title: Plagiarism and Cheating: A Mixed Methods Study  of Student Academic Dishonesty

authors: Guthrie, Claire Lynette

subjects: plagiarism

abstract: This thesis was undertaken to fulfil the requirements of a Master's degree in Social Science Research and as such its main intention is to develop and demonstrate skill and competency by conducting a mixed methods research study.  To demonstrate this I conducted an investigation into the occurrence of student academic dishonesty at the University of Waikato using both quantitative and qualitative methods.  The aim of the research was to compare my findings with the data reported by the University's Student Discipline Committee and the findings from a large North American study by Professor Donald McCabe.   
The findings show similarities to the Student Discipline Committee Annual Reports in that plagiarism was the most common behaviour reported by all participants.  However, the levels reported of minor plagiarism are higher than that reported by the Committee and match the levels reported in international research.   When comparing my findings with McCabe's the overall results were very similar despite the difference in the populations studied.  
It is hoped that the findings of this research can be used to understand the issues around academic dishonesty and to develop ways of supporting both students and staff in order to reduce its occurrence.

text: Plagiarism and Cheating: A Mixed Methods Study  of Student Academic Dishonesty This thesis was undertaken to fulfil the requirements of a Master's degree in Social Science Research and as such its main intention is to develop and demonstrate skill and competency by conducting a mixed methods research study.  To demonstrate this I conducted an investigation into the occurrence of student academic dishonesty at the University of Waikato using both quantitative and qualitative methods.  The aim of the research was to compare my findings with the data reported by the University's Student Discipline Committee and the findings from a large North American study by Professor Donald McCabe.   
The findings show similarities to the Student Discipline Committee Annual Reports in that plagiarism was the most common behaviour reported by all participants.  However, the levels reported of minor plagiarism are higher than that reported by the Committee and match the levels reported in international research.   When comparing my findings with McCabe's the overall results were very similar despite the difference in the populations studied.  
It is hoped that the findings of this research can be used to understand the issues around academic dishonesty and to develop ways of supporting both students and staff in order to reduce its occurrence.

year: 2009

title: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

text: Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary Although the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this.
Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).

year: 2009

title: The piano as cultural symbol in colonial New Zealand

authors: Moffat, Kirstine

subjects: piano

abstract: The piano was an important cultural symbol in colonial New Zealand, yet although there is a significant body of international scholarship on the social and cultural history of the instrument in Britain, America, Canada, Norway, Spain and India there is a dearth of scholarly criticism relating to New Zealand. Research to redress this absence has revealed that the piano was central to settler culture, demonstrating a migrant desire to replicate the known and familiar but also highlighting settler innovations and an emerging nationalism. International connections between New Zealand, Britain, Western Europe, America and Australia are also apparent in relation to migrant patterns, the importation of instruments and sheet music and networks of musical performance and study. The instrument played a role in the complex dynamic of cultural encounter between Maori and settler, with an initial indigenous negativity and bemusement giving way to an interest in the piano and an appropriation of the instrument into Maori cultural contexts and spaces, including the marae. Prevailing perceptions of gender roles and identity are also challenged by research on the piano. Likewise, an examination of piano and class reveals that the instrument was popular with New Zealanders from all socio-economic backgrounds.

text: The piano as cultural symbol in colonial New Zealand The piano was an important cultural symbol in colonial New Zealand, yet although there is a significant body of international scholarship on the social and cultural history of the instrument in Britain, America, Canada, Norway, Spain and India there is a dearth of scholarly criticism relating to New Zealand. Research to redress this absence has revealed that the piano was central to settler culture, demonstrating a migrant desire to replicate the known and familiar but also highlighting settler innovations and an emerging nationalism. International connections between New Zealand, Britain, Western Europe, America and Australia are also apparent in relation to migrant patterns, the importation of instruments and sheet music and networks of musical performance and study. The instrument played a role in the complex dynamic of cultural encounter between Maori and settler, with an initial indigenous negativity and bemusement giving way to an interest in the piano and an appropriation of the instrument into Maori cultural contexts and spaces, including the marae. Prevailing perceptions of gender roles and identity are also challenged by research on the piano. Likewise, an examination of piano and class reveals that the instrument was popular with New Zealanders from all socio-economic backgrounds.

year: 2009