title: Teachers' experiences in curriculum implementation: General curriculum, mathematics and technology

authors: McGee, Clive

subjects: New Zealand

abstract: This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

text: Teachers' experiences in curriculum implementation: General curriculum, mathematics and technology This report is part of the New Zealand Ministry of Education research project Curriculum Stocktake: National School Sampling Study. The major content of this report is the administration and results of three questionnaires designed to investigate teachers' experiences in teaching from the New Zealand national curriculum documents; the drawing up of a 10% sample of New Zealand primary and secondary schools; and the summarisation of the results from the responses. The three questionnaires were first, a general questionnaire about curriculum; second, one on the mathematics curriculum documents; and third, one on the technology curriculum documents.

year: 2001

title: Timestamp representations for virtual sequences

authors: Cleary, John G.

subjects: computer science

abstract: The problem of executing sequential programs optimistically using the Time Warp algorithm is considered. It is shown how to do this, by first mapping the sequential execution to a control tree and then assigning timestamps to each node in the tree. For such timestamps to be effective they must be finite, this implies that they must be periodically rescaled to allow old timestamps to be reused. A number of timestamp representations are described and compared on the basis of: their complexity; the frequency and cost of rescaling; and the cost of performing basic operations, including comparison and creation of new timestamps.

text: Timestamp representations for virtual sequences The problem of executing sequential programs optimistically using the Time Warp algorithm is considered. It is shown how to do this, by first mapping the sequential execution to a control tree and then assigning timestamps to each node in the tree. For such timestamps to be effective they must be finite, this implies that they must be periodically rescaled to allow old timestamps to be reused. A number of timestamp representations are described and compared on the basis of: their complexity; the frequency and cost of rescaling; and the cost of performing basic operations, including comparison and creation of new timestamps.

year: 1996-11

title: Typographic design in Māori-English bilingual picturebooks: some educational implications

authors: Vanderschantz, Nicholas

subjects: Te Reo Māori

abstract: The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

text: Typographic design in Māori-English bilingual picturebooks: some educational implications The role of bilingual picturebooks in language learning has been explored recently by a number of authors who show their potential in normalising multilingualism (Naqvi, Thorne, Pfitscher, Nordstokke & McKeough, 2013; Zaidi, 2020), raising metalinguistic awareness and engaging parents (Sneddon, 2009), as well as raising language awareness (Kleker, Short & Daly, 2021). Hadaway and Young (2013) suggest bilingual picturebooks have a particular role to play in supporting the revitalisation of Indigenous languages. In New Zealand, the number of MāoriEnglish bilingual picturebooks is increasing, but there is very little, if any, research concerning their design or their use in educational settings. The design of bilingual picturebooks, as reflected in their linguistic landscape, has an important role to play in their pedagogical use (Daly, 2016; 2017), and in this article, we explore the typographic design of five bilingual Māori-English picturebooks with respect to the elements of typeface, type size, type colour and page layout. We discuss the design and audience implications of these factors for educational settings.

year: 2022