title: Editorial interview [Video Journal of Education and Pedagogy]

authors: Peters, Michael A.

abstract: Editorial interview of Video Journal of Education and Pedagogy (2016) 1:2

text: Editorial interview [Video Journal of Education and Pedagogy] Editorial interview of Video Journal of Education and Pedagogy (2016) 1:2

year: 2016

title: Taking the road less travelled: Exploring the link between curiosity and resilience with 1NZSAS

authors: Bojilova, Alexandrina

subjects: Resilience

abstract: The pivotal question- ‘what goes right?’ in resilience must be explored further. We need to reconstruct resilience- beyond recovery or equanimity and towards capaci-ty for learning and thriving. This research unveils curiosity as a vital enabler for resilience. The relationship is studied in the context of resilience as a holistic, multifaceted and developable capability.
The primary aim of this research is to understand ‘what goes right’ for individuals who perform and thrive in ongoing change, ambiguity and significant risks, and to study the contextual conditions enabling their resilience. The overarching re-search question asks: “How is resilience built, sustained and developed to support capacity for thriving?” or put simply, “What goes right?”. The three supporting questions are “In what ways does curiosity serve as a resilience enabler? “What are the heuristics individuals employ to sustain and grow resilient mindsets?”, and “What are the contextual conditions that support access to resilience?”.
This research employs the principles of social constructivism as a methodological framework. It uses semi-structured interviews and narratives to capture detailed insights from 35 New Zealand Special Air Service (1NZSAS) members, for whom resilience is a critical value-in-action. 
The present research extends understanding of and applied ways to resilience, by reconstructing it through the prisms of curiosity. It frames and explores the heu-ristics individuals nurture and rely upon to thrive in and grow through challenges and setbacks. This research also outlines the contextual conