadership was increasingly distributed and shared with others. 

However, it would be dishonest to stop here because the participants' narratives are not fairy tales in which everyone lives happily ever after. Though significant growth and development did take place, it was a case of both/and - the participants stories continued to be of both success and struggle with the selfsame issues. This thesis proposes therefore, that change is not a destination, but is an ongoing process of remaining open to the learning that can be found in each and every human experience, whether it is of failure or success. Growth and development or change is not an end point which is revealed through consistent adherence to a particular way of being, but is revealed through an openness to learn from all experience and in the capacity to keep a particular narrative going over time. Thus the answer to the question this thesis started with is yes. For these particular individuals, coaching did assist the growth and development in the multiple dimensions. However, here 'coaching' means more than just involvement in a coaching partnership, but a multilayered professional development intervention as outlined above, and change or growth and development that is defined, not as a permanent transformation, but as an ongoing journey of seeking what can be learned from every experience.

text: Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey This qualitative research project began with the question of whether coaching assists the growth and development of educators in the multiple dimensions of the spiritual, emotional, social and conceptual/intellectual. The project followed three participants through a nine month master's level Coaching and Mentoring Paper (PROF507Y-05) and revisited them a year later. Data was gathered largely through a series of semi-structured interviews as conversations in a narrative inquiry approach with educational criticism as the tool for data analysis. Key narratives emerged through the stories the participants told and these were examined over time to see whether growth and development had taken place. 

The researcher entered the data gathering phase thinking that the study would focus on participants' involvement in a formalised coaching partnership. However, it quickly became clear that the Coaching and Mentoring Paper was a multi-level professional development intervention that involved coaching partnerships, but also included coaching professional development in which the theories, skills and practices of coaching were purposefully and discretely taught. A third layer of intervention was the action research phase of the Paper in which individuals explored their facilitation of coaching partnerships in their own institutions. 

The stories of the participants indicated that involvement in coaching partnerships did produce some quite stunning outcomes. However, the findings suggest that coaching partnerships may well be underpowered if coaching partnerships stand alone and are not set within a framework of coaching professional development in which the knowledge, skills and processes of coaching are purposefully taught, scaffolded, practiced and reflected upon, in which roles are reciprocal and the professional development/coaching process is facilitated. In fact, the evidence from this research project suggests that though involvement in a formal coaching partnership did assist the achievement of professional goals as Robertson (2005) posited, it was largely the facilitated coaching professional development process that assisted the growth and development across the social, emotional, conceptual/intellectual and spiritual dimensions of each research participants as they implemented the coaching practices across a range of professional and personal contexts. 

Unexpectedly, but in hindsight not surprisingly, out of growth and development, leadership emerged. Similar to John West-Burnham (2001), this study found that for these three research participants, interpersonal intelligence and leadership,  [were] in such a symbiotic relationship that they [were] actually tautological  (p. 1). This was not positional or hierarchical leadership, but leadership that acknowledged individuals as 'whole' people and where leadership was increasingly distributed and shared with others. 

However, it would be dishonest to stop here because the participants' narratives are not fairy tales in which everyone lives happily ever after. Though significant growth and development did take place, it was a case of both/and - the participants stories continued to be of both success and struggle with the selfsame issues. This thesis proposes therefore, that change is not a destination, but is an ongoing process of remaining open to the learning that can be found in each and every human experience, whether it is of failure or success. Growth and development or change is not an end point which is revealed through consistent adherence to a particular way of being, but is revealed through an openness to learn from all experience and in the capacity to keep a particular narrative going over time. Thus the answer to the question this thesis started with is yes. For these particular individuals, coaching did assist the growth and development in the multiple dimensions. However, here 'coaching' means more than just involvement in a coaching partnership, but a multilayered professional development intervention as outlined above, and change or growth and development that is defined, not as a permanent transformation, but as an ongoing journey of seeking what can be learned from every experience.

year: 2009

title: Talk More: Student Learning Through Reciprocal Conversations

authors: Grant, Sarah

subjects: oral language

abstract: This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

text: Talk More: Student Learning Through Reciprocal Conversations This research explored ways of improving the oral language development of Year 1 children in four low decile mainstream schools who were making limited progress in literacy. Over 82% of these students were Māori.  Due to the continued impact of past educational policies and the subsequent interruption of the intergenerational transmission of the mother tongue, many Māori children are not exposed to proficient and fluent models either of spoken English or of spoken Māori.  Such children struggle to make the English literacy progress expected of them by schools and communities. The central focus of the research was to evaluate a claim that Year 6 students (tuākana)  could make a substantial improvement in the oral language achievement of  Year 1 students (teina), through engaging with them in regular conversational contexts using the TALES (Talk, Ask, Listen, Encourage, and Say) procedures. This pedagogical approach is understood as one which was culturally responsive for these students. 

Quantitative analysis of data from three quantitative outcome measures (Record of Oral Language, Junior Oral Screening Tool, and Auditory-Vocal Association Assessment of Verbal Attainments) demonstrated that there were substantial oral language gains for the 72 teina students involved in the study. The quantitative analysis also demonstrated that these gains occurred most strongly during the phases in which the TALES procedures were being implemented by the 72 tuākana students, in accord with the multiple baseline design. Detailed qualitative analysis of a random sample of six of the 72 pairs illustrated both the effectiveness of the tuākana language interaction with the teina, and the different ways that the tuākana were able to implement the TALES procedure. Analysis of five minute probes of transcripts over six weeks from these six tuākana - teina pairs indicated that a wide range of literacy activities and conversations took place. The unique learning needs and personal learning intentions of each tuakana and teina were successfully monitored using this five minute probe procedure. Powerful reciprocal learning processes were evident in transcripts of conversations between the tuākana and the teina, and also within feedback and feed-forward meetings between the tuākana and key teachers.  

The substantial oral language gains for the teina students in this study  were achieved within learning contexts that were social and  interactive, and that embodied the principles of ako (learning and teaching roles were shared) and whakawhanaungatanga (building caring and  supportive relationships). These principles are among those that underpin pedagogies that are culturally responsive (Bishop  Glynn, 1999; Glynn, Wearmouth,  Berryman, 2006; Ladson-Billings, 1995, 2006) and transformative. The results of this research study give a clear message to mainstream non-Māori teachers, that they can make a positive and substantial difference to the learning outcomes of their Māori students.

year: 2009