title: Teacher professional learning and development research in Aotearoa New Zealand: A scoping review of literature, 2010–2023

authors: McChesney, Katrina

abstract: Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.

text: Teacher professional learning and development research in Aotearoa New Zealand: A scoping review of literature, 2010–2023 Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.

year: 2024

title: FARF: A Fair and Adaptive Random Forests Classifier

authors: Zhang, Wenbin

subjects: computer science

abstract: As Artificial Intelligence (AI) is used in more applications, the need to consider and mitigate biases from the learned models has followed. Most works in developing fair learning algorithms focus on the offline setting. However, in many real-world applications data comes in an online fashion and needs to be processed on the fly. Moreover, in practical application, there is a trade-off between accuracy and fairness that needs to be accounted for, but current methods often have multiple hyper-parameters with non-trivial interaction to achieve fairness. In this paper, we propose a flexible ensemble algorithm for fair decision-making in the more challenging context of evolving online settings. This algorithm, called FARF (Fair and Adaptive Random Forests), is based on using online component classifiers and updating them according to the current distribution, that also accounts for fairness and a single hyper-parameters that alters fairness-accuracy balance. Experiments on real-world discriminated data streams demonstrate the utility of FARF.

text: FARF: A Fair and Adaptive Random Forests Classifier As Artificial Intelligence (AI) is used in more applications, the need to consider and mitigate biases from the learned models has followed. Most works in developing fair learning algorithms focus on the offline setting. However, in many real-world applications data comes in an online fashion and needs to be processed on the fly. Moreover, in practical application, there is a trade-off between accuracy and fairness that needs to be accounted for, but current methods often have multiple hyper-parameters with non-trivial interaction to achieve fairness. In this paper, we propose a flexible ensemble algorithm for fair decision-making in the more challenging context of evolving online settings. This algorithm, called FARF (Fair and Adaptive Random Forests), is based on using online component classifiers and updating them according to the current distribution, that also accounts for fairness and a single hyper-parameters that alters fairness-accuracy balance. Experiments on real-world discriminated data streams demonstrate the utility of FARF.

year: 2021

title: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing

authors: Wagstaff, Ruth

subjects: wellbeing

abstract: The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

text: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

year: 2011