title: The development of reflective practice through student journals

authors: Pavlovich, Kathryn

subjects: education

abstract: This paper explores the design and assessment of reflective journals in a course on spirituality and management in a tertiary institution. The purpose of reflection in education is to develop students' self-awareness and inner leadership. Yet, such assessment poses challenges in terms of design, content and grading. This paper explores the literature surrounding these issues, and then describes the introduction of such an approach through a case study. Two types of assessment were developed to assist students to explore self-awareness. The first was through reflective journal entries completed throughout the course, and the second was a report due at the end of the course, describing the journey of the student's most significant learning. The paper concludes by assessing the effectiveness of such an approach through qualitative measures. The use of student narratives from their journals, with their consent, illustrates the power of the reflective method.

text: The development of reflective practice through student journals This paper explores the design and assessment of reflective journals in a course on spirituality and management in a tertiary institution. The purpose of reflection in education is to develop students' self-awareness and inner leadership. Yet, such assessment poses challenges in terms of design, content and grading. This paper explores the literature surrounding these issues, and then describes the introduction of such an approach through a case study. Two types of assessment were developed to assist students to explore self-awareness. The first was through reflective journal entries completed throughout the course, and the second was a report due at the end of the course, describing the journey of the student's most significant learning. The paper concludes by assessing the effectiveness of such an approach through qualitative measures. The use of student narratives from their journals, with their consent, illustrates the power of the reflective method.

year: 2007

title: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers

authors: Williamson, Amy Rose

subjects: Young novice drivers

abstract: Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

text: Effect of video based road commentary training on the hazard perception skills of teenage novice drivers Recent evidence in the road safety research literature indicates that skills in hazard perception, visual search and attention may be developing executive functions in young novice drivers before the age of 25 years, contributing to their unintentional risk taking behaviour and subsequent high crash rates. The present research aimed to investigate these skills, whether they are predictive of each other, and whether hazard perception can be improved through road commentary training. Twenty-two young novice drivers and eight experienced drivers were recruited as participants in this study. The experienced drivers performed significantly better than the novice drivers on the hazard detection task that was specifically designed for the study. Their visual search skills were also examined and compared using the Visual Search and Attention Test, with the experienced drivers performing significantly better than the novice drivers. Interestingly, a significant positive correlation was found between the scores of the participants on the hazard detection task and the Visual Search and Attention Test which may indicate that the hazard detection skills can be predicted. The novice driver group who received 12 trials of video based road commentary training significantly improved in their hazard detection skills, suggesting that video based road commentary could be an effective road safety intervention for young novice drivers and if developed into a more comprehensive programme, holds promise for future implementation into the New Zealand Graduated Driver Licensing System. The results also hold promise for future investigation into the use of the Visual Search and Attention Test as a predictor of hazard perception skills in novice drivers.

year: 2008

title: Everyday experiences of racism: Suppressing Māori cultural expressions in mental health

authors: Southey, Kim Marie

abstract: Tēnā kautau i runga i ngā tini āhuatanga o te wā.

This publication has been produced as part of the He Kokonga Ngākau Fellowships, an initiative of Te Atawhai o Te Ao that seeks to support and contribute to our research projects, and grow Māori research capability that promotes Kaupapa Māori research. These fellowships have been established to support Māori postgraduate students, practitioners, community researchers, and writers in their writing on kaupapa that have relevance to our organisation and wider community.

Dr Kim Southey (Ngāti Porou, Ngāti Kuia) draws on her doctoral research on re-presenting Māori and Indigenous understandings of being, and deconstructing the notion of mental illness. This
publication focuses on how Māori and Indigenous expressions within the mental (and wider) health system are suppressed and restricted by a dominant (western) worldview. Dr Southey posits that the western insistence on representing things in the world through rational, logical explanations impacts on Māori cultural understandings, limiting how we can express ourselves. This is viewed by Dr Southey as a form of institutional racism.

text: Everyday experiences of racism: Suppressing Māori cultural expressions in mental health Tēnā kautau i runga i ngā tini āhuatanga o te wā.

This publication has been produced as part of the He Kokonga Ngākau Fellowships, an initiative of Te Atawhai o Te Ao that seeks to support and contribute to our research projects, and grow Māori research capability that promotes Kaupapa Māori research. These fellowships have been established to support Māori postgraduate students, practitioners, community researchers, and writers in their writing on kaupapa that have relevance to our organisation and wider community.

Dr Kim Southey (Ngāti Porou, Ngāti Kuia) draws on her doctoral research on re-presenting Māori and Indigenous understandings of being, and deconstructing the notion of mental illness. This
publication focuses on how Māori and Indigenous expressions within the mental (and wider) health system are suppressed and restricted by a dominant (western) worldview. Dr Southey posits that the western insistence on representing things in the world through rational, logical explanations impacts on Māori cultural understandings, limiting how we can express ourselves. This is viewed by Dr Southey as a form of institutional racism.

year: 2022