title: Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology

authors: Doyle, Andrew

abstract: Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.

text: Subject(s) matter: a grounded theory of technology teachers’ conceptions of the purpose of teaching technology Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.

year: 2023-10-21

title: Sexual abuse in Jordan:  Children and young people speaking up and breaking the silence

authors: Burhoum, Hala Ibrahim

subjects: Child sexual abuse

abstract: All children and young people have the right to live free from being victims of child sexual abuse and from carrying out harmful sexual behaviour (United Nations, 1989). 
It is now more than three decades since the United Nations published the Conventions on the rights of the Child. Internationally it was recognised that the problem of sexual abuse of children and young people needed to be targeted through practices and policies for their care and protection. Many countries continue to address the crime of sexual abuse of children and young people; however, there is still more work that needs to be done. Studies demonstrate that, in Jordan, children and young people are exposed to various forms of violence, which includes sexual abuse. 
This thesis argues that disclosing sexual abuse is an essential step in setting children and young people free from the harms of sexual abuse. If children and young people are provided with the opportunity to speak up safely, they can receive justice and care, and the perpetrator can be held accountable and prevented from committing further crimes on other children and young people. This qualitative study focuses on the moments when children and young people disclose abuse and in whom they choose to place their trust. It examines the ways in which children and young people break their silence and how their families respond to learning about the abuse. This study explores how the victims’ experiences of speaking up are affected by the particular sociocultural context of Jordan. 
In order to present a holistic understanding of Jordanian children’s and young people’s experiences of disclosing sexual abuse, this study focuses on the ecological systems in which children and young people are embedded. Bronfenbrenner’s Ecological Systems Theory is pivotal to this thesis as it highlights the dynamic interaction between each layer of the system: each layer influences and is affected by the others. This thesis therefore pays close attention to the supportive policies, legislation and agencies available in Jordan that focus on the care and protection of children and young people. This study utilises data generated from semi-structured interviews with people involved in the children’s and young people’s ecological systems: five senior policy makers and managers, five social workers and two psychologists, four non-offending parents, and, significantly, nine children and young people who have been sexually abused. Of the nine children and young people, six were girls/young women and three were boys/young men. A narrative analysis was carried out of the research materials from each group of participants – that is, each layer of the ecological system. 
The analysis revealed five major findings: Sexual abuse affected both victims and families, causing them to suffer after the abuse occurred. Honour-killing is a persistent problem that families still practise and threaten to practice.  Girls who have been subject to sexual abuse lose opportunities to access further education and to choose whom to marry. Parenting practices have a significant effect on the likelihood of a child or young person disclosing abuse, with child-affirming practices shaping the safest environment in which children and young people can speak up and be both heard and supported. Finally, providing sex education in schools and raising public awareness of sexual abuse can have a strong influence on the willingness of children and young people to disclose abuse, and on parents’ responses to disclosures.   
This study contributes to the field of sexual abuse studies in Jordan and other Arab countries. It is unique in including understandings from children and young people themselves, through qualitative semi-structured interviews. The particular value of this study largely comes from its potential to create awareness in Jordanian society about how children and young people have raised their voices and broken the silence surrounding sexual abuse and the consequential impacts on them and their families. Although the study was undertaken through an English-speaking university and in an English-speaking country, the data were generated in Jordan and most of the literature accessed was in Arabic. The findings will be of international interest, contributing to understandings of child sexual abuse in Jordan and similar ethno-cultural countries with collective societies and traditional practices.

