title: OZCHI‘96 Industry Session: Sixth Australian Conference on Human-Computer Interaction

authors: Phillips, Chris

subjects: computer science

abstract: The idea for a specific industry session at OZCHI was first mooted at the 1995 conference in Wollongong, during questions following a session of short papers which happened (serendipitously) to be presented by people from industry. An animated discussion took place, most of which was about how OZCHI could be made more relevant to people in industry, be it working as usability consultants, or working within organisations either as usability professionals or as ‘champions of the cause’. The discussion raised more questions than answers, about the format of such as session, about the challenges of attracting industry participation, and about the best way of publishing the results. Although no real solutions were arrived at, it was enough to place an industry session on the agenda for OZCHI‘96.

text: OZCHI‘96 Industry Session: Sixth Australian Conference on Human-Computer Interaction The idea for a specific industry session at OZCHI was first mooted at the 1995 conference in Wollongong, during questions following a session of short papers which happened (serendipitously) to be presented by people from industry. An animated discussion took place, most of which was about how OZCHI could be made more relevant to people in industry, be it working as usability consultants, or working within organisations either as usability professionals or as ‘champions of the cause’. The discussion raised more questions than answers, about the format of such as session, about the challenges of attracting industry participation, and about the best way of publishing the results. Although no real solutions were arrived at, it was enough to place an industry session on the agenda for OZCHI‘96.

year: 1997-11

title: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy

authors: Mills, Judith Patricia

abstract: This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

text: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

year: 2018

title: Moehewa: Death, lifestyle and sexuality in the Maori world

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: Customary death ritual and traditional practice have continued for the Maori (indigenous) people of Aotearoa/New Zealand, despite intensive missionary incursion and the colonial process. This paper critically considers what occurs when the deceased is different, in a most significant way. What happens when you die – and you are Maori and any one, or a combination, of the following: a queen, takatapui, butch, like that, gay, she-male, lesbian, transsexual, a dyke, intersex, tomboy, kamp, drag, homosexual, or just queer? Who remembers you and how? Same sex relationships today are still discouraged or denied, although traditional chant and Maori visual narratives record such liaisons and erotic experience as joyously normal. And yet some people choose to remain in the closet. With three case studies, we reflect on mourning rituals or tangi – Maori death rites, in a same sex relationship, or for a gay, lesbian or transsexual family member. We use the Maori term takatapui to refer to these partnerships.

text: Moehewa: Death, lifestyle and sexuality in the Maori world Customary death ritual and traditional practice have continued for the Maori (indigenous) people of Aotearoa/New Zealand, despite intensive missionary incursion and the colonial process. This paper critically considers what occurs when the deceased is different, in a most significant way. What happens when you die – and you are Maori and any one, or a combination, of the following: a queen, takatapui, butch, like that, gay, she-male, lesbian, transsexual, a dyke, intersex, tomboy, kamp, drag, homosexual, or just queer? Who remembers you and how? Same sex relationships today are still discouraged or denied, although traditional chant and Maori visual narratives record such liaisons and erotic experience as joyously normal. And yet some people choose to remain in the closet. With three case studies, we reflect on mourning rituals or tangi – Maori death rites, in a same sex relationship, or for a gay, lesbian or transsexual family member. We use the Maori term takatapui to refer to these partnerships.

year: 2013