title: Journey towards full registration: a study of beginning teachers’ externally provided induction programmes in teacher-led ECE services

authors: Westerbeke, Lynley

subjects: teacher registration

abstract: Abstract The New Zealand Teachers Council recognises that “the induction of provisionally trained teachers is of critical importance for the retention and development of quality teachers” (Cameron, 2007, p. i). This study explores the effectiveness of an externally provided induction programme for provisionally registered teachers in teacher-led early childhood education services within Aotearoa New Zealand. An interpretive approach was taken, which used questionnaires and semi-structured interviews to capture the participants’ provisional registration experiences. The findings are presented in a narrative style in order to capture the voices of the participants. The major findings from the study indicate that the induction process for beginning teachers in teacher-led early childhood services is a complex one, and not always a smooth transition from pre-service training. The context of teacher-led early childhood services is unique to the education sector as it comprises fully qualified, in-training and un-trained educators within its teaching teams. The study is contextualised within a historical overview of both teacher registration and early childhood education in Aotearoa New Zealand. The study indicates that there are both structural and situational factors which influence a beginning teacher’s entry into the profession of teaching within a teacher-led early childhood service. These include the quality of the provisionally registered teacher’s mentor and induction programme, the mandates and policies which govern the sector and the receptiveness of the professional community which the beginning teacher is being inducted into.

text: Journey towards full registration: a study of beginning teachers’ externally provided induction programmes in teacher-led ECE services Abstract The New Zealand Teachers Council recognises that “the induction of provisionally trained teachers is of critical importance for the retention and development of quality teachers” (Cameron, 2007, p. i). This study explores the effectiveness of an externally provided induction programme for provisionally registered teachers in teacher-led early childhood education services within Aotearoa New Zealand. An interpretive approach was taken, which used questionnaires and semi-structured interviews to capture the participants’ provisional registration experiences. The findings are presented in a narrative style in order to capture the voices of the participants. The major findings from the study indicate that the induction process for beginning teachers in teacher-led early childhood services is a complex one, and not always a smooth transition from pre-service training. The context of teacher-led early childhood services is unique to the education sector as it comprises fully qualified, in-training and un-trained educators within its teaching teams. The study is contextualised within a historical overview of both teacher registration and early childhood education in Aotearoa New Zealand. The study indicates that there are both structural and situational factors which influence a beginning teacher’s entry into the profession of teaching within a teacher-led early childhood service. These include the quality of the provisionally registered teacher’s mentor and induction programme, the mandates and policies which govern the sector and the receptiveness of the professional community which the beginning teacher is being inducted into.

year: 2011

title: Generating rule sets from model trees

authors: Holmes, Geoffrey

subjects: computer science

abstract: Knowledge discovered in a database must be represented in a form that is easy to understand. Small, easy to interpret nuggets of knowledge from data are one requirement and the ability to induce them from a variety of data sources is a second. The literature is abound with classification algorithms, and in recent years with algorithms for time sequence analysis, but relatively little has been published on extracting meaningful information from problems involving continuous classes (regression). 
Model trees-decision trees with linear models at the leaf nodes-have recently emerged as an accurate method for numeric prediction that produces understandable models. However, it is well known that decision lists-ordered sets of If-Then rules-have the potential to be more compact and therefore more understandable than their tree counterparts.

text: Generating rule sets from model trees Knowledge discovered in a database must be represented in a form that is easy to understand. Small, easy to interpret nuggets of knowledge from data are one requirement and the ability to induce them from a variety of data sources is a second. The literature is abound with classification algorithms, and in recent years with algorithms for time sequence analysis, but relatively little has been published on extracting meaningful information from problems involving continuous classes (regression). 
Model trees-decision trees with linear models at the leaf nodes-have recently emerged as an accurate method for numeric prediction that produces understandable models. However, it is well known that decision lists-ordered sets of If-Then rules-have the potential to be more compact and therefore more understandable than their tree counterparts.

year: 1999-03

title: Implementation framework for chronic disease intervention effectiveness in Maori and other indigenous communities

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: About 40% of all health burden in New Zealand is due to cancer, cardiovascular disease, and type 2 diabetes/obesity. Outcomes for Māori (indigenous people) are significantly worse than non-Maori; these inequities mirror those found in indigenous communities elsewhere. Evidence-based interventions with established efficacy may not be effective in indigenous communities without addressing specific implementation challenges. We present an implementation framework for interventions to prevent and treat chronic conditions for Māori and other indigenous communities.
Theoretical framework: The He Pikinga Waiora Implementation Framework has indigenous self-determination at its core and consists of four elements: cultural-centeredness, community engagement, systems thinking, and integrated knowledge translation. All elements have conceptual fit with Kaupapa Māori aspirations (i.e., indigenous knowledge creation, theorizing, and methodology) and all have demonstrated evidence of positive implementation outcomes.
Applying the framework: A coding scheme derived from the Framework was applied to 13 studies of diabetes prevention in indigenous communities in Australia, Canada, New Zealand, and the United States from a systematic review. Cross-tabulations demonstrated that culture-centeredness (p = .008) and community engagement (p = .009) explained differences in diabetes outcomes and community engagement (p = .098) explained difference in blood pressure outcomes.
Implications and conclusions: The He Pikinga Waiora Implementation Framework appears to be well suited to advance implementation science for indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design effective interventions for chronic disease prevention in indigenous communities.

text: Implementation framework for chronic disease intervention effectiveness in Maori and other indigenous communities Background: About 40% of all health burden in New Zealand is due to cancer, cardiovascular disease, and type 2 diabetes/obesity. Outcomes for Māori (indigenous people) are significantly worse than non-Maori; these inequities mirror those found in indigenous communities elsewhere. Evidence-based interventions with established efficacy may not be effective in indigenous communities without addressing specific implementation challenges. We present an implementation framework for interventions to prevent and treat chronic conditions for Māori and other indigenous communities.
Theoretical framework: The He Pikinga Waiora Implementation Framework has indigenous self-determination at its core and consists of four elements: cultural-centeredness, community engagement, systems thinking, and integrated knowledge translation. All elements have conceptual fit with Kaupapa Māori aspirations (i.e., indigenous knowledge creation, theorizing, and methodology) and all have demonstrated evidence of positive implementation outcomes.
Applying the framework: A coding scheme derived from the Framework was applied to 13 studies of diabetes prevention in indigenous communities in Australia, Canada, New Zealand, and the United States from a systematic review. Cross-tabulations demonstrated that culture-centeredness (p = .008) and community engagement (p = .009) explained differences in diabetes outcomes and community engagement (p = .098) explained difference in blood pressure outcomes.
Implications and conclusions: The He Pikinga Waiora Implementation Framework appears to be well suited to advance implementation science for indigenous communities in general and Māori in particular. The framework has promise as a policy and planning tool to evaluate and design effective interventions for chronic disease prevention in indigenous communities.

year: 2017