title: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education

authors: Milne, Louise

abstract: This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

text: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

year: 2017

title: Putting leadership in its place: Transferability of leadership ability across contexts

authors: Dick, Jonathan William

subjects: leadership

abstract: Abstract
The aim of this study was to contribute to the growing body of research involving the
subject of leadership, while looking at a facet of this phenomenon on which there
appears to be very little data available. In the fast moving environment of the twenty
first century, there is more and more pressure on leaders from every area of industry,
commerce, community and public service to be capable of not only performing their
basic tasks in the immediate scope of their area of responsibility, but also a growing
expectation that they must be capable of exporting this ability into any environment or
context that the organisation rapidly finds itself. There is little time to recruit, train and
deploy new leaders when a novel situation presents itself. This research employs a
qualitative approach utilising an interpretive multiple case study method to investigate
what followers look for and expect in their leaders in the form of traits, values or
characteristics. The investigation then looks to see what style of leader employs these
values to best effect, suggesting that this type of style, based on this set of values, are
the most likely to be durable across any context. The study is conducted looking at the
wider culture of the individual participant in terms of age and era, gender, education,
and the added dynamic of punishment as a leadership tool. While initial findings
suggest that females may have this ability to transfer their leadership style at face value,
the study acknowledges the variables involved and recommends the way forward for
future research in this area.

text: Putting leadership in its place: Transferability of leadership ability across contexts Abstract
The aim of this study was to contribute to the growing body of research involving the
subject of leadership, while looking at a facet of this phenomenon on which there
appears to be very little data available. In the fast moving environment of the twenty
first century, there is more and more pressure on leaders from every area of industry,
commerce, community and public service to be capable of not only performing their
basic tasks in the immediate scope of their area of responsibility, but also a growing
expectation that they must be capable of exporting this ability into any environment or
context that the organisation rapidly finds itself. There is little time to recruit, train and
deploy new leaders when a novel situation presents itself. This research employs a
qualitative approach utilising an interpretive multiple case study method to investigate
what followers look for and expect in their leaders in the form of traits, values or
characteristics. The investigation then looks to see what style of leader employs these
values to best effect, suggesting that this type of style, based on this set of values, are
the most likely to be durable across any context. The study is conducted looking at the
wider culture of the individual participant in terms of age and era, gender, education,
and the added dynamic of punishment as a leadership tool. While initial findings
suggest that females may have this ability to transfer their leadership style at face value,
the study acknowledges the variables involved and recommends the way forward for
future research in this area.

year: 2009

title: Te mōhiotangaora: Within the knowing healing begins

authors: Witehira, Tracey Moana

abstract: This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

text: Te mōhiotangaora: Within the knowing healing begins This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

year: 2025-01