title: Safety in Numbers 7: veni, vidi, duci: A grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction

authors: Weeks, Keith W.

subjects: Grounded theory

abstract: This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice.

text: Safety in Numbers 7: veni, vidi, duci: A grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice.

year: 2013

title: Effective teacher professional learning on classroom behaviour management: A review of literature

authors: Paramita, Pramesti P.

abstract: Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.

text: Effective teacher professional learning on classroom behaviour management: A review of literature Classroom behaviour management is an essential skill for teachers, yet teachers often report being inadequately prepared for addressing student behaviour effectively. Teacher professional learning on classroom behaviour management is continually needed to support teacher implementation of evidence-based classroom management practices. This article reports the findings from a systematic literature review aimed to identify the features and reported findings of recent teacher professional learning programs on classroom behaviour management. The result indicates that most of the effective programs were focused on training teachers on a specific strategy such as behaviour specific praise, or a combination of several proactive behaviour management strategies. While it is crucial to develop high-quality content for a teacher professional learning program, effective teaching strategies were required to produce the expected outcomes.

year: 2020

title: Disrupted spaces: Racism and the lived experience of Maori identity formation

authors: Te Hiwi, Erika

subjects: Maori

abstract: In 2004, when Don Brash –then leader of the National Party, hit the headlines with his controversial ‘Orewa’ speech, so-called ‘mainstream’ New Zealanders, felt that at last they had their hero. Brash articulated what this group felt was the source of trouble in contemporary Aotearoa society – brown privilege. Letters to the editor and talkback lines ran hot with many applauding Brash’s calls for an end to the treaty gravy train and ‘race-based’ funding in health; anecdotes abounded of Māori students up and down the country getting a ‘free-ride’ through education and taking prized positions in training programmes from better qualified Pākehā. It was, according to the writers and callers, an oppressive Apartheid-style system favouring Māori that had to end.

text: Disrupted spaces: Racism and the lived experience of Maori identity formation In 2004, when Don Brash –then leader of the National Party, hit the headlines with his controversial ‘Orewa’ speech, so-called ‘mainstream’ New Zealanders, felt that at last they had their hero. Brash articulated what this group felt was the source of trouble in contemporary Aotearoa society – brown privilege. Letters to the editor and talkback lines ran hot with many applauding Brash’s calls for an end to the treaty gravy train and ‘race-based’ funding in health; anecdotes abounded of Māori students up and down the country getting a ‘free-ride’ through education and taking prized positions in training programmes from better qualified Pākehā. It was, according to the writers and callers, an oppressive Apartheid-style system favouring Māori that had to end.

year: 2008