title: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods

authors: Stone, Tyla

subjects: analogy

abstract: Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

text: Pupillometry as a measure of cognitive load during a motor task: Comparing analogy learning to traditional coaching methods Analogies are thought to reduce cognitive load during motor skill acquisition, yet a reliable and direct measure of cognitive load during movement remains elusive. This thesis seeks to contribute to the existing gap by exploring the use of pupillometry as a potential tool to evaluate cognitive load during a hockey push-pass task. Additionally, the study explores whether analogy instructions contribute to consistency in mental effort and performance compared to discovery and explicit instructional approaches.
Chapter One provides a comprehensive review of relevant literature, setting the stage for the further investigation. In Chapter Two, an experiment examines pupil dilation in dual-task conditions versus single-task conditions during hockey push-passes. Results revealed significant differences in pupil dilation for single task versus dual task performance. The study also evaluates pupillometry and performance across analogy, discovery, and explicit instruction groups, finding no significant differences. 
Chapter Three summarizes key findings and delves into their implications. The results suggest pupillometry's potential as an accurate measure of cognitive load during motor learning, with considerations for further refinement being addressed. The thesis concludes by emphasizing the need for additional research to deepen our understanding of the relationship between pupillometry and cognitive load measurement during a motor task.

year: 2023

title: Speed bumps and l-plates: Female deputy principals' perceptions of the barriers in aspiring to principalship

authors: Neidhardt, Catherine

subjects: leadership

abstract: The majority of New Zealand's teaching workforce is female. In leadership positions,
women outnumber men in the deputy principal role, yet are significantly
underrepresented in principalship. How do women themselves explain this leadership
disparity? This small-scale qualitative research study explores the perceived barriers
in aspiring to principalship that are held by female deputy principals in the primary
sector. It utilises semi-structured interviews to gather data from seven female deputy
principals in primary schools in the Bay of Plenty. Data is analysed thematically in
order to extrapolate the significant barriers identified by the participants.
While international academic literature has acknowledged the disproportional gender
representation within principalship and identified potential factors, the New Zealand
research base is still limited. Further research into the barriers facing female
leadership may benefit future female aspiring principals in New Zealand by providing
an awareness of the potential challenges and offer possible strategies to contend with
the identified barriers.
The research findings indicate a common set of factors perceived to pose barriers to
women aspiring to principalship. These include: the impact of gender, the evolving
role of principalship, the demands of management versus leadership, the maintenance
of work/life balance, familial obligations, participant's self perceptions and the desire
for a  best fit  school as a first time principal.
This study suggests that further professional support structures and leadership
development opportunities be created to respond to the specific needs of aspiring
female principals. The provision of targeted programmes would go some way
towards addressing the barriers identified by participants and ensuring the promotion
and cultivation of aspiring female leaders that is necessary to sustain future
educational leadership in New Zealand primary schools.

text: Speed bumps and l-plates: Female deputy principals' perceptions of the barriers in aspiring to principalship The majority of New Zealand's teaching workforce is female. In leadership positions,
women outnumber men in the deputy principal role, yet are significantly
underrepresented in principalship. How do women themselves explain this leadership
disparity? This small-scale qualitative research study explores the perceived barriers
in aspiring to principalship that are held by female deputy principals in the primary
sector. It utilises semi-structured interviews to gather data from seven female deputy
principals in primary schools in the Bay of Plenty. Data is analysed thematically in
order to extrapolate the significant barriers identified by the participants.
While international academic literature has acknowledged the disproportional gender
representation within principalship and identified potential factors, the New Zealand
research base is still limited. Further research into the barriers facing female
leadership may benefit future female aspiring principals in New Zealand by providing
an awareness of the potential challenges and offer possible strategies to contend with
the identified barriers.
The research findings indicate a common set of factors perceived to pose barriers to
women aspiring to principalship. These include: the impact of gender, the evolving
role of principalship, the demands of management versus leadership, the maintenance
of work/life balance, familial obligations, participant's self perceptions and the desire
for a  best fit  school as a first time principal.
This study suggests that further professional support structures and leadership
development opportunities be created to respond to the specific needs of aspiring
female principals. The provision of targeted programmes would go some way
towards addressing the barriers identified by participants and ensuring the promotion
and cultivation of aspiring female leaders that is necessary to sustain future
educational leadership in New Zealand primary schools.

year: 2009

title: A literary and linguistic critique of a Māori lullaby

authors: August, Tipene

subjects: waiata Māori

abstract: Māori song poems surviving from pre-colonial times can provide a valuable source of information about the artistic and cultural heritage of Māoridom. However, they present a number of challenges for the contemporary analyst. On the basis of a stylistic analysis of a Māori lullaby, a number of hypotheses about Māori song poems in general, and the lullaby in particular, are put forward and it is suggested that these hypotheses could be tested in relation to a corpus of song poems. It is hoped that the approach to stylistic analysis adopted here will be of use to scholars of Māori song poems and, perhaps, also to others who are interested in indigenous art forms more generally.

text: A literary and linguistic critique of a Māori lullaby Māori song poems surviving from pre-colonial times can provide a valuable source of information about the artistic and cultural heritage of Māoridom. However, they present a number of challenges for the contemporary analyst. On the basis of a stylistic analysis of a Māori lullaby, a number of hypotheses about Māori song poems in general, and the lullaby in particular, are put forward and it is suggested that these hypotheses could be tested in relation to a corpus of song poems. It is hoped that the approach to stylistic analysis adopted here will be of use to scholars of Māori song poems and, perhaps, also to others who are interested in indigenous art forms more generally.

year: 2001-02