title: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators

authors: Cheesman, Sue

subjects: dance

abstract: In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

text: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

year: 2009

title: Identification of sustainability’s threshold concept(s) among multi-discipline engineering students

authors: Enteshari, Sina

subjects: Sustainability

abstract: This mixed-methods study investigated and validated the sustainability threshold concept among multi-disciplinary engineering students, taking into account students’ perceptions and the impact of the sustainability threshold concept on student understanding of sustainability in their respective disciplines, while employing the constructivism paradigm. Sustainability education faces numerous obstacles, and under these conditions, some disciplines struggle to connect sustainability to their field. This study utilised threshold concept theory and liminality to develop a new model to help connect students’ perception, liminality, sustainability, and key competencies in sustainability education. Three years of data collection in the midst of pandemic led to the development of a questionnaire for 100 students enrolled in a multidisciplinary sustainability course. In addition, a total of 25 participants were interviewed across a variety of disciplines. Findings indicate that there is a correlation between student perceptions and learning about sustainability; more advanced students (fourthyear) viewed sustainability as less relevant than novice students (first-year). Through the development of a novel model based on the threshold concept, this study contributes to a better understanding of students’ perceptions and experiences of sustainability education. This study sheds light on both the opportunities and challenges of teaching sustainability in engineering education. It also emphasises the importance of students’ perspectives in learning about sustainability.

text: Identification of sustainability’s threshold concept(s) among multi-discipline engineering students This mixed-methods study investigated and validated the sustainability threshold concept among multi-disciplinary engineering students, taking into account students’ perceptions and the impact of the sustainability threshold concept on student understanding of sustainability in their respective disciplines, while employing the constructivism paradigm. Sustainability education faces numerous obstacles, and under these conditions, some disciplines struggle to connect sustainability to their field. This study utilised threshold concept theory and liminality to develop a new model to help connect students’ perception, liminality, sustainability, and key competencies in sustainability education. Three years of data collection in the midst of pandemic led to the development of a questionnaire for 100 students enrolled in a multidisciplinary sustainability course. In addition, a total of 25 participants were interviewed across a variety of disciplines. Findings indicate that there is a correlation between student perceptions and learning about sustainability; more advanced students (fourthyear) viewed sustainability as less relevant than novice students (first-year). Through the development of a novel model based on the threshold concept, this study contributes to a better understanding of students’ perceptions and experiences of sustainability education. This study sheds light on both the opportunities and challenges of teaching sustainability in engineering education. It also emphasises the importance of students’ perspectives in learning about sustainability.

year: 2023

title: A Maori language and literacy institute: looking to cyberspace

authors: Roberts, Ngaere

subjects: te reo Māori

abstract: In this paper, it is argued that many of the problems associated with the lack of coordinated research and development activities relating to the revitalisation of Māori language could be resolved by establishing a Māori Language and Literacy Institute. The possibility of establishing such an Institute in cyberspace is an attractive one in that it reduces overheads, allows for an immediate link between researchers, educational providers and iwi, and provides opportunities for wide dissemination of findings and for ongoing discussion.

text: A Maori language and literacy institute: looking to cyberspace In this paper, it is argued that many of the problems associated with the lack of coordinated research and development activities relating to the revitalisation of Māori language could be resolved by establishing a Māori Language and Literacy Institute. The possibility of establishing such an Institute in cyberspace is an attractive one in that it reduces overheads, allows for an immediate link between researchers, educational providers and iwi, and provides opportunities for wide dissemination of findings and for ongoing discussion.

year: 2000-10