title: Dispositions, disciplines, and marble runs: a case study of resourcefulness

authors: Carr, Margaret

subjects: computer science

abstract: In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

text: Dispositions, disciplines, and marble runs: a case study of resourcefulness In this paper, three researchers and two teachers have zoomed in on three 'mid-level' episodes of learning in a childcare centre and analyzed them using two lenses: a dispositional lens and a disciplinary (science) practices lens. We wonder how these two perspectives could be combined, in order to provide a coherent and illuminating analysis of the learning and to have something to say about the transactional and progressive processes towards 'being a competent learner' and 'being a scientist' that might be at work here. We have found the notion of 'resourcefulness' to be a useful boundary object; it works differently in the different lenses, but has core features in common. We look back across three documented learning episodes and teacher reflections from an early childhood centre, and consider ways in which 'resourcefulness' can provide a boundary-crossing concept that has value for discussions about learning across educational sectors.

year: 2010

title: (Re)contextualising audience receptions of reality TV

authors: Michelle, Carolyn

subjects: audiences

abstract: This paper seeks to recontextualise key findings from recent studies of reality TV audiences in light of insights drawn from across the wider field.  It suggests that modes of engagement and response adopted by different reality TV audiences appear broadly consistent with those identified in relation to a wide variety of genres viewed in diverse national contexts, as charted in the Composite Multi-dimensional Model of audience reception (Michelle 2007).  To further illustrate these parallels, this paper analyses online audience responses to a specific event that occurred during the 2006 reality game show, Rock Star: Supernova, applying the Composite Multi-dimensional Model as its conceptual schema. In so doing, this paper seeks to demonstrate how we might move beyond the traditional focus on specificities of genre and format to recognise and begin to theorise broader continuities in the nature of audience engagement that may persist beyond the transition to new, hybrid, and increasingly interactive media formats.

text: (Re)contextualising audience receptions of reality TV This paper seeks to recontextualise key findings from recent studies of reality TV audiences in light of insights drawn from across the wider field.  It suggests that modes of engagement and response adopted by different reality TV audiences appear broadly consistent with those identified in relation to a wide variety of genres viewed in diverse national contexts, as charted in the Composite Multi-dimensional Model of audience reception (Michelle 2007).  To further illustrate these parallels, this paper analyses online audience responses to a specific event that occurred during the 2006 reality game show, Rock Star: Supernova, applying the Composite Multi-dimensional Model as its conceptual schema. In so doing, this paper seeks to demonstrate how we might move beyond the traditional focus on specificities of genre and format to recognise and begin to theorise broader continuities in the nature of audience engagement that may persist beyond the transition to new, hybrid, and increasingly interactive media formats.

year: 2009-05

title: The New Zealand psychological society and the Treaty of Waitangi: Proposed implementation plan

authors: National Standing Committee on Bicultural Issues

subjects: Maori

abstract: In August 1993, the National Standing Committee on Bicultural Issues (NSCBI) was asked to prepare an implementation plan for the above Rule 3 for presentation to the Council of the New Zealand Psychological Society. This paper proposes a number of strategies whereby the Society might move towards attaining the goals of Rule 3. This paper has been prepared as a ‘proposed plan’ as the NSCBI believes that ongoing discussion and consultation is necessary to confirm specific directions proposed. In particular, the committee would like to gain feedback from Maori who attend the Hui for Maori in Psychology in February 1995, and from the Society membership generally.

text: The New Zealand psychological society and the Treaty of Waitangi: Proposed implementation plan In August 1993, the National Standing Committee on Bicultural Issues (NSCBI) was asked to prepare an implementation plan for the above Rule 3 for presentation to the Council of the New Zealand Psychological Society. This paper proposes a number of strategies whereby the Society might move towards attaining the goals of Rule 3. This paper has been prepared as a ‘proposed plan’ as the NSCBI believes that ongoing discussion and consultation is necessary to confirm specific directions proposed. In particular, the committee would like to gain feedback from Maori who attend the Hui for Maori in Psychology in February 1995, and from the Society membership generally.

year: 1993