title: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education

authors: Milne, Louise

abstract: This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

text: The girl on the bus or the spider in the bathroom? Students’ enduring memories of learning experiences outside the classroom in technology education This paper explores the planning and management of Education Outside the Classroom (EOTC) as it relates to curriculum-based learning and teaching in schools and in this instance specifically to teaching technology education in the primary and secondary classroom. These types of experience away from the four walls of the classroom often evoke very strong memories for all of us, but frequently it is of the social context rather than the intent of the learning experience. This paper looks at Falk and Dierking’s (2000) Contextual Model of Learning and how consideration of the four over- lapping contexts of this planning model, can enhance the quality of student experiences and their learning opportunities. It will look at examples of long-term achievement and retention of student learning, the impact of an experience on student learning, and the characteristics of a successful EOTC experience.

year: 2017

title: Psychological ownership in small family-owned businesses: Leadership style and nonfamily-employees’ work attitudes and behaviors

authors: Bernhard, Fabian

subjects: family business

abstract: Using a sample of 229 nonfamily employees working in 52 small family-owned businesses, we examined the relationships between owner-managers’ leadership style and employees’ psychological ownership of the family business and their job. We also examined whether psychological ownership mediated the link between leadership style and employees’ organizational attitudes and behaviors. Hierarchical linear modeling (HLM) analysis confirmed transformational and transactional leadership as contextual facilitators of psychological ownership for the family business and for the job. Passive (laissez-faire) leadership was negatively related to employees’ ownership feelings for the family business. Psychological ownership of the organization and the job mediated the relationship between leadership style and affective organizational commitment, job satisfaction, and turnover intentions. In addition, feelings of psychological ownership for the family business mediated the relationship between transformational leadership and organizational citizenship behavior (OCB). Implications for research and practice are discussed.

text: Psychological ownership in small family-owned businesses: Leadership style and nonfamily-employees’ work attitudes and behaviors Using a sample of 229 nonfamily employees working in 52 small family-owned businesses, we examined the relationships between owner-managers’ leadership style and employees’ psychological ownership of the family business and their job. We also examined whether psychological ownership mediated the link between leadership style and employees’ organizational attitudes and behaviors. Hierarchical linear modeling (HLM) analysis confirmed transformational and transactional leadership as contextual facilitators of psychological ownership for the family business and for the job. Passive (laissez-faire) leadership was negatively related to employees’ ownership feelings for the family business. Psychological ownership of the organization and the job mediated the relationship between leadership style and affective organizational commitment, job satisfaction, and turnover intentions. In addition, feelings of psychological ownership for the family business mediated the relationship between transformational leadership and organizational citizenship behavior (OCB). Implications for research and practice are discussed.

year: 2011

title: Kia mate rā anō a Tama-nui-te-rā: reversing language shift in Kōhanga reo

authors: Skerrett White, Mere Ngāutauta

abstract: This thesis focuses on reversing language shift (RLS) efforts via the revernacularisation of te reo Māori (the Māori language) in Te Amokura Kōhanga Reo (Māori language nest). J. Fishman’s (2001a) graded intergenerational disruption scale (GIDS), and M. Durie’s (2001, 2003) discussions on Māori educational advancement provide conceptual frameworks for the meaning-making, cultural and symbolic relationships of language to culture and identity (Fishman, 1996). This qualitative case study involves three young children and their families who are committed to the intergenerational transmission of te reo Māori, the threatened indigenous heritage language of Aotearoa/New Zealand. Observational data was analysed illustrating these bilingual, biliterate, bicultural, bicognitive and bilateral children and their use of sophisticated language for increasingly complex purposes. This study identifies how children’s learning dispositions for shared reference with adults (who are active listeners and thoughtful speakers in meaningful activities [Carr, M., 2000, 2001]) are part of the deep structure of a unique cultural context successfully supporting language revernacularisation. In addition the study develops critical insights into how RLS can be viewed as the linguistic arm for furthering Māori aspirations of tino rangatiratanga (Bishop, R., 1997a; Bishop R., & Glynn, T., 1999) and has further implications for language planning, pedagogy and praxis in Kōhanga Reo.

text: Kia mate rā anō a Tama-nui-te-rā: reversing language shift in Kōhanga reo This thesis focuses on reversing language shift (RLS) efforts via the revernacularisation of te reo Māori (the Māori language) in Te Amokura Kōhanga Reo (Māori language nest). J. Fishman’s (2001a) graded intergenerational disruption scale (GIDS), and M. Durie’s (2001, 2003) discussions on Māori educational advancement provide conceptual frameworks for the meaning-making, cultural and symbolic relationships of language to culture and identity (Fishman, 1996). This qualitative case study involves three young children and their families who are committed to the intergenerational transmission of te reo Māori, the threatened indigenous heritage language of Aotearoa/New Zealand. Observational data was analysed illustrating these bilingual, biliterate, bicultural, bicognitive and bilateral children and their use of sophisticated language for increasingly complex purposes. This study identifies how children’s learning dispositions for shared reference with adults (who are active listeners and thoughtful speakers in meaningful activities [Carr, M., 2000, 2001]) are part of the deep structure of a unique cultural context successfully supporting language revernacularisation. In addition the study develops critical insights into how RLS can be viewed as the linguistic arm for furthering Māori aspirations of tino rangatiratanga (Bishop, R., 1997a; Bishop R., & Glynn, T., 1999) and has further implications for language planning, pedagogy and praxis in Kōhanga Reo.

year: 2003