text: Sexual abuse in Jordan:  Children and young people speaking up and breaking the silence All children and young people have the right to live free from being victims of child sexual abuse and from carrying out harmful sexual behaviour (United Nations, 1989). 
It is now more than three decades since the United Nations published the Conventions on the rights of the Child. Internationally it was recognised that the problem of sexual abuse of children and young people needed to be targeted through practices and policies for their care and protection. Many countries continue to address the crime of sexual abuse of children and young people; however, there is still more work that needs to be done. Studies demonstrate that, in Jordan, children and young people are exposed to various forms of violence, which includes sexual abuse. 
This thesis argues that disclosing sexual abuse is an essential step in setting children and young people free from the harms of sexual abuse. If children and young people are provided with the opportunity to speak up safely, they can receive justice and care, and the perpetrator can be held accountable and prevented from committing further crimes on other children and young people. This qualitative study focuses on the moments when children and young people disclose abuse and in whom they choose to place their trust. It examines the ways in which children and young people break their silence and how their families respond to learning about the abuse. This study explores how the victims’ experiences of speaking up are affected by the particular sociocultural context of Jordan. 
In order to present a holistic understanding of Jordanian children’s and young people’s experiences of disclosing sexual abuse, this study focuses on the ecological systems in which children and young people are embedded. Bronfenbrenner’s Ecological Systems Theory is pivotal to this thesis as it highlights the dynamic interaction between each layer of the system: each layer influences and is affected by the others. This thesis therefore pays close attention to the supportive policies, legislation and agencies available in Jordan that focus on the care and protection of children and young people. This study utilises data generated from semi-structured interviews with people involved in the children’s and young people’s ecological systems: five senior policy makers and managers, five social workers and two psychologists, four non-offending parents, and, significantly, nine children and young people who have been sexually abused. Of the nine children and young people, six were girls/young women and three were boys/young men. A narrative analysis was carried out of the research materials from each group of participants – that is, each layer of the ecological system. 
The analysis revealed five major findings: Sexual abuse affected both victims and families, causing them to suffer after the abuse occurred. Honour-killing is a persistent problem that families still practise and threaten to practice.  Girls who have been subject to sexual abuse lose opportunities to access further education and to choose whom to marry. Parenting practices have a significant effect on the likelihood of a child or young person disclosing abuse, with child-affirming practices shaping the safest environment in which children and young people can speak up and be both heard and supported. Finally, providing sex education in schools and raising public awareness of sexual abuse can have a strong influence on the willingness of children and young people to disclose abuse, and on parents’ responses to disclosures.   
This study contributes to the field of sexual abuse studies in Jordan and other Arab countries. It is unique in including understandings from children and young people themselves, through qualitative semi-structured interviews. The particular value of this study largely comes from its potential to create awareness in Jordanian society about how children and young people have raised their voices and broken the silence surrounding sexual abuse and the consequential impacts on them and their families. Although the study was undertaken through an English-speaking university and in an English-speaking country, the data were generated in Jordan and most of the literature accessed was in Arabic. The findings will be of international interest, contributing to understandings of child sexual abuse in Jordan and similar ethno-cultural countries with collective societies and traditional practices.

year: 2021

title: Te Rau Puawai 2002-2004: An evaluation

authors: Nikora, Linda Waimarie

subjects: evaluation

abstract: Established in 1999 as a joint workforce initiative between the former Health Funding Authority and Massey University, Te Rau Puawai aimed to support 100 Maori students to graduate with mental health qualifications within a five year period. The goal of Te Rau Puawai is to contribute to the building of capacity for Maori in the mental health workforce. The programme exceeded its performance expectations in the first two years (1999-2001) with 56 bursars completing their qualifications. Bursars achieved an 80% pass rate compared with 65% for all students at Massey University as a whole. In 2004, this pass rate has continued, a significant achievement in light of increasing numbers of bursars being accepted and many without previously studying at the tertiary level.

In 2001 the Maori & Psychology Research Unit (MPRU) at the University of Waikato undertook an evaluation of Te Rau Puawai reporting on the programme's success and identifying any barriers the programme needed to address. The 2002 evaluation report outlines critical success factors and recommendations for improvement. In 2003 Te Rau Puawai negotiated further funding from the Mental Health Directorate (MeHD) of the Ministry of Health under the Mental Health Workforce Development Strategy (2002). Workforce development is critical in building capacity and capability in the mental health workforce to increase appropriately skilled workers required to meet the mental health needs of Maori communities. In 2004 the Ministry of Health requested a follow-up evaluation to provide a descriptive record of programme activities and progress from April 2002 to December 2004. This report provides an overview of Te Rau Puawai activities between 2002 and 2004; the progress and contributions made by bursars to the mental health workforce; and a reassessment of the programme's critical success factors.

text: Te Rau Puawai 2002-2004: An evaluation Established in 1999 as a joint workforce initiative between the former Health Funding Authority and Massey University, Te Rau Puawai aimed to support 100 Maori students to graduate with mental health qualifications within a five year period. The goal of Te Rau Puawai is to contribute to the building of capacity for Maori in the mental health workforce. The programme exceeded its performance expectations in the first two years (1999-2001) with 56 bursars completing their qualifications. Bursars achieved an 80% pass rate compared with 65% for all students at Massey University as a whole. In 2004, this pass rate has continued, a significant achievement in light of increasing numbers of bursars being accepted and many without previously studying at the tertiary level.

In 2001 the Maori & Psychology Research Unit (MPRU) at the University of Waikato undertook an evaluation of Te Rau Puawai reporting on the programme's success and identifying any barriers the programme needed to address. The 2002 evaluation report outlines critical success factors and recommendations for improvement. In 2003 Te Rau Puawai negotiated further funding from the Mental Health Directorate (MeHD) of the Ministry of Health under the Mental Health Workforce Development Strategy (2002). Workforce development is critical in building capacity and capability in the mental health workforce to increase appropriately skilled workers required to meet the mental health needs of Maori communities. In 2004 the Ministry of Health requested a follow-up evaluation to provide a descriptive record of programme activities and progress from April 2002 to December 2004. This report provides an overview of Te Rau Puawai activities between 2002 and 2004; the progress and contributions made by bursars to the mental health workforce; and a reassessment of the programme's critical success factors.

year: 2005-01-01