title: Evaluating the outcomes of plans: theory, practice, and methodology

authors: Laurian, Lucie

subjects: environmental plan

abstract: Despite calls for performance-oriented and evidence-based planning, the outcomes of land use and environmental plans are rarely monitored or assessed ex post facto (that is, post implementation). As a result, planners cannot know whether or why plans achieve their goals, or learn from the results of past interventions to improve planning practice. This evaluation gap is caused by a lack of methodology to evaluate the outcomes of plans and the difficulty of attributing changes to planning activities. We address this gap by proposing and testing a plan-outcome evaluation (POE) methodology. We demonstrate its broad applicability and usefulness in the context of local plans in New Zealand. The POE methodology will be useful to practitioners and academics seeking to assess the outcomes of plans in countries with western planning traditions.

text: Evaluating the outcomes of plans: theory, practice, and methodology Despite calls for performance-oriented and evidence-based planning, the outcomes of land use and environmental plans are rarely monitored or assessed ex post facto (that is, post implementation). As a result, planners cannot know whether or why plans achieve their goals, or learn from the results of past interventions to improve planning practice. This evaluation gap is caused by a lack of methodology to evaluate the outcomes of plans and the difficulty of attributing changes to planning activities. We address this gap by proposing and testing a plan-outcome evaluation (POE) methodology. We demonstrate its broad applicability and usefulness in the context of local plans in New Zealand. The POE methodology will be useful to practitioners and academics seeking to assess the outcomes of plans in countries with western planning traditions.

year: 2010

title: Grappling with ambiguity and contradiction: an examination of the role of reflexivity in coach education research

authors: Crocket, Hamish Robert

subjects: Coach education

abstract: In this article, I analyse the complex process of developing a beginner coach education programme for ultimate Frisbee (ultimate) in collaboration with New Zealand Ultimate and volunteer coaches within New Zealand’s ultimate community. I construct a reflexive account of this participatory action research project, which sought to generate pedagogically informed coach education that would benefit New Zealand’s ultimate community and meet Sport New Zealand’s coaching policies. I focus on particular contextual challenges and opportunities, such as ultimate’s lack of resourcing, and SportNZ’s Coach Development Framework, and, in a reflexive manner, consider how my biography impacted this project.

text: Grappling with ambiguity and contradiction: an examination of the role of reflexivity in coach education research In this article, I analyse the complex process of developing a beginner coach education programme for ultimate Frisbee (ultimate) in collaboration with New Zealand Ultimate and volunteer coaches within New Zealand’s ultimate community. I construct a reflexive account of this participatory action research project, which sought to generate pedagogically informed coach education that would benefit New Zealand’s ultimate community and meet Sport New Zealand’s coaching policies. I focus on particular contextual challenges and opportunities, such as ultimate’s lack of resourcing, and SportNZ’s Coach Development Framework, and, in a reflexive manner, consider how my biography impacted this project.

year: 2017

title: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school

authors: Kay, Joan-Marie

subjects: Maori Achievement

abstract: This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

text: Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school This research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3.

Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed.

The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement.

The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor.

The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.

year: 2008