title: Self-value, belonging, and EAL migrants

authors: Lee, Jinah

abstract: Here I discuss main findings from my Ph.D. research into English as an additional language (EAL) learner identities, in the process inquiring into our practices as EAL education providers and educators.

text: Self-value, belonging, and EAL migrants Here I discuss main findings from my Ph.D. research into English as an additional language (EAL) learner identities, in the process inquiring into our practices as EAL education providers and educators.

year: 2017

title: Tertiary teachers and student evaluations: never the twain shall meet?

authors: Stein, Sarah J.

subjects: appraisals

abstract: Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students' learning experiences.

text: Tertiary teachers and student evaluations: never the twain shall meet? Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students' learning experiences.

year: 2013

title: Mana whenua, mana tangata: Raukawa ake, Raukawa iho

authors: Peni, Tamati

subjects: Raukawa

abstract: Mā te whakapapa, ngā tohu whenua, ngā pae whenua, ngā mātākōrero, ngā kōrero tuku iho, ka whakatere te takenga mai o ngā ariā me ngā mātāpono o Raukawa.  Ina te matapakinga, ka tīkaro hoki i ngā āhuatanga o tuawhakarere me ngā āhuatanga o te ao hurihuri kia tūhono i ngā matapakinga he aha rānei te Raukawatanga me te pātai he aha hoki ōna pānga ki te ao whai muri ake i te taunaha i ngā take Tiriti.  Nā te whānui rawa me te kaha tīni haere o te taiwhanga nei, ka whakawhāiti te rangahau ki ngā whakamautanga o Raukawa ki ngā pae whenua tawhito, ā, ka whītikihia te aronga ki nāianei, ki te ao hurihuri.

I seek to explore the ideological grounding of Raukawa through whakapapa, land marks, boundaries, oral history, and tradition.  Through this, a simultaneous extraction of traditional and contemporary themes are used to bridge new and old ways of being and what impact this has on being Raukawa in a post-settlement setting.  Because of the vastness and changing nature of this environment, I narrow my focus to how Raukawa maintained traditional boundaries and draw on its relevance to modern Raukawa development today.

text: Mana whenua, mana tangata: Raukawa ake, Raukawa iho Mā te whakapapa, ngā tohu whenua, ngā pae whenua, ngā mātākōrero, ngā kōrero tuku iho, ka whakatere te takenga mai o ngā ariā me ngā mātāpono o Raukawa.  Ina te matapakinga, ka tīkaro hoki i ngā āhuatanga o tuawhakarere me ngā āhuatanga o te ao hurihuri kia tūhono i ngā matapakinga he aha rānei te Raukawatanga me te pātai he aha hoki ōna pānga ki te ao whai muri ake i te taunaha i ngā take Tiriti.  Nā te whānui rawa me te kaha tīni haere o te taiwhanga nei, ka whakawhāiti te rangahau ki ngā whakamautanga o Raukawa ki ngā pae whenua tawhito, ā, ka whītikihia te aronga ki nāianei, ki te ao hurihuri.

I seek to explore the ideological grounding of Raukawa through whakapapa, land marks, boundaries, oral history, and tradition.  Through this, a simultaneous extraction of traditional and contemporary themes are used to bridge new and old ways of being and what impact this has on being Raukawa in a post-settlement setting.  Because of the vastness and changing nature of this environment, I narrow my focus to how Raukawa maintained traditional boundaries and draw on its relevance to modern Raukawa development today.

year: 2013