title: Factors that sustain curriculum leaders in the profession: Perspectives of secondary school agricultural and horticultural science teachers in New Zealand

authors: Low, Coadette Sandra

subjects: Agricultural and Horticultural Science

abstract: With the primary industries being of national significance to the New Zealand economy, it is experienced and passionate Agricultural and Horticultural Science teachers who are needed to engage, motivate, and inspire the next generation coming through. These teachers lead learning in and out of the classroom but are also actively involved in various leadership roles that have an impact on the subject. They are curriculum leaders. It is important to understand what factors motivate and sustain their professional work, and remain in the profession. 

Through the positive lens of appreciative inquiry, a mixed-method approach was used with this research. Data collection was broken down into two phases. Phase One, an online questionnaire, which allowed for insight to be gathered from a wide range of respondents and Phase Two, semi-structured interviews which allowed for a deeper understanding through individual narratives. 

The findings from this research highlighted that the main factors that sustain these curriculum leaders is the relational aspect with the students - being part of their successes, journey and inspiring them, but also the absolute relevance of the subject content. When starting out teaching the subject, a good support network, particularly a mentor, is critical for success. Continued support is crucial for ensuring that these curriculum leaders are supported throughout their journey, regardless of their career stage, and the support received will influence motivation, engagement, and job satisfaction. No career comes without challenges and constraints with the main ones being identified as the imbalanced ratio between workload and hours in the day, and curriculum perception from the senior leadership team and colleagues.

The senior leadership team has a large influence on school culture and job satisfaction and therefore retention rate. Those leaders who embrace transformational and relational leadership attributes develop trust relationships, support their staff, and allow teachers to have agency and autonomy to lead the curriculum within the subject. Strategies to address motivation and engagement in teachers are transferable, and therefore could be implemented across all curriculum areas.

text: Factors that sustain curriculum leaders in the profession: Perspectives of secondary school agricultural and horticultural science teachers in New Zealand With the primary industries being of national significance to the New Zealand economy, it is experienced and passionate Agricultural and Horticultural Science teachers who are needed to engage, motivate, and inspire the next generation coming through. These teachers lead learning in and out of the classroom but are also actively involved in various leadership roles that have an impact on the subject. They are curriculum leaders. It is important to understand what factors motivate and sustain their professional work, and remain in the profession. 

Through the positive lens of appreciative inquiry, a mixed-method approach was used with this research. Data collection was broken down into two phases. Phase One, an online questionnaire, which allowed for insight to be gathered from a wide range of respondents and Phase Two, semi-structured interviews which allowed for a deeper understanding through individual narratives. 

The findings from this research highlighted that the main factors that sustain these curriculum leaders is the relational aspect with the students - being part of their successes, journey and inspiring them, but also the absolute relevance of the subject content. When starting out teaching the subject, a good support network, particularly a mentor, is critical for success. Continued support is crucial for ensuring that these curriculum leaders are supported throughout their journey, regardless of their career stage, and the support received will influence motivation, engagement, and job satisfaction. No career comes without challenges and constraints with the main ones being identified as the imbalanced ratio between workload and hours in the day, and curriculum perception from the senior leadership team and colleagues.

The senior leadership team has a large influence on school culture and job satisfaction and therefore retention rate. Those leaders who embrace transformational and relational leadership attributes develop trust relationships, support their staff, and allow teachers to have agency and autonomy to lead the curriculum within the subject. Strategies to address motivation and engagement in teachers are transferable, and therefore could be implemented across all curriculum areas.

year: 2023

title: A glimpse into the past, present, and future of engineering interactive computing systems

authors: Bowen, Judy

subjects: computer science

abstract: The area of Engineering Interactive Computing Systems (EICS) is often defined as the intersection between Software Engineering (SE) and Human-Computer Interaction (HCI). In this paper, we provide an overview of what EICS is and how it is positioned with respect to other venues in HCI, such as CHI, UIST, and IUI, highlighting its legacy and paying homage to past scientific events from which EICS emerged. We also take this opportunity to deliver a critical analysis of the past, present, and perhaps future research and development questions raised in EICS. In particular, we exemplify these questions by referring to scientific contributions which have been published in this area in this last issue of PACMHCI.

text: A glimpse into the past, present, and future of engineering interactive computing systems The area of Engineering Interactive Computing Systems (EICS) is often defined as the intersection between Software Engineering (SE) and Human-Computer Interaction (HCI). In this paper, we provide an overview of what EICS is and how it is positioned with respect to other venues in HCI, such as CHI, UIST, and IUI, highlighting its legacy and paying homage to past scientific events from which EICS emerged. We also take this opportunity to deliver a critical analysis of the past, present, and perhaps future research and development questions raised in EICS. In particular, we exemplify these questions by referring to scientific contributions which have been published in this area in this last issue of PACMHCI.

