title: The impact of the NCEA on teacher collegiality

authors: Barrett, Jenny

subjects: The NCEA

abstract: This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

text: The impact of the NCEA on teacher collegiality This study looks at the impact that the National Certification of Educational
Achievement (NCEA) has had on teacher collegiality in New Zealand. It is an
exploratory study using an in case and cross case method, located in four
secondary schools with a range of demographics. I was interested in gathering
the information from teachers in three key roles: Assistant teacher, Head of
Department and Principal's Nominee, finding out what their views were on the
change that the NCEA has bought to their professional lives and the impact made
on their collegiality. The literature reviewed shows there is an international
appreciation of the value of collegiality in schools but there is a fragile nature of
collegiality that challenges its strength. The complexity of school culture and the
symbiotic relationship between it and collegiality contributes to challenge of the
management and development in secondary schools. The findings showed the
teachers in this study considered there to have been a deepening in collegiality as
a result of increased sharing of material, professional communication through
moderation and professional development, and a heightened respect for
professional practice and understanding of personalities. There are threats from
reduced socialisation, workload, loss of autonomy and the fragility of collegiality.
These elements have created a shift in school culture. How teacher collegiality
can best be supported using this assessment policy has been explored with
features involving school organisation and increasing deep collegial activities
such as collegial observation, marking, moderating and review being identified as
beneficial.

year: 2008

title: Semantics in Greenstone

authors: Hinze, Annika

subjects: computer science

abstract: This chapter illustrates the impact on a well known digital library system - Greenstone - when it is moved from fixed modules and simple metadatabased structures, to open semantic digital library modules. This change has profound effects on the tools available to end-users to retrieve relevant content from the library, and an equally significant impact on the digital library (DL) architecture. Most current DL systems contain protocols for internal communication that define information exchange solely in terms of searching, browsing, and document retrieval. These communications reflect traditional user interactions in the library. However, this regimented approach results in inflexible systems that are difficult to extend to support other retrieval techniques. Furthermore, simple field-based metadata limits the ability of the DL to connect or disambiguate key items of information, impeding the precision of retrieval.

text: Semantics in Greenstone This chapter illustrates the impact on a well known digital library system - Greenstone - when it is moved from fixed modules and simple metadatabased structures, to open semantic digital library modules. This change has profound effects on the tools available to end-users to retrieve relevant content from the library, and an equally significant impact on the digital library (DL) architecture. Most current DL systems contain protocols for internal communication that define information exchange solely in terms of searching, browsing, and document retrieval. These communications reflect traditional user interactions in the library. However, this regimented approach results in inflexible systems that are difficult to extend to support other retrieval techniques. Furthermore, simple field-based metadata limits the ability of the DL to connect or disambiguate key items of information, impeding the precision of retrieval.

year: 2008

title: Analysis of errors in the writing of first year university students of Māori

authors: Earnshaw, Lorene

subjects: Te reo Māori

abstract: This paper presents a survey of the range of grammatical and lexical errors made in written Māori by University students taking an introductory course in Māori language. We begin by introducing, and discussing the motivation for, an error classification system which accommodates different classes of error. We then provide an analysis of errors in three different types of student writing: homework assignments, impromptu tests and examination transcripts. We conclude with some remarks about the patterns of error which we found.

text: Analysis of errors in the writing of first year university students of Māori This paper presents a survey of the range of grammatical and lexical errors made in written Māori by University students taking an introductory course in Māori language. We begin by introducing, and discussing the motivation for, an error classification system which accommodates different classes of error. We then provide an analysis of errors in three different types of student writing: homework assignments, impromptu tests and examination transcripts. We conclude with some remarks about the patterns of error which we found.

year: 2004-09