title: Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea

authors: Saun, Gabriel John

subjects: Behaviour difficulties

abstract: Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. 

        This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. 

        The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. 

        Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.

text: Teachers' Perceptions of Behaviour Difficulties in Primary Schools: A Madang Province Perspective, Papua New Guinea Behavioural difficulty is probably the least understood area of special education as it is very problematic to identify a specific cause. Behavioural difficulties are those behaviours that students sometimes exhibit that are inappropriate and unacceptable in the classrooms or schools, as they disrupt the smooth process of teaching and learning. 

        This study investigated primary school teachers' perspectives of the causal factors of students' behavioural problems and what can be done to minimise this problem. The study was carried out in the Madang Province involving two primary schools. From the two schools, twelve teachers (six from each school) participated in the study. The same participants were involved in both the questionnaire and the semi structured interview. The data gathered for the questionnaire and interview were analysed and transcribed respectively. 

        The findings discovered that the family and school factors contributed substantially towards students' inappropriate behaviours. Family factors include parental problems, abuse in the families, and the constant struggle to provide the basic necessities due to the high living cost. School factors, on the other hand, include negative teacher attitudes, teacher lack of knowledge and skills to adapt the curriculum to include social skills, lack of teacher support and encouragement, and peer influences. The findings also discovered that teachers were more bothered about externalising behaviours such as disruption and aggression than internalising behavioural problems like withdrawal and depression displayed by students. Further, teachers' limited pre-service and in-service training and lack of experience in teaching students with behavioural problems contributed significantly for teachers not attending to students who behave inappropriately. 

        Based on the findings identified in the study, several recommendations were made on how to intervene to alleviate this problem. Of particular importance is teacher training at both the pre-service and in-service level. Also government support is needed in terms of funding for training, involving specialists and other resources to respond to student behavioural problems effectively and efficiently. The findings may have particular relevance to future studies in this area and provide teachers with effective and workable intervention strategies for students' behavioural problems in the classrooms.

year: 2008

title: Easy over: A 3-week mid-semester trial flipping a practical paper

authors: Scott, Jonathan B.

abstract: `Flipping the classroom’ means replacing the standard lecture with additional hands-on learning — tutorials or labs. We are preparing short, focused videos covering the same material previously delivered as lectures, to become assigned take-home viewing. We plan to flip a period of 3 weeks in a first-year paper that is already intensely practical and handson. A previous move to online tutorials (“eTutorials”) resulted in better learning and the students appreciated the flexibility. Will the same happen with “eLectures”? This presentation will describe our plan and the process undertaken to develop flip videos in the context of an electronics course. We will share some examples of our videos and describe the experience. We may speculate on the outcome.

text: Easy over: A 3-week mid-semester trial flipping a practical paper `Flipping the classroom’ means replacing the standard lecture with additional hands-on learning — tutorials or labs. We are preparing short, focused videos covering the same material previously delivered as lectures, to become assigned take-home viewing. We plan to flip a period of 3 weeks in a first-year paper that is already intensely practical and handson. A previous move to online tutorials (“eTutorials”) resulted in better learning and the students appreciated the flexibility. Will the same happen with “eLectures”? This presentation will describe our plan and the process undertaken to develop flip videos in the context of an electronics course. We will share some examples of our videos and describe the experience. We may speculate on the outcome.

year: 2015

title: Speaking the unspoken: Maori experiences of racism in New Zealand sport

authors: Hippolite, Holly Raima

subjects: Maori

abstract: This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

text: Speaking the unspoken: Maori experiences of racism in New Zealand sport This research explores how being Maori influences Maori participants’ sport experiences and offers a critical Maori perspective on New Zealand sport. Ten experienced Maori sport participants were interviewed using Kaupapa Maori Research Methods which involved research performed by Maori, about Maori being Maori. This research grew out of discussions with Maori participants and explores their experiences as athletes, coaches, administrators and spectators, focusing on their interactions with Pakeha in Pakeha-dominated sport. Their experiences demonstrate personal, cultural and institutional racism in New Zealand sport and indicate how the power differentials in society impact on the ability of Maori to practice important cultural values in Pakeha-dominated contexts. I argue that racism is a factor affecting the relationships of Maori with Pakeha in key functionary positions in sport and identify a culture of denial that operates to marginalise discussions about racism generally. These participants’ experiences reflect cultural incapacity and blindness (Cross, Bazron, Dennis & Isaacs, 1989) by the dominant culture which have negative effects on the Maori participants including decisions to opt out of sport, feelings of hurt and frustration, a reduction in their commitment to national identity and a general sense that they are not considered as equals. The conclusion considers what is needed for New Zealand sport to become fully culturally inclusive; a situation desired by the participants and which has the potential to benefit everyone in sport.

year: 2010