title: ASERA: brief histor(y/ies)

authors: White, Richard

abstract: This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

text: ASERA: brief histor(y/ies) This collection of historical accounts provides diverse perspectives on the structure and culture of the community of researchers who participate in activities of the Australasian Science Education Research Association (ASERA). It describes the formation of the Association, and identifies major changes and challenges for the ever growing and internationalisation of its membership.

year: 2009

title: Teacher–researcher relationships and collaborations in research

authors: Cowie, Bronwen

subjects: collaborative research

abstract: To understand the complexity of the classroom in ways that might inform teaching research is needed that explains both why and how something works. Teacher–researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.

text: Teacher–researcher relationships and collaborations in research To understand the complexity of the classroom in ways that might inform teaching research is needed that explains both why and how something works. Teacher–researcher collaboration is essential if this is to happen. Collaborative work can ensure that research builds on from what teachers know and can do. Researchers working with teachers to address their current concerns are more likely to generate insights into what teachers might do and where they might go next. Collaboration can contribute a warrant for relevance for research findings. At the same teachers deepen and enhance their own practice through engaging in the research process. This paper describes and discusses some approaches to collaboration that have enables researchers and teachers to access a diversity of ideas and expertise to their mutual benefit.

year: 2015

title: Reflections on relationship-building between tangata whenua and local government: Notes from research and practice

authors: Neill, Beth

subjects: New Zealand

abstract: In this paper, the author takes a reflective look at two areas: the preliminary discussions and fieldwork they undertook to set up a collaborative doctoral research project exploring relationship-building between
tangata whenua and local government (regional and district councils); and their
practice as a community psychologist within local government, advising on social
research and community participation in a number of environmental management
projects.

text: Reflections on relationship-building between tangata whenua and local government: Notes from research and practice In this paper, the author takes a reflective look at two areas: the preliminary discussions and fieldwork they undertook to set up a collaborative doctoral research project exploring relationship-building between
tangata whenua and local government (regional and district councils); and their
practice as a community psychologist within local government, advising on social
research and community participation in a number of environmental management
projects.

year: 2003-06