title: Justifying the design and selection of literacy and thinking tools

authors: Whitehead, David

subjects: computer science

abstract: Criteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria. Key words: Literacy, thinking, tools, justifying criteria.

text: Justifying the design and selection of literacy and thinking tools Criteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria. Key words: Literacy, thinking, tools, justifying criteria.

year: 2008

title: Lasting impressions from first conferences (with memories of H.S. Gibbs and others)

authors: Lowe, David J.

abstract: I attended my first conference of the New Zealand Society of Soil Science in December, 1979. It was held at Telford Farm Training Institute near Balclutha, with John Bruce the chief organiser. With me from Waikato University was mentor Harry Gibbs, who had just retired. Perhaps the most enduring impression I have from the meeting was of the pervasive friendly and supportive atmosphere, a characteristic I have come to associate with all the Society's meetings I have since attended. In part this atmosphere is the result of the relatively small size of the Society's conferences. After I gave my talk, Phil Tonkin kindly took the time to point out several pedological features in the slides I had just shown, one being the evidence for tree overturn in a Kainui soil. This simple act has always remained with me because it showed that someone was interested in my work, which is very important for students feeling their way into the world of 'real' science. John Bruce was another who made an impression in a similar way. He was at the time putting the finishing touches to his report on the soils of Hamilton City (under the watchful eye of editor Rod Furkert). I was quite taken that he wanted to note some of my findings in his report which eventually appeared as a 'personal communication'. This demonstrated to me that undertaking research was more than an exercise: it could lead to publication which was a very alluring siren.

text: Lasting impressions from first conferences (with memories of H.S. Gibbs and others) I attended my first conference of the New Zealand Society of Soil Science in December, 1979. It was held at Telford Farm Training Institute near Balclutha, with John Bruce the chief organiser. With me from Waikato University was mentor Harry Gibbs, who had just retired. Perhaps the most enduring impression I have from the meeting was of the pervasive friendly and supportive atmosphere, a characteristic I have come to associate with all the Society's meetings I have since attended. In part this atmosphere is the result of the relatively small size of the Society's conferences. After I gave my talk, Phil Tonkin kindly took the time to point out several pedological features in the slides I had just shown, one being the evidence for tree overturn in a Kainui soil. This simple act has always remained with me because it showed that someone was interested in my work, which is very important for students feeling their way into the world of 'real' science. John Bruce was another who made an impression in a similar way. He was at the time putting the finishing touches to his report on the soils of Hamilton City (under the watchful eye of editor Rod Furkert). I was quite taken that he wanted to note some of my findings in his report which eventually appeared as a 'personal communication'. This demonstrated to me that undertaking research was more than an exercise: it could lead to publication which was a very alluring siren.

year: 2002

title: Ka hao te rangatahi: Exploring school and work pathways for rangatahi Māori / Youth  growing up within gang space in Aotearoa

authors: Maihi, Bonnie

subjects: Rangatahi

abstract: This thesis explores the experiences of rangatahi Māori growing up in gang environments in Aotearoa, focusing on their educational and employment journeys. The research aims to elevate the rangatahi narratives without reducing them to mere statistics or stereotypes, highlighting their resilience and insights in contexts often characterized by stigma and judgement. Employing principles of Kaupapa Māori, Critical Pedagogy, and a Waka navigation framework, this study challenges deficit-based perspectives that typically dominate discussions about gangs. 

On a practical level, it advocates for trust-based partnerships with gang whānau, emphasizing the importance of honesty and respect to foster collaboration. Existing Whānau -led initiatives illustrate the possibilities of merging cultural knowledge with everyday survival, showcasing resilience as a lived reality. Theoretically, the research offers an insider perspective, positioning myself as researcher to honor lived experiences and mitigate traditional negative framings of gang spaces, instead framing them as complex sites of identity and resilience. 

Ultimately, this thesis posits that rangatahi Māori in gang settings are not merely problems to be solved but are agents of hope and strength, rooted in their heritage. Their futures should be shaped by their identities rather than deficits, affirming their tino rangatiratanga and capacities for meaningful contributions within their communities.

text: Ka hao te rangatahi: Exploring school and work pathways for rangatahi Māori / Youth  growing up within gang space in Aotearoa This thesis explores the experiences of rangatahi Māori growing up in gang environments in Aotearoa, focusing on their educational and employment journeys. The research aims to elevate the rangatahi narratives without reducing them to mere statistics or stereotypes, highlighting their resilience and insights in contexts often characterized by stigma and judgement. Employing principles of Kaupapa Māori, Critical Pedagogy, and a Waka navigation framework, this study challenges deficit-based perspectives that typically dominate discussions about gangs. 

On a practical level, it advocates for trust-based partnerships with gang whānau, emphasizing the importance of honesty and respect to foster collaboration. Existing Whānau -led initiatives illustrate the possibilities of merging cultural knowledge with everyday survival, showcasing resilience as a lived reality. Theoretically, the research offers an insider perspective, positioning myself as researcher to honor lived experiences and mitigate traditional negative framings of gang spaces, instead framing them as complex sites of identity and resilience. 

Ultimately, this thesis posits that rangatahi Māori in gang settings are not merely problems to be solved but are agents of hope and strength, rooted in their heritage. Their futures should be shaped by their identities rather than deficits, affirming their tino rangatiratanga and capacities for meaningful contributions within their communities.

year: 2025