title: Voices of the land: Richard Nunns in conversation with Martin Lodge

authors: Nunns, Richard

abstract: Richard Nunns in conversation with Martin Lodge

text: Voices of the land: Richard Nunns in conversation with Martin Lodge Richard Nunns in conversation with Martin Lodge

year: 2008

title: Informed consent in the Aotearoa New Zealand context

authors: Cargo, Tania

abstract: Psychologists are in very privileged positions; we use our clinical, community, academic, and research skills to support individuals, families, and communities, often during extremely vulnerable times in their lives. Psychologists have specific duties and responsibilities to not only offer a competent and ethical service, but to ensure that clients have been engaged in an open and honest process of gaining informed consent before a psychological service is offered, and either accepted or declined by the client (Knapp, Gottlieb, & Handelsman, 2015; Nagy, 2011).

text: Informed consent in the Aotearoa New Zealand context Psychologists are in very privileged positions; we use our clinical, community, academic, and research skills to support individuals, families, and communities, often during extremely vulnerable times in their lives. Psychologists have specific duties and responsibilities to not only offer a competent and ethical service, but to ensure that clients have been engaged in an open and honest process of gaining informed consent before a psychological service is offered, and either accepted or declined by the client (Knapp, Gottlieb, & Handelsman, 2015; Nagy, 2011).

year: 2016

title: The design and impact of professional development activities in a diverse international education reform context

authors: McChesney, Katrina

abstract: With its aggressive education reform, multinational teaching workforce, and increasing implementation of Western-based approaches, Abu Dhabi provides a rich site for learning more about international policy-borrowing in educational improvement initiatives. This article uses survey and interview data from n = 35 Abu Dhabi public school teachers who participated in a combined total of 297 professional development activities over an academic year. The study examined the design and impact of the professional development activities and the relationships between design and impact in the Abu Dhabi context. The study offers implications for international professional development practice and insights into international policy-borrowing in education.

text: The design and impact of professional development activities in a diverse international education reform context With its aggressive education reform, multinational teaching workforce, and increasing implementation of Western-based approaches, Abu Dhabi provides a rich site for learning more about international policy-borrowing in educational improvement initiatives. This article uses survey and interview data from n = 35 Abu Dhabi public school teachers who participated in a combined total of 297 professional development activities over an academic year. The study examined the design and impact of the professional development activities and the relationships between design and impact in the Abu Dhabi context. The study offers implications for international professional development practice and insights into international policy-borrowing in education.

year: 2022-11