title: Technical education in New Zealand: A Survey of developments and trends from 1940 to 1966

authors: Collett, Graeme Richard

abstract: We live in a time of change. All around us are a variety of goods; transistor radios, television sets, pre-packed frozen foods, plastic goods, synthetic materials, electrical appliances and a host of others, which were unheard of twenty-five years ago. In fact, we in New Zealand are experiencing the effect of a world wide technological revolution, which is having far reaching effects of the way of life of people throughout the world. 

To the fore of this revolution are the scientists and technologists who generate new ideas and learning, but equally important have become the group of skilled people who apply these ideas in practice. This group in New Zealand, receive its training mainly through our system of technical education, which has undergone vast changes as technology has advanced and needs have changed.

text: Technical education in New Zealand: A Survey of developments and trends from 1940 to 1966 We live in a time of change. All around us are a variety of goods; transistor radios, television sets, pre-packed frozen foods, plastic goods, synthetic materials, electrical appliances and a host of others, which were unheard of twenty-five years ago. In fact, we in New Zealand are experiencing the effect of a world wide technological revolution, which is having far reaching effects of the way of life of people throughout the world. 

To the fore of this revolution are the scientists and technologists who generate new ideas and learning, but equally important have become the group of skilled people who apply these ideas in practice. This group in New Zealand, receive its training mainly through our system of technical education, which has undergone vast changes as technology has advanced and needs have changed.

year: 1967

title: Why students answer TIMSS science test items the way they do

authors: Harlow, Ann

subjects: elementary science

abstract: The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.

text: Why students answer TIMSS science test items the way they do The purpose of this study was to explore how Year 8 students answered Third International Mathematics and Science Study (TIMSS) questions and whether the test questions represented the scientific understanding of these students. One hundred and seventy-seven students were tested using written test questions taken from the science test used in the Third International Mathematics and Science Study. The degree to which a sample of 38 children represented their understanding of the topics in a written test compared to the level of understanding that could be elicited by an interview is presented in this paper. In exploring student responses in the interview situation this study hoped to gain some insight into the science knowledge that students held and whether or not the test items had been able to elicit this knowledge successfully. We question the usefulness and quality of data from large-scale summative assessments on their own to represent student scientific understanding and conclude that large scale written test items, such as TIMSS, on their own are not a valid way of exploring students' understanding of scientific concepts. Considerable caution is therefore needed in exploiting the outcomes of international achievement testing when considering educational policy changes or using TIMSS data on their own to represent student understanding.

year: 2004

title: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020

authors: Pool, Ian

subjects: Aotearoa

abstract: This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

text: The peopling and development of Aotearoa New Zealand: A demographic history, 1769-2020 This unpublished manuscript is the first demographic history of Aotearoa New Zealand, integrating 250 years of Māori and non-Māori data. It explores how development, in the broadest social, cultural and economic sense drove population changes, but was in turn driven by demographic factors. Based on extensively referenced research and analysis, the timeline starts with the earliest European settlement and finishes with the multicultural and aging society of the first decades of the twenty-first century.  It encompasses momentous changes, including: successive waves of migration, European settler demographic dominance occurring rapidly through natural increase, Māori nineteenth century cultural devastation and population decline, and twentieth-century resurgence, the Māori rural/urban exodus beginning in the 1940s, and the post-war non-Māori baby boom and baby bust. At each stage, this book demonstrates how profoundly the story of Aotearoa New Zealand is also the demographic story of its peopling.

year: 2026