title: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff

authors: Whalley, Rick

abstract: This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

text: Supporting primary student independence in virtual learning: Investigating the role of school-based support staff This paper reports on the emerging findings of a small qualitative study investigating the role of school based support staff (hereafter referred to as SBSS) in supporting students to become independent virtual learners in the Virtual Learning Network Primary School (VLNP). The VLNP is a collaboration of schools throughout New Zealand providing virtual learning opportunities for their students in subjects that are not available in their own schools. The SBSS are staff members in the student’s home school who support and mentor the student during their time in the VLNP. Students that learn through the VLNP have varying levels of academic, technical and independent skills. In some schools SBSS assist students, however the expectations and degree of support varies from school to school. Two schools within the VLNP were used in this study. An interpretive qualitative methodology was adopted using individual semi-structured online interviews with the teachers, eteachers, principals and students at each of the case study sites. Grounded Theory was used to analyse the data. Eight key themes emerged to highlight the multiple roles that the SBSS importantly play in the VLNP. These include developing critical thinking, providing a wrap around approach, removing barriers to learning, providing opportunities, tuakana/teina: learning from each other, allowing students to take responsibility for their own learning, monitoring teaching and learning, and having administrative/managerial processes in place. The key findings in this study are of distributed support by all stakeholders and the importance of the role of the SBSS in coordinating this support.

year: 2016

title: The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction

authors: Hanzlíková, Ivana

subjects: Kinematic

abstract: Background Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear. Research question This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks. Methods Fifteen participants 2–10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded. Results The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without. Significance This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

text: The effect of proprioceptive knee bracing on knee stability after anterior cruciate ligament reconstruction Background Injury to the anterior cruciate ligament (ACL) is common among young athletes and can impact knee stability and control. Wearing proprioceptive knee braces can improve knee control and may reduce the risk factors associated with injury and re-injury, although the effect of such braces after ACL reconstruction (ACLR) is unclear. Research question This study aimed to determine the effect of proprioceptive knee bracing on knee control and subjective rating of participants post ACLR during three dynamic tasks. Methods Fifteen participants 2–10 years post ACLR performed a slow step down, single leg drop jump, and pivot turn jump with and without a proprioceptive knee brace. Knee kinematics in the sagittal (flexion – extension), coronal (abduction – adduction), and transverse (internal – external rotation) planes were collected using a 3D infrared system. Paired t-tests were performed to explore differences in knee angles and angular velocities between the no brace and brace conditions during the three tasks. After each task, subjective ratings regarding ease of the task were recorded. Results The brace reduced the peak knee external rotation angle and range of motion in the transverse plane during the pivot turn jump task, and significantly increased the maximum knee flexion angular velocity during the single leg drop jump task. The majority of participants reported that tasks were easier to perform with the proprioceptive brace than without. Significance This study confirms that proprioceptive knee braces can significantly influence knee kinematics during dynamic tasks post ACLR. The observed effects were clinically relevant.

year: 2019

title: "Everything has shaped you": Contributors to young Māori university students' ability to flourish

authors: Major, Darcie Ngahuia

subjects: Maori

abstract: There are many disparities when considering the health and wellbeing of Māori in Aotearoa today, and the education sector is no different, with Māori less likely to leave school with level 2 certificate or higher compared with non-Māori.  In response to the deficit orientated research on Māori and education, my thesis explores those factors contributing to young Māori tertiary students flourishing. My research includes five students from the University of Waikato who were between the ages of 17-24 years. A multi-method qualitative approach was utilised while engaging a Kaupapa Māori research framework. Participants were found to have a range of interconnected factors which contribute to their ability to flourish both inside and outside of the university.  Of particular importance to my participants was relational connectedness or whanaungatanga within and outside of the tertiary environment, landscapes which offered multiple forms of care, and notions of both collective and individual motivation. Some of the challenges experienced by my participants included a sense of socio-cultural isolation, the minimal inclusion of Māori worldviews and perspectives within the general curriculum, and the personal stress of responding to negative stereotypes of Maori as generally unproductive members of society. Flourishing for my participants is therefore multi-layered, and recognises the interconnected nature of health and wellbeing.

text: "Everything has shaped you": Contributors to young Māori university students' ability to flourish There are many disparities when considering the health and wellbeing of Māori in Aotearoa today, and the education sector is no different, with Māori less likely to leave school with level 2 certificate or higher compared with non-Māori.  In response to the deficit orientated research on Māori and education, my thesis explores those factors contributing to young Māori tertiary students flourishing. My research includes five students from the University of Waikato who were between the ages of 17-24 years. A multi-method qualitative approach was utilised while engaging a Kaupapa Māori research framework. Participants were found to have a range of interconnected factors which contribute to their ability to flourish both inside and outside of the university.  Of particular importance to my participants was relational connectedness or whanaungatanga within and outside of the tertiary environment, landscapes which offered multiple forms of care, and notions of both collective and individual motivation. Some of the challenges experienced by my participants included a sense of socio-cultural isolation, the minimal inclusion of Māori worldviews and perspectives within the general curriculum, and the personal stress of responding to negative stereotypes of Maori as generally unproductive members of society. Flourishing for my participants is therefore multi-layered, and recognises the interconnected nature of health and wellbeing.

year: 2017