title: The matching law

authors: Poling, Alan

subjects: concurrent schedule of reinforcement

abstract: This article introduces the quantitative analysis of choice behavior by describing a number of equations developed over the years to describe the relation between the allocation of behavior under concurrent schedules of reinforcement and the consequences received for alternative responses. Direct proportionality between rate of responding and rate of reinforcement was observed in early studies, suggesting that behavioral output matched environmental input in a mathematical sense. This relation is termed "strict matching," and the equation that describes it is referred to as "the matching law." Later data showed systematic departures from strict matching, and a generalized version of the matching equation is now used to describe such data. This equation, referred to as "the generalized matching equation," also describes data that follow strict matching. It has become convention to refer to either of these equations as "the matching law." Empirical support for the matching law is briefly summarized, as is the applied and practical significance of matching analyses.

text: The matching law This article introduces the quantitative analysis of choice behavior by describing a number of equations developed over the years to describe the relation between the allocation of behavior under concurrent schedules of reinforcement and the consequences received for alternative responses. Direct proportionality between rate of responding and rate of reinforcement was observed in early studies, suggesting that behavioral output matched environmental input in a mathematical sense. This relation is termed "strict matching," and the equation that describes it is referred to as "the matching law." Later data showed systematic departures from strict matching, and a generalized version of the matching equation is now used to describe such data. This equation, referred to as "the generalized matching equation," also describes data that follow strict matching. It has become convention to refer to either of these equations as "the matching law." Empirical support for the matching law is briefly summarized, as is the applied and practical significance of matching analyses.

year: 2011

title: Education for sustainability in transition of children from early childood education to primary school

authors: Biss, Tracey Elizabeth

subjects: education for sustainability early childhood transition

abstract: This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

text: Education for sustainability in transition of children from early childood education to primary school This study examined the understandings gained by young children from education for sustainability experiences in their early childhood education and their actions and behaviours related to sustainability in their later years. Furthermore, the study investigated what environmental knowledge and behaviours were transferred across spaces and time, and what affordances make this possible and what constrains the process. The Aotearoa New Zealand early childhood curriculum, Te Whaariki (1996) and the New Zealand Curriculum (2007) were considered in terms of education for sustainability and their place in the transference of knowledge across spaces. 
 
This was a qualitative, in-depth case study which examined the teaching and learning experiences for a group of students, (aged 5 -7 years) from one early childhood centre and their subsequent use of knowledge and behaviours at two primary schools in the Canterbury region of New Zealand.  The data was collected from interviews and focus groups with student participants, teachers (both early childhood and primary) and written surveys by parents/whanau. In the student focus groups the student participants were shown a range of photographs of environmental activities or areas of interest from the early childhood centre they attended prior to enrolling at primary school, as   a catalyst for recall and prompt for discussion.
 
A number of significant findings emerged from this study. For example; this study demonstrated that the student participants were identifying with tangible objects and resources around education for sustainability; therefore potentially these had a strong influence on their knowledge and practices. A number of affordances influenced this outcome, for example; pedagogical approaches and the interconnected relationships between the child, the family, the early childhood centre and the school. Finally the study has identified that an encompassing, holistic approach and the influence of home, the early childhood centre and primary school influences children’s developing environmental competencies and ultimately the development of their identity. This study identified that with an alignment of affordances young children were demonstrating thinking and actions from the dimension of education for the environment and were beginning to develop action competence.

year: 2012

title: My tūpuna were houseless once too: Aspirations of ‘home’ for rangatahi Māori in transitional housing

authors: Manuirirangi, Kayla

abstract: This research explores the concept of ‘home' for rangatahi Māori experiencing housing insecurity and residing within a transitional housing service in Kirikiriroa, Hamilton. Conducted in partnership with Kirikiriroa Family Services Trust (KFST), a kaupapa Māori community housing provider, this study aimed to identify rangatahi perceptions of ‘home’ and aspirations of 'home’ to contribute towards strategies for better housing supports and brighter rangatahi futures. A cohort of seven rangatahi Māori participants were involved in this study (all who identified as female; aged 15-19 years old). At the time of this study, rangatahi participants were residing in Kirikiriroa, experiencing housing insecurity and were living within a transitional house provided by KFST, either with whānau or independently. Guided by Kaupapa Māori methodology, there were a mixture of qualitative methods used to capture rangatahi voices, including Whakawhanaungatanga, Sticky Notes Brainstorms, Rangatahi Wānanga and Thematic Analysis. Through this data analysis process, a visual mind map was generated to draw out the key findings from the three main research areas: rangatahi aspirations for home; the current realities of home; and how to build a bridge to a better future. Key findings from this research conclude that: (1) Rangatahi need strength-based support; (2) Rangatahi need a permanent and stable place to call ‘home’; (3) Rangatahi need supportive adults in their life who they can trust; (4) Rangatahi need encouragement to realise their aspirations; (5) Rangatahi opinions matter; (6) Rangatahi experience contradictions; and, the need to (7) Prioritise intervention over punishment. For policy and decision-makers, these findings suggest that rangatahi Māori voices should be included in urban design process and that more Māori solutions should be utilised within this urban context. For researchers, the study highlights the importance of advancing Māori housing aspirations and deepening understandings of ‘home’ for rangatahi Māori living independent of their whānau.

text: My tūpuna were houseless once too: Aspirations of ‘home’ for rangatahi Māori in transitional housing This research explores the concept of ‘home' for rangatahi Māori experiencing housing insecurity and residing within a transitional housing service in Kirikiriroa, Hamilton. Conducted in partnership with Kirikiriroa Family Services Trust (KFST), a kaupapa Māori community housing provider, this study aimed to identify rangatahi perceptions of ‘home’ and aspirations of 'home’ to contribute towards strategies for better housing supports and brighter rangatahi futures. A cohort of seven rangatahi Māori participants were involved in this study (all who identified as female; aged 15-19 years old). At the time of this study, rangatahi participants were residing in Kirikiriroa, experiencing housing insecurity and were living within a transitional house provided by KFST, either with whānau or independently. Guided by Kaupapa Māori methodology, there were a mixture of qualitative methods used to capture rangatahi voices, including Whakawhanaungatanga, Sticky Notes Brainstorms, Rangatahi Wānanga and Thematic Analysis. Through this data analysis process, a visual mind map was generated to draw out the key findings from the three main research areas: rangatahi aspirations for home; the current realities of home; and how to build a bridge to a better future. Key findings from this research conclude that: (1) Rangatahi need strength-based support; (2) Rangatahi need a permanent and stable place to call ‘home’; (3) Rangatahi need supportive adults in their life who they can trust; (4) Rangatahi need encouragement to realise their aspirations; (5) Rangatahi opinions matter; (6) Rangatahi experience contradictions; and, the need to (7) Prioritise intervention over punishment. For policy and decision-makers, these findings suggest that rangatahi Māori voices should be included in urban design process and that more Māori solutions should be utilised within this urban context. For researchers, the study highlights the importance of advancing Māori housing aspirations and deepening understandings of ‘home’ for rangatahi Māori living independent of their whānau.

year: 2025