title: Computer concepts without computers: a first course in computer science

authors: Holmes, Geoffrey

subjects: computer science

abstract: While some institutions seek to make CS1 curricula more enjoyable by incorporating specialised educational software [1] or by setting more enjoyable programming assignments [2], we have joined the growing number of Computer Science departments that seek to improve the quality of the CS1 experience by focusing student attention away from the computer monitor [3,4]. Sophisticated computing concepts usually reserved for senior level courses are presented in a popular science manner, and given equal time alongside the essential introductory programming material. By exposing students to a broad range of specific computational problems we endeavour to make the introductory course more interesting and enjoyable, and instill in students a sense of vision for areas they might specialise in as computing majors.

text: Computer concepts without computers: a first course in computer science While some institutions seek to make CS1 curricula more enjoyable by incorporating specialised educational software [1] or by setting more enjoyable programming assignments [2], we have joined the growing number of Computer Science departments that seek to improve the quality of the CS1 experience by focusing student attention away from the computer monitor [3,4]. Sophisticated computing concepts usually reserved for senior level courses are presented in a popular science manner, and given equal time alongside the essential introductory programming material. By exposing students to a broad range of specific computational problems we endeavour to make the introductory course more interesting and enjoyable, and instill in students a sense of vision for areas they might specialise in as computing majors.

year: 1997-02

title: Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education.

authors: Lee-Hang, Desmond Mene

subjects: culturally appropriate

abstract: This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.

text: Fa’afatāmanu talafeagai mo lesona fa’asaienisi: O le tu’ualalo mo a’oga a faia’oga saienisi fa’aōliōli. A culturally appropriate formative assessment in science lessons: Implications for initial science teacher education. This study set out to find the views of Samoan teachers on formative assessment and to document any cultural aspects of the fa’aSamoa (or Samoan culture) that could hinder the use of formative assessment in science classrooms. In addition, the research was also an opportunity for professional development of teachers on doing formative assessment. The culturally constructed le-tautala or pupil silence in the classrooms that was mentioned by teachers seemed to hinder formative interactions in classrooms. Written worksheets from this study seemed to be culturally appropriate for doing formative assessment because it provided a way to overcome le-tautala, since the worksheets solicited responses from all pupils. At the same time these written formative assessment worksheets have the potential to enhance Samoan pupils learning of science concepts because of the opportunity provided for feedback and feedforward.

year: 2011

title: Te Hokinga ki te Pā Harakeke

authors: Hohepa, Margie Kahukura

abstract: 'Tiakina Te Pā Harakeke' investigates the collective values that nourish and enhances the well-being of tamariki Māori as taonga within our whānau, hapū and iwi. lt explores ways in which Māori values and tikanga are harnessed in contemporary whānau contexts to provide safe, vibrant and enriched childrearing. parenting and child-focussed strategies.

text: Te Hokinga ki te Pā Harakeke 'Tiakina Te Pā Harakeke' investigates the collective values that nourish and enhances the well-being of tamariki Māori as taonga within our whānau, hapū and iwi. lt explores ways in which Māori values and tikanga are harnessed in contemporary whānau contexts to provide safe, vibrant and enriched childrearing. parenting and child-focussed strategies.

year: 2014