title: Women and honour: Notes on lying

authors: Cheesman, Sue

subjects: review

abstract: Review: ‘Women and Honour: Notes on Lying’ had four creative collaborators including choreographer Clare Luiten. Charlotte Rose produced an atmospheric music score, which enhanced the work admirably, likewise for the pools of light designed by Sean Curran.

text: Women and honour: Notes on lying Review: ‘Women and Honour: Notes on Lying’ had four creative collaborators including choreographer Clare Luiten. Charlotte Rose produced an atmospheric music score, which enhanced the work admirably, likewise for the pools of light designed by Sean Curran.

year: 2008

title: Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries

authors: DeLuca, Christopher

subjects: assessment literacy

abstract: There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment.

text: Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries There has been a global trend toward increased accountability and assessment in schools over the past several decades. Across policy and professional standards, teachers have been repeatedly called to integrate assessment throughout their practice to identify, monitor, support, evaluate, and report on student learning. This professional capacity to integrate and utilize assessment to effectively facilitate student learning has long been characterized as teachers' “assessment literacy,” or more recently “assessment competency,” and “assessment capability”. Concerningly, research indicates that teachers generally maintain low levels of assessment knowledge and skills, with beginning teachers particularly underprepared for assessment in schools. This persistent finding is unsurprising as researchers argue that assessment has historically been a neglected area of study in teacher education programs. However, with the rise of accountability mandates, assessment is beginning to occupy a more prominent and necessary role in pre-service preparatory programs. However, analyzing and situating assessment education in relation to broader conceptions of assessment literacy remains necessary in order to effectively promote the assessment capability of beginning teachers. Likewise, understanding how assessment education and assessment literacy are shaped by the complex dynamics and larger teacher education frameworks and how they contribute to teachers' developing professional identities is essential in constructing a more comprehensive view of teacher preparation within and for accountability-driven systems of education. This paper analyzes teacher education policies, programs, and practices aimed at supporting initial teacher learning in assessment across four country contexts: Australia, Canada, England, and New Zealand. Bernstein's (1999) codes of classification and framing provide an analytic discourse for examining the vertical and horizontal messages about assessment that shape teacher capability in this key area of professional practice. In drawing on policy and teacher education documents and qualitative data (i.e., interview and teacher reflections) from across each country context, the paper concludes with five consistent and interconnected findings about the complex landscape for teacher preparation in assessment.

year: 2019

title: The Impact of Colonisation on the Maori community: An exploration of the attitudes and perspectives held by Maori in relation to the active reclamation of Maori sovereignty/tino rangatiratanga.

authors: Baty, Tina Amy

subjects: Maori

abstract: Whāia te iti kahurangi ki te tūohu koe me he maunga teitei
Seek the treasure you value most dearly: If you bow your head, let it be to a lofty mountain
The purpose of my research was twofold. I first sort to explore the attitudes and perspectives held by Māori in relation to the active reclamation of Māori sovereignty, tino rangatiratanga. I further wanted to know how Māori sovereignty, tino rangatiratanga could lead to the improvement of Māori health.
My research collected information pertinent to these two inquiries from current literature and from interviews I conducted with five Māori individuals from different iwi, hapu groups. All whom were actively engaged with the Māori community in some form. My research data found that colonisalism has and continues to negatively impact the Māori community. This negative impact manifests in a variety of behaviours that effect Māori health and leads to poor outcomes for Māori. Māori sovereignty, tino rangatiratanga was thought of as the solution to overcome and neutralise the negative effects of colonialism experienced by Māori. Māori sovereignty, tino rangatiratanga was found to be related with Māori idenity and instrumental in all things pertinent to the Māori communities.
My research found that Māori sovereignty, tino rangatiratanga can be identified as existing on a philosophical level, governance-structural level, and on a day-to-day basis. This research found that the reclamation of Māori sovereignty, tino rangatiratanga is a process that is currently in motion. Finally, the exercising of Māori sovereignty, tino rangatiratanga in relation to Māori health provides a well-established argument that it can produce positive health benefits to the Māori community, because it is responsive to Māori and better meets the needs of our Māori community simply because it is a Māori way of being, doing and knowing.

text: The Impact of Colonisation on the Maori community: An exploration of the attitudes and perspectives held by Maori in relation to the active reclamation of Maori sovereignty/tino rangatiratanga. Whāia te iti kahurangi ki te tūohu koe me he maunga teitei
Seek the treasure you value most dearly: If you bow your head, let it be to a lofty mountain
The purpose of my research was twofold. I first sort to explore the attitudes and perspectives held by Māori in relation to the active reclamation of Māori sovereignty, tino rangatiratanga. I further wanted to know how Māori sovereignty, tino rangatiratanga could lead to the improvement of Māori health.
My research collected information pertinent to these two inquiries from current literature and from interviews I conducted with five Māori individuals from different iwi, hapu groups. All whom were actively engaged with the Māori community in some form. My research data found that colonisalism has and continues to negatively impact the Māori community. This negative impact manifests in a variety of behaviours that effect Māori health and leads to poor outcomes for Māori. Māori sovereignty, tino rangatiratanga was thought of as the solution to overcome and neutralise the negative effects of colonialism experienced by Māori. Māori sovereignty, tino rangatiratanga was found to be related with Māori idenity and instrumental in all things pertinent to the Māori communities.
My research found that Māori sovereignty, tino rangatiratanga can be identified as existing on a philosophical level, governance-structural level, and on a day-to-day basis. This research found that the reclamation of Māori sovereignty, tino rangatiratanga is a process that is currently in motion. Finally, the exercising of Māori sovereignty, tino rangatiratanga in relation to Māori health provides a well-established argument that it can produce positive health benefits to the Māori community, because it is responsive to Māori and better meets the needs of our Māori community simply because it is a Māori way of being, doing and knowing.

year: 2018