title: Idioms for µ-charts

authors: Anderson, Grant

abstract: This paper presents an idiomatic construct for µ-charts which reflects the high-level specification construct of synchronization between activities. This, amongst others, has emerged as a common and useful idea during our use of µ-charts to design and specify commonly-occurring reactive systems. The purpose of this example, apart from any inherent interest in being able to use synchronization in a specification, is to show how the very simple language of µ-charts can used as a basis for a more expressive language built by definitional extension.

text: Idioms for µ-charts This paper presents an idiomatic construct for µ-charts which reflects the high-level specification construct of synchronization between activities. This, amongst others, has emerged as a common and useful idea during our use of µ-charts to design and specify commonly-occurring reactive systems. The purpose of this example, apart from any inherent interest in being able to use synchronization in a specification, is to show how the very simple language of µ-charts can used as a basis for a more expressive language built by definitional extension.

year: 2001-08-01

title: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study

authors: N-Garrett, Kerry

abstract: Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

text: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

year: 2025-05-11

title: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being.

authors: Webbon, Abigail

abstract: This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

text: A community psychology-based evaluation of the you good? You Good! program delivered by Jade speaks up educational trust in Aotearoa. Empowering tamariki emotional literacy, supporting mental health and encouraging well-being. This evaluation was completed for Jade Speaks Up (JSU) Educational Trust to provide feedback from school teachers and whānau who were involved in the You Good? You Good! (YG?YG!) program, delivered by JSU Educational Trust to schools across Aotearoa. The evaluation goal was to collate the narratives of participating school staff, whānau, and JSU Educational Trust trainers, contrasting experiences and perspectives to determine program effectiveness.
This program is for schools, management, and teachers who work with tamariki, to help teachers and students understand anxiety and develop skills and strategies to have self-agency. JSU Educational Trust developed YG?YG! in 2021, and in 2022 the YG?YG! pilot program was implemented.
This evaluation had three research objectives: 1) Identify and collate the experiences of school staff and other key stakeholders when implementing the YG?YG!, 2) Identify the strengths and barriers to inclusion for tamariki in schools where the program was delivered, and 3) Draw on the stakeholder narratives to assess the program's ability to achieve its goal: enable tamariki to be more agentic in responding to early signs of anxiety in themselves and others.
Information for this evaluation was collected from four sources: 1) Focus groups with JSU trainers, 2) Interviews with school staff, 3) Online surveys with school staff, 4) Archival supervision, and 5) Literature review. Data collected was interpreted through the use of thematic analysis, informed by Community Psychology principles, and the “Six C” framework, guided by He Awa Whiria.
Thematic analysis was completed by coding themes and categories from data sources. The findings from this empirical research engagement informed the analysis and discussion on program effectiveness. 
The findings and analysis found that forming a program design and approach informed with respect for the community’s needs and world-views can enable recognition, awareness and inclusion. A way for the program to begin to do so is to collaborate with communities.
Including researchers from a local community can enable empowerment, build social power, and create responses that promote the needs of the involved communities. The program can champion the field and those they work with by being accountable and enabling transparency.
The program can take an inclusive approach to sustaining its relationships, content relevance, and development for tamariki emotional well-being. The program can work on cultivating and empowering participants to be active partners, enabling the program to be shaped with equity in mind.
Key to program efficacy is acknowledging change and encompassing adaptation. The way to do this is to consider local health issues driven by who experience them, elevating the voice of the community.
Change and need cannot be determined without considering the voice of involved communities. By taking participants feedback, the program can create change for tamariki mental health, whilst acknowledging system and structural barriers, striving for community competence.
Importance lies within the work the program does to enable and support those affected by external factors. The program can acknowledge these challenges, and provide hope that community competence can be achieved.
To conclude, recommendations are presented for JSU Educational Trust to consider.

year: 2024-11-14