title: Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study

authors: Li, Jinrui

subjects: assessment

abstract: Teachers’ feedback on students’ written work is an important aspect of pedagogy. However, theoretical views differ on what constitutes ‘good’ feedback, both among applied linguists and academics in other disciplines. In-depth research needs to be carried out into the contextual difficulties of evaluating and assessing academic assignments, and the awarding of grades, especially by those who are relatively inexperienced in this work. This article reports aspects of a case study which explored the beliefs and practices of a group of untrained and inexperienced part-time tutors in a New Zealand university. Data were collected from a preliminary survey, individual interviews, ‘think aloud’ and stimulated recall sessions, and focus group meetings. Extracts from the collected data are presented and discussed. The findings indicate that these tutors initially stated their belief that the purpose of providing feedback was to assist the students to improve their academic writing skills; however, it emerged that their primary concern was to justify the grades that they awarded. It is suggested that using a multi-method approach to data collection can bridge the gap between theoretical perspectives on what constitutes ‘good’ feedback and what tutors actually believe and do in their everyday work.

text: Academic tutors’ beliefs about and practices of giving feedback on students’ written assignments: A New Zealand case study Teachers’ feedback on students’ written work is an important aspect of pedagogy. However, theoretical views differ on what constitutes ‘good’ feedback, both among applied linguists and academics in other disciplines. In-depth research needs to be carried out into the contextual difficulties of evaluating and assessing academic assignments, and the awarding of grades, especially by those who are relatively inexperienced in this work. This article reports aspects of a case study which explored the beliefs and practices of a group of untrained and inexperienced part-time tutors in a New Zealand university. Data were collected from a preliminary survey, individual interviews, ‘think aloud’ and stimulated recall sessions, and focus group meetings. Extracts from the collected data are presented and discussed. The findings indicate that these tutors initially stated their belief that the purpose of providing feedback was to assist the students to improve their academic writing skills; however, it emerged that their primary concern was to justify the grades that they awarded. It is suggested that using a multi-method approach to data collection can bridge the gap between theoretical perspectives on what constitutes ‘good’ feedback and what tutors actually believe and do in their everyday work.

year: 2011

title: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism

authors: Kamenarac, Olivera

subjects: teacher identities

abstract: The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

text: Transnational conversations about teacher identities in early childhood places and spaces: Call for alliance-building, advocacy and activism The professional identities of teachers are fundamental to their understanding of how to be and how to act in early childhood education and care (ECEC). Professional identities have emerged as a key consideration both in policy and scholarship as a result of growing political interest in ECEC and the work of teachers. When we first called for papers for a special issue on teacher identities, it was in the context of a global neoliberal policy-scape dominated by ideas about the social and economic benefits of investing in ECEC, as well as free-market and entrepreneurial discourses. Specifically, our intention was to engage in a collective and cross-national conversation that problematised prevailing discourses, examined intersections with local concerns and policy priorities, and their shifting and ongoing influences on professional identities. The complexities associated with neoliberal discourse in ECEC have surfaced more urgently in the context of a global Covid-19 pandemic. In many countries, ECEC teachers have been positioned as essential workers supporting ongoing economic activity during the pandemic, sometimes at the same time as schools and tertiary institutions have remained closed. ECEC work has become more entrenched in economic narratives that position the purpose of ECEC as supporting work-force participation, child wellbeing, and family support. These new and unexpected contexts also shape teacher identities. The tensions present in current policy constructions of teachers and intersections with emergency measures present new opportunities to govern teachers and practice in particular ways. These materialise in teachers’ daily experiences, work conditions, and wellbeing. A current narrative about the pandemic includes the idea of not letting the crisis go to waste, and we agree that it is important to use this moment to re-think and problematise teacher identities across educational contexts and to encourage critical conversations about what we do, why we do it and who benefits.

year: 2021-05-07

title: An evaluation of Te Rau Puawai workforce 100: Evaluation overview

authors: Nikora, Linda Waimarie

subjects: Maori students

abstract: In July 2001, the Maori & Psychology Research Unit of the University of Waikato was asked to conduct an evaluation of the Te Rau Puawai programme, a joint venture between the former Health Funding Authority and Massey University. The overall goal of the programme is to contribute at least 100 Maori graduates to the Maori mental health workforce within a five year period. The overall aim of the evaluation was to provide the Ministry of Health with a clearer understanding of the programme including: the perceived critical success factors, the barriers if any regarding Te Rau Puawai, the impact of the programme, the extent to which the programme may be transferable, gaps in the programme, and suggested improvements. Through archival search, questionnaire surveys and interviews, evaluative data was collected from major stakeholders in the Te Rau Puawai programme.

text: An evaluation of Te Rau Puawai workforce 100: Evaluation overview In July 2001, the Maori & Psychology Research Unit of the University of Waikato was asked to conduct an evaluation of the Te Rau Puawai programme, a joint venture between the former Health Funding Authority and Massey University. The overall goal of the programme is to contribute at least 100 Maori graduates to the Maori mental health workforce within a five year period. The overall aim of the evaluation was to provide the Ministry of Health with a clearer understanding of the programme including: the perceived critical success factors, the barriers if any regarding Te Rau Puawai, the impact of the programme, the extent to which the programme may be transferable, gaps in the programme, and suggested improvements. Through archival search, questionnaire surveys and interviews, evaluative data was collected from major stakeholders in the Te Rau Puawai programme.

year: 2002-05-01