title: Taking ownership: The story of a successful partnership for change in a Pacific Island science teacher education setting.

authors: Edwards, Richard

subjects: science education

abstract: This paper explores an example of a partnership approach that appears to be producing sustainable change in a Pacific Islands education setting. The people involved report on the way science education staff from the Solomon Islands School of Education (SOE) and staff from the Faculty of Education University of Waikato (UOW), New Zealand worked together on the redevelopment of undergraduate science education courses for the SOE. Together we sought to identify significant factors supporting the process. The development required significant change and posed a number of challenges yet resulted in local staff producing high quality materials and programmes and taking ownership of ongoing development. More importantly, there was significant personal professional learning in both science education and initial teacher education for local Solomon Islands staff. Factors contributing to the success of the partnership are explored through the perceptions of the participants and include the quality of relationship, mutual respect, emphasis on conceptual agreement when working together, and the involvement of local staff in decision-making.

text: Taking ownership: The story of a successful partnership for change in a Pacific Island science teacher education setting. This paper explores an example of a partnership approach that appears to be producing sustainable change in a Pacific Islands education setting. The people involved report on the way science education staff from the Solomon Islands School of Education (SOE) and staff from the Faculty of Education University of Waikato (UOW), New Zealand worked together on the redevelopment of undergraduate science education courses for the SOE. Together we sought to identify significant factors supporting the process. The development required significant change and posed a number of challenges yet resulted in local staff producing high quality materials and programmes and taking ownership of ongoing development. More importantly, there was significant personal professional learning in both science education and initial teacher education for local Solomon Islands staff. Factors contributing to the success of the partnership are explored through the perceptions of the participants and include the quality of relationship, mutual respect, emphasis on conceptual agreement when working together, and the involvement of local staff in decision-making.

year: 2011

title: Design exploration of ebook interfaces for personal ebook libraries on tablet devices

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: Mobile eBook readers and reader applications are readily available and are marketed as convenient for accessing personal eBook collections. Different brands of readers and apps are frequently evaluated and compared in consumer, trade, and popular magazines, but rarely in academic studies. This present study examines nine personal digital library (pDL) interfaces, from which design cues are drawn and paper prototypes of pDL for eBooks are developed. The paper prototypes are evaluated in a usability study to elicit the eBook display preferences of users.

text: Design exploration of ebook interfaces for personal ebook libraries on tablet devices Mobile eBook readers and reader applications are readily available and are marketed as convenient for accessing personal eBook collections. Different brands of readers and apps are frequently evaluated and compared in consumer, trade, and popular magazines, but rarely in academic studies. This present study examines nine personal digital library (pDL) interfaces, from which design cues are drawn and paper prototypes of pDL for eBooks are developed. The paper prototypes are evaluated in a usability study to elicit the eBook display preferences of users.

year: 2015

title: Systemic racism in clinical psychology: Symposia

authors: Wairoa-Harrison, Sophia

subjects: Racial oppression

abstract: This study constitutes a part of the Working to End Racial Oppression (WERO) project on Systemic Racism in Health Education, Training, and Practice. The focus is on the three dimensions of racism in psychology in Aotearoa New Zealand: its costs, systems and the potential responses that exist. Content: To set the scene, the session will begin with a 30-minute presentation that outlines evidence from three WERO studies on different levels of racism affecting indigenous Māori and minoritised groups. First study presents findings from a desktop analysis of papers across university psychology departments. The findings will be compared with previous studies (Levy, 2007; Levy & Waitoki, 2015) to identify the changes in inclusion of Māori and culturally focused paper at different timepoints. The second study involves semi-structured interviews with Māori students enrolled in clinical psychology training programmes (n = 19) to understand the extent of cultural responsiveness, support, disparities, and representation within programmes. The third study draws on preliminary survey findings with directors of training programmes to depict the progress towards including taha Māori and cultural competency in the psychology curriculum since the studies by Abbott and Durie (1987) and Nathan (1999). The rest of the session will be conducted as a wānanga or a forum that includes a panel discussion amongst WERO research team while allowing for a reciprocal exchange of knowledge with the attendees. Opportunities will be provided for attendees to ask questions, provide feedback to the research analyses and findings, and share their experiences of witnessing or encountering racism in psychology. The session will be opened with a karakia (prayer) and attendees to be offered manaakitanga (hospitality) and tikanga (custom) to ensure cultural safety. Goals: In this session, the research team will bring the evidence derived from robust analyses on existence and ramifications of racism in psychology to the fore. These findings will be integrated with the Waitangi Tribunal claim (Levy, 2018) to shed light on the manifestations of racism across systems and agents responsible for the regulation, training and employment of psychologists. Findings will be used to inform ways for all in psychology to embark on Te Tiriti-focused, culturally-competent and equitable approaches in the quest of indigenising the psychology discipline and advancing it to be relevant to the multicultural nature of Aotearoa populations.

text: Systemic racism in clinical psychology: Symposia This study constitutes a part of the Working to End Racial Oppression (WERO) project on Systemic Racism in Health Education, Training, and Practice. The focus is on the three dimensions of racism in psychology in Aotearoa New Zealand: its costs, systems and the potential responses that exist. Content: To set the scene, the session will begin with a 30-minute presentation that outlines evidence from three WERO studies on different levels of racism affecting indigenous Māori and minoritised groups. First study presents findings from a desktop analysis of papers across university psychology departments. The findings will be compared with previous studies (Levy, 2007; Levy & Waitoki, 2015) to identify the changes in inclusion of Māori and culturally focused paper at different timepoints. The second study involves semi-structured interviews with Māori students enrolled in clinical psychology training programmes (n = 19) to understand the extent of cultural responsiveness, support, disparities, and representation within programmes. The third study draws on preliminary survey findings with directors of training programmes to depict the progress towards including taha Māori and cultural competency in the psychology curriculum since the studies by Abbott and Durie (1987) and Nathan (1999). The rest of the session will be conducted as a wānanga or a forum that includes a panel discussion amongst WERO research team while allowing for a reciprocal exchange of knowledge with the attendees. Opportunities will be provided for attendees to ask questions, provide feedback to the research analyses and findings, and share their experiences of witnessing or encountering racism in psychology. The session will be opened with a karakia (prayer) and attendees to be offered manaakitanga (hospitality) and tikanga (custom) to ensure cultural safety. Goals: In this session, the research team will bring the evidence derived from robust analyses on existence and ramifications of racism in psychology to the fore. These findings will be integrated with the Waitangi Tribunal claim (Levy, 2018) to shed light on the manifestations of racism across systems and agents responsible for the regulation, training and employment of psychologists. Findings will be used to inform ways for all in psychology to embark on Te Tiriti-focused, culturally-competent and equitable approaches in the quest of indigenising the psychology discipline and advancing it to be relevant to the multicultural nature of Aotearoa populations.

year: 2023-03-25