title: Improving psychological science: further thoughts, reflections and ways forward

authors: O’Connor, Daryl B.

abstract: In the last decade or so, it is clear that the discipline of psychology has made huge advances in how psychological science is conducted (Chambers & Tzavella, Citation2022; Munafò et al., Citation2017; O’Connor, Citation2020, Citation2021). The development of new tools, approaches and publication formats have helped to reduce use of questionable research practices that will ultimately improve the robustness of our evidence base. We hope that the relaunch of Cogent Psychology can play a role in helping to further improve psychological science and that you want to contribute to this and will consider submitting some of your work to us in the near future.

text: Improving psychological science: further thoughts, reflections and ways forward In the last decade or so, it is clear that the discipline of psychology has made huge advances in how psychological science is conducted (Chambers & Tzavella, Citation2022; Munafò et al., Citation2017; O’Connor, Citation2020, Citation2021). The development of new tools, approaches and publication formats have helped to reduce use of questionable research practices that will ultimately improve the robustness of our evidence base. We hope that the relaunch of Cogent Psychology can play a role in helping to further improve psychological science and that you want to contribute to this and will consider submitting some of your work to us in the near future.

year: 2022-01-01

title: The importance of culture in a New Zealand high school context: An exploration of whether the culture of overseas teachers is seen by students, in Years 12 and 13, to impact on the quality of their learning experiences.

authors: Mitchell, Iain

subjects: overseas teachers

abstract: New Zealand education has long been dependent on overseas teachers to fill vacancies in the secondary school system. Historically this supply of teachers tended to be from the UK, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. The focus of this work was to explore whether the multicultural nature of this workforce does have an impact on the learning experience of New Zealand students. The need for cultural responsiveness from both teachers and students is an important factor in classroom communication and teacher effectiveness. Although there is a large body of research on cultural responsiveness within New Zealand schools, there
has been little research on the student's perceptions of overseas teachers' levels of
cultural responsiveness. I believe that there is a need to study this aspect of the education system, given that the overseas teaching group make up a considerable percentage of teachers in the New Zealand secondary school system. The 30 students taking part in this study had experience of being taught by both New Zealand and overseas teachers and were from three high schools situated in a relatively isolated region of New Zealand. The questions asked of the students
were in the form of a taped, semi-structured group interview, undertaken at the students' respective schools. The interviews focused on the students' experiences and beliefs on the quality of their learning experience. Overall, the teacher's cultural responsiveness was found to be most important to the quality of the student-teacher relationship. A secondary factor emerging was the students report that clarity was the aspect that impacted the most on the quality
of individual lessons. The study adds to existing understanding of the importance of culture within the New Zealand classroom. While this study used students from the general student body rather than a specific ethnic group, the findings supported recent research undertaken with such specific ethnic groups.

text: The importance of culture in a New Zealand high school context: An exploration of whether the culture of overseas teachers is seen by students, in Years 12 and 13, to impact on the quality of their learning experiences. New Zealand education has long been dependent on overseas teachers to fill vacancies in the secondary school system. Historically this supply of teachers tended to be from the UK, but as we move into the 21st century, the supply of teachers is now from a much wider group of countries. The focus of this work was to explore whether the multicultural nature of this workforce does have an impact on the learning experience of New Zealand students. The need for cultural responsiveness from both teachers and students is an important factor in classroom communication and teacher effectiveness. Although there is a large body of research on cultural responsiveness within New Zealand schools, there
has been little research on the student's perceptions of overseas teachers' levels of
cultural responsiveness. I believe that there is a need to study this aspect of the education system, given that the overseas teaching group make up a considerable percentage of teachers in the New Zealand secondary school system. The 30 students taking part in this study had experience of being taught by both New Zealand and overseas teachers and were from three high schools situated in a relatively isolated region of New Zealand. The questions asked of the students
were in the form of a taped, semi-structured group interview, undertaken at the students' respective schools. The interviews focused on the students' experiences and beliefs on the quality of their learning experience. Overall, the teacher's cultural responsiveness was found to be most important to the quality of the student-teacher relationship. A secondary factor emerging was the students report that clarity was the aspect that impacted the most on the quality
of individual lessons. The study adds to existing understanding of the importance of culture within the New Zealand classroom. While this study used students from the general student body rather than a specific ethnic group, the findings supported recent research undertaken with such specific ethnic groups.

year: 2010

title: Legal, business and comparative issues in mining and petroleum activity with respect to Māori matters

authors: Barton, Barry

abstract: In this paper I propose to do three things: to identify the very different implications of the different stages of the mining and the oil and gas sequence, to discuss the basics of the Crown Minerals Act and associated legislation, with particular reference to Māori interests, and to touch on a few points of comparison with Canada.

text: Legal, business and comparative issues in mining and petroleum activity with respect to Māori matters In this paper I propose to do three things: to identify the very different implications of the different stages of the mining and the oil and gas sequence, to discuss the basics of the Crown Minerals Act and associated legislation, with particular reference to Māori interests, and to touch on a few points of comparison with Canada.

year: 2014