year: 2020

title: The New Zealand Wars Documentary Series: Discursive Struggle and Cultural Memory.

authors: Perrott, Lisa

subjects: Television Documentary

abstract: The 1998 television broadcast of The New Zealand Wars documentary series was a significant public event, which had a major impact on a broad range of communities and individuals in Aotearoa New Zealand. This popular television history engaged with issues of historical veracity, race, culture and nationhood and challenged previously dominant discourses associated with these concepts. In doing so, it provoked heated debate, and a re-imagining of 'nation', and also opened up spaces for alternative ways of engaging with historical narrative. 

Informed by post-colonialism, cultural studies and cultural memory, this thesis explores the discursive and affective role of The New Zealand Wars, as it has operated within the turbulent climate of 1990s New Zealand cultural relations. This catalytic function is described in this thesis as a phenomenon of a television series shaped by, whilst also intervening in, processes of cultural colonisation and decolonisation. 

While both of these processes involve the transmission of discourse via cultural forms, the act of cultural decolonisation requires, in addition, the convergence of a number of agents (people and communities, discursive and memory resources) and circumstances, within particular contextual conditions. Such a convergence provided the conditions for the discursive synthesis, which shaped the production, construction and reception of this series. 

The role of audio-visual media (and specifically television documentary) in transmitting cultural memory is significant as it enables the flow of memory through channels or forms (such as visual, oral and aural traditions) that can bring about new perspectives and critical reflections upon colonial discourse and dominant concepts of nation and culture. In addition to these social and intellectual processes of audience engagement, this thesis argues that experiential and affective dimensions of cultural memory can (in these specific circumstances) open up radical spaces, offering the potential for generating awareness and sparking political action. 

These issues are explored through a tripartite analysis of the production context, construction and reception of The New Zealand Wars series. The integration of these three phases of analysis has generated a number of insights into the potential of audio-visual forms, including their producers and audiences, to participate in the negotiation of, and resistance to, colonial discourse. Such insights serve to challenge taken-for-granted constructions of nation and history, and suggest the increasing relevance of alternative concepts such as community-building and cultural memory. Ultimately, this thesis argues that television documentary can serve as a prime site for the articulation of these concepts. The New Zealand Wars serves as a case study, which demonstrates both the potential of this site, and the significance of the social-historical and cultural context in framing this series.

text: The New Zealand Wars Documentary Series: Discursive Struggle and Cultural Memory. The 1998 television broadcast of The New Zealand Wars documentary series was a significant public event, which had a major impact on a broad range of communities and individuals in Aotearoa New Zealand. This popular television history engaged with issues of historical veracity, race, culture and nationhood and challenged previously dominant discourses associated with these concepts. In doing so, it provoked heated debate, and a re-imagining of 'nation', and also opened up spaces for alternative ways of engaging with historical narrative. 

Informed by post-colonialism, cultural studies and cultural memory, this thesis explores the discursive and affective role of The New Zealand Wars, as it has operated within the turbulent climate of 1990s New Zealand cultural relations. This catalytic function is described in this thesis as a phenomenon of a television series shaped by, whilst also intervening in, processes of cultural colonisation and decolonisation. 

While both of these processes involve the transmission of discourse via cultural forms, the act of cultural decolonisation requires, in addition, the convergence of a number of agents (people and communities, discursive and memory resources) and circumstances, within particular contextual conditions. Such a convergence provided the conditions for the discursive synthesis, which shaped the production, construction and reception of this series. 

The role of audio-visual media (and specifically television documentary) in transmitting cultural memory is significant as it enables the flow of memory through channels or forms (such as visual, oral and aural traditions) that can bring about new perspectives and critical reflections upon colonial discourse and dominant concepts of nation and culture. In addition to these social and intellectual processes of audience engagement, this thesis argues that experiential and affective dimensions of cultural memory can (in these specific circumstances) open up radical spaces, offering the potential for generating awareness and sparking political action. 

These issues are explored through a tripartite analysis of the production context, construction and reception of The New Zealand Wars series. The integration of these three phases of analysis has generated a number of insights into the potential of audio-visual forms, including their producers and audiences, to participate in the negotiation of, and resistance to, colonial discourse. Such insights serve to challenge taken-for-granted constructions of nation and history, and suggest the increasing relevance of alternative concepts such as community-building and cultural memory. Ultimately, this thesis argues that television documentary can serve as a prime site for the articulation of these concepts. The New Zealand Wars serves as a case study, which demonstrates both the potential of this site, and the significance of the social-historical and cultural context in framing this series.

year: 2007