title: Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts

authors: Scott, Jonathan B.

abstract: In this article, a thermodynamic view of learning is taken. Internalisation of a threshold concept, the so-called act of “passing through the portal”, is viewed as a phase change. It is postulated that threshold concepts are associated with learning that both involves a large entropy change and that has competing possible learning outcomes. Through analogy with enthalpy of matter, it is predicted that certain learning activities will aid students, especially in the case of reaching true understanding of threshold concepts, much as certain physical processes aid the formation of diamond in preference to graphite.

text: Forging the jewels of the curriculum: Educational practice inspired by a thermodynamic model of threshold concepts In this article, a thermodynamic view of learning is taken. Internalisation of a threshold concept, the so-called act of “passing through the portal”, is viewed as a phase change. It is postulated that threshold concepts are associated with learning that both involves a large entropy change and that has competing possible learning outcomes. Through analogy with enthalpy of matter, it is predicted that certain learning activities will aid students, especially in the case of reaching true understanding of threshold concepts, much as certain physical processes aid the formation of diamond in preference to graphite.

year: 2015

title: TELA: Laptops for teachers evaluation—Final report years 9-13

authors: Cowie, Bronwen

subjects: education

abstract: In this evaluation, three methods of data collection were used: first, six focus groups of teachers in face-to-face meetings, second, a questionnaire sent to teachers in a range of schools, and third, case studies of eight schools participating in the TELA scheme. The focus groups allowed teachers to talk about their experiences and changes in their use of the laptop over the three years. Each year, teachers from twenty focus group secondary schools met in five regions. The annual questionnaire asked teachers about various aspects of their laptops’ experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from focus groups held over three years and case study data from three years of case studies.

text: TELA: Laptops for teachers evaluation—Final report years 9-13 In this evaluation, three methods of data collection were used: first, six focus groups of teachers in face-to-face meetings, second, a questionnaire sent to teachers in a range of schools, and third, case studies of eight schools participating in the TELA scheme. The focus groups allowed teachers to talk about their experiences and changes in their use of the laptop over the three years. Each year, teachers from twenty focus group secondary schools met in five regions. The annual questionnaire asked teachers about various aspects of their laptops’ experience, including school support for laptops, professional development, their use of laptops at home and in school, and their goals for future use. In this final report, questionnaire results are presented together with the results from focus groups held over three years and case study data from three years of case studies.

year: 2008-06

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