title: Forging school–scientist partnerships: A case of easier said than done?

authors: Falloon, Garry

subjects: Collaboration

abstract: Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

text: Forging school–scientist partnerships: A case of easier said than done? Since the early 1980s, a number of initiatives have been undertaken worldwide which have involved scientists and teachers working together in projects designed to support the science learning of students. Many of these have attempted to establish school-scientist partnerships. In these, scientists, teachers, and students formed teams engaged in mutually beneficial science-based activities founded on principles such as equal recognition and input, and shared vision, responsibility and risk. This article uses two partnership programmes run by a New Zealand Science Research Institute, to illustrate the challenges faced by scientists and teachers as they attempted to forge meaningful and effective partnerships. It argues that achieving the theorised position of a shared partnership space at the intersection of the worlds of scientists and teachers is problematic, and that scientists must instead be prepared to penetrate deeply into the world of the classroom when undertaking any such interactions. Findings indicate epistemological differences, curriculum and school systems and issues, and teacher efficacy and science knowledge significantly affect the process of partnership formation. Furthermore, it is argued that a re-thinking of partnerships is needed to reflect present economic and education environments, which are very different to those in which they were originally conceived nearly 30 years ago. It suggests that technology has an important role to play in future partnership interactions.

year: 2013

title: Using Engel curves to estimate CPI bias in a small, open, inflation-targeting economy

authors: Gibson, John

subjects: Consumer Price Index

abstract: The Consumer Price Index (CPI) bias for New Zealand is calculated by estimating the food Engel curves for demographically similar households with the same level of CPI-deflated incomes at different points in time. For the 17 years from 1984 to 2001 the bias in the New Zealand CPI as a cost-of-living index averaged over 1% annually. This bias is similar to estimates for the US when the same method is used over a similar era. Thus, the claim of some statistical agencies that bias in their own CPI is less than the widely discussed bias in the US may not be supported. The estimated CPI bias justifies the initial choice of inflation target for the Reserve Bank of New Zealand but not the recent raising of the target.

text: Using Engel curves to estimate CPI bias in a small, open, inflation-targeting economy The Consumer Price Index (CPI) bias for New Zealand is calculated by estimating the food Engel curves for demographically similar households with the same level of CPI-deflated incomes at different points in time. For the 17 years from 1984 to 2001 the bias in the New Zealand CPI as a cost-of-living index averaged over 1% annually. This bias is similar to estimates for the US when the same method is used over a similar era. Thus, the claim of some statistical agencies that bias in their own CPI is less than the widely discussed bias in the US may not be supported. The estimated CPI bias justifies the initial choice of inflation target for the Reserve Bank of New Zealand but not the recent raising of the target.

year: 2010

title: Te hau mihi ata mātauranga Māori and science - Literature review on the interface between mātauranga Māori and Science

authors: Joseph, Robert

abstract: The Te Hau Mihi Ata: Mātauranga Māori and Science research project (the research project) will explore ways to link mātauranga Māori and western science. The purpose of the research project is to open a new creative knowledge space to unleash innovative thinking and cross-cultural connection that is unique to New Zealand which can be a source of untapped economic, social, environmental and cultural potential. The historic marginalisation of alternative value and knowledge systems has prevented quality engagement and dialogue between these two knowledge systems in New Zealand. The research project will develop, inter alia, a new inter-cultural dialogue process between Māori educated in western-based science and experts in mātauranga Māori.

text: Te hau mihi ata mātauranga Māori and science - Literature review on the interface between mātauranga Māori and Science The Te Hau Mihi Ata: Mātauranga Māori and Science research project (the research project) will explore ways to link mātauranga Māori and western science. The purpose of the research project is to open a new creative knowledge space to unleash innovative thinking and cross-cultural connection that is unique to New Zealand which can be a source of untapped economic, social, environmental and cultural potential. The historic marginalisation of alternative value and knowledge systems has prevented quality engagement and dialogue between these two knowledge systems in New Zealand. The research project will develop, inter alia, a new inter-cultural dialogue process between Māori educated in western-based science and experts in mātauranga Māori.

year: 2008-11