title: Developing school-scientist partnerships: Lessons for scientists from forests-of-life

authors: Falloon, Garry

subjects: science

abstract: The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.

text: Developing school-scientist partnerships: Lessons for scientists from forests-of-life The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.

year: 2013

title: Why do I need research and theory? A guide for social workers, by Jennifer Anderson-Meger[Book Review]

authors: Hunt, Sonya

abstract: This article reviews the book “Why do I need research and theory? A guide for social workers”, by Jennifer Anderson-Meger.

text: Why do I need research and theory? A guide for social workers, by Jennifer Anderson-Meger[Book Review] This article reviews the book “Why do I need research and theory? A guide for social workers”, by Jennifer Anderson-Meger.

year: 2017

title: Applying Kaupapa Māori Processes to Documentary Film.

authors: Waititi, Kahurangi Rora

subjects: Maori documentary

abstract: This thesis explores the application of Kaupapa Māori processes to documentary filmmaking through practiced-led research. The need for this research came to light through the experience of witnessing unacceptable behaviour shown by film crews towards kaumātua who were attending the 2006 28th Māori Battalion Reunion. In reflecting on this experience and considering my own filming experience as a person with a Te Ao Māori background, the basis for this argument was conceived. This thesis argues that there are alternative ways in which filming can be conducted by considering processes that already exist within Māori practices and philosophies.          

This Thesis, therefore, investigates alternative processes of filming that have developed from a Kaupapa Māori perspective through practical filming experience.  An historical overview of the relationship between Māori, media and filming practices have been provided to give context to this discussion.  The application of Kaupapa Māori processes to film was considered through the use of Marae protocol and philosophies. The application of these concepts was supported by the creative research which was utilised by referencing specific examples. The reader is, therefore, instructed to refer to the DVD in the front of the thesis as referenced in the written text.

text: Applying Kaupapa Māori Processes to Documentary Film. This thesis explores the application of Kaupapa Māori processes to documentary filmmaking through practiced-led research. The need for this research came to light through the experience of witnessing unacceptable behaviour shown by film crews towards kaumātua who were attending the 2006 28th Māori Battalion Reunion. In reflecting on this experience and considering my own filming experience as a person with a Te Ao Māori background, the basis for this argument was conceived. This thesis argues that there are alternative ways in which filming can be conducted by considering processes that already exist within Māori practices and philosophies.          

This Thesis, therefore, investigates alternative processes of filming that have developed from a Kaupapa Māori perspective through practical filming experience.  An historical overview of the relationship between Māori, media and filming practices have been provided to give context to this discussion.  The application of Kaupapa Māori processes to film was considered through the use of Marae protocol and philosophies. The application of these concepts was supported by the creative research which was utilised by referencing specific examples. The reader is, therefore, instructed to refer to the DVD in the front of the thesis as referenced in the written text.

year: 2007