title: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school

authors: Carr, Kenneth Colin

abstract: This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

text: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

year: 1986

title: At the end of the Rainbow: Rainbow experiences of palliative care through the lens of a situated case study

authors: Byrne, Kate

subjects: palliative care

abstract: This thesis explores Rainbow experiences of palliative care in Aotearoa New Zealand through the lens of a situated case study and the local policy context for palliative care. Underscoring this thesis is an understanding that the Rainbow community constitute a subgroup of the population which possess specific needs within the palliative care space. A key concept on which this research rests is good death and how palliative care aspires to achieve a good death. This is a novel, exploratory study conducted to address the lack of literature pertaining to Rainbow experiences of palliative care in Aotearoa New Zealand. The theoretical framework for this thesis is grounded in the socio-ecological model of health and the concept of aroha. A case study research design is utilised to give a fine-grained exploration of a single research participant’s experience supporting his partner’s palliative care journey. Semistructured interviews were conducted with the research participant, which provided insights into how palliative care unfolded within the lifeworld of a couple who are members of the Rainbow community. Interview data was analysed with an interpretivist approach. In addition, I conducted analysis of key documents that direct the design and delivery of palliative care in Aotearoa New Zealand. Analysis of the documents was conducted by situating and examining them within the socio-ecological framework. The case study findings include themes of caregiving and the impact of discrimination. Within the theme of caregiving, topics that emerged included transitions in care, dynamic support, and expressions of autonomy. The theme of the impact of discrimination investigated the legacy of the AIDS crisis, the burden of educating people delivering palliative care, and the fear of discrimination. A synthesis of the interview data and document analysis highlights the radical potential of palliative care as a model of care, alongside tensions between aspirations expressed within the palliative care model and lived experience. I also investigate the role of intersectionality in facilitating good death, and the complexities of being openly Rainbow, as key issues within the case study and document analysis. In terms of implications for future research, I argue that fine-grained case study approaches to explore complex, personalised, and deeply contextual experiences such as those included within the study offer novel insights into service delivery. Additionally, this thesis indicates the necessity of further diverse research within the Aotearoa New Zealand context to ensure understandings of Rainbow palliative care experiences are robust.

text: At the end of the Rainbow: Rainbow experiences of palliative care through the lens of a situated case study This thesis explores Rainbow experiences of palliative care in Aotearoa New Zealand through the lens of a situated case study and the local policy context for palliative care. Underscoring this thesis is an understanding that the Rainbow community constitute a subgroup of the population which possess specific needs within the palliative care space. A key concept on which this research rests is good death and how palliative care aspires to achieve a good death. This is a novel, exploratory study conducted to address the lack of literature pertaining to Rainbow experiences of palliative care in Aotearoa New Zealand. The theoretical framework for this thesis is grounded in the socio-ecological model of health and the concept of aroha. A case study research design is utilised to give a fine-grained exploration of a single research participant’s experience supporting his partner’s palliative care journey. Semistructured interviews were conducted with the research participant, which provided insights into how palliative care unfolded within the lifeworld of a couple who are members of the Rainbow community. Interview data was analysed with an interpretivist approach. In addition, I conducted analysis of key documents that direct the design and delivery of palliative care in Aotearoa New Zealand. Analysis of the documents was conducted by situating and examining them within the socio-ecological framework. The case study findings include themes of caregiving and the impact of discrimination. Within the theme of caregiving, topics that emerged included transitions in care, dynamic support, and expressions of autonomy. The theme of the impact of discrimination investigated the legacy of the AIDS crisis, the burden of educating people delivering palliative care, and the fear of discrimination. A synthesis of the interview data and document analysis highlights the radical potential of palliative care as a model of care, alongside tensions between aspirations expressed within the palliative care model and lived experience. I also investigate the role of intersectionality in facilitating good death, and the complexities of being openly Rainbow, as key issues within the case study and document analysis. In terms of implications for future research, I argue that fine-grained case study approaches to explore complex, personalised, and deeply contextual experiences such as those included within the study offer novel insights into service delivery. Additionally, this thesis indicates the necessity of further diverse research within the Aotearoa New Zealand context to ensure understandings of Rainbow palliative care experiences are robust.

year: 2024

title: What does 'Ethical Research'' look like? An indigenous perspective on big data & precision medicine

authors: Hudson, Maui

abstract: Southeast Native American Health Data (SENAHD) in partnership with Native BioData Consortium will host an online symposium about the ethical use of Indigenous genetic, environmental, biological, and cultural data. SENAHD is based at UNC Chapel Hill. Our partner, Native BioData Consortium is located on the Cheyanne River Sioux Reservation in South Dakota. NativeBio is one of the most important voices advocating for Indigenous health equity, data sovereignty, and ethical research practices. NativeBio is coming to the Southeast to recognize and include our region in important conversations taking place across Indian Country

text: What does 'Ethical Research'' look like? An indigenous perspective on big data & precision medicine Southeast Native American Health Data (SENAHD) in partnership with Native BioData Consortium will host an online symposium about the ethical use of Indigenous genetic, environmental, biological, and cultural data. SENAHD is based at UNC Chapel Hill. Our partner, Native BioData Consortium is located on the Cheyanne River Sioux Reservation in South Dakota. NativeBio is one of the most important voices advocating for Indigenous health equity, data sovereignty, and ethical research practices. NativeBio is coming to the Southeast to recognize and include our region in important conversations taking place across Indian Country

year: 2022