title: Leadership in ECE: A conversation with Professor Margaret Car

authors: Clarkin-Phillips, Jeanette

abstract: I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret.

text: Leadership in ECE: A conversation with Professor Margaret Car I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret.

year: 2019

title: Chinese international students' experience of studying online in New Zealand.

authors: Earl Rinehart, (Suzanne) Kerry

subjects: eEducation

abstract: Reasons distance students seek online study options include pursuing subjects of interest, taking subjects not available to them locally, or gaining a qualification from an institution of specialisation or reputation. However, when students travel to another country for study, what prompts these students to elect to study online? International students in New Zealand have the opportunity to study online through most tertiary institutions. This paper reports on a research project investigating Chinese graduate students' experience of learning online while in New Zealand, and the impact of culture on their learning. This study highlights the benefits of particular aspects of instructional design and makes recommendations to help eEducation educators maximise the benefits of online learning for international students.

text: Chinese international students' experience of studying online in New Zealand. Reasons distance students seek online study options include pursuing subjects of interest, taking subjects not available to them locally, or gaining a qualification from an institution of specialisation or reputation. However, when students travel to another country for study, what prompts these students to elect to study online? International students in New Zealand have the opportunity to study online through most tertiary institutions. This paper reports on a research project investigating Chinese graduate students' experience of learning online while in New Zealand, and the impact of culture on their learning. This study highlights the benefits of particular aspects of instructional design and makes recommendations to help eEducation educators maximise the benefits of online learning for international students.

year: 2011

title: Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management.

authors: Glynn, Ted

subjects: bilingual education

abstract: Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, (Hei Awhina Matua). The checklists assessed rankings by 163 students, 21 teachers and 96 whanau members of (1) contexts in which problem behaviours occur, (2) specific problem behaviours and (3) specific most valued behaviours. Data were gathered in three schools: a mainstream intermediate school with a Māori medium syndicate of three classes, a rural Kura Kaupapa Maori (Maori-controlled total immersion school) and a bilingual contributing primary school. While the three schools differed markedly in location, size, and in the proportion of Maori students enrolled, the rankings of settings and behaviours by students, teachers and whanau in each school were highly similar. The paper discusses how these data contributed to the design and development of the Hei Awhina Matua video and training manual, and provided a first step towards a collaborative student teacher and parent partnership in the management of student behaviour.

text: Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management. Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, (Hei Awhina Matua). The checklists assessed rankings by 163 students, 21 teachers and 96 whanau members of (1) contexts in which problem behaviours occur, (2) specific problem behaviours and (3) specific most valued behaviours. Data were gathered in three schools: a mainstream intermediate school with a Māori medium syndicate of three classes, a rural Kura Kaupapa Maori (Maori-controlled total immersion school) and a bilingual contributing primary school. While the three schools differed markedly in location, size, and in the proportion of Maori students enrolled, the rankings of settings and behaviours by students, teachers and whanau in each school were highly similar. The paper discusses how these data contributed to the design and development of the Hei Awhina Matua video and training manual, and provided a first step towards a collaborative student teacher and parent partnership in the management of student behaviour.

year: 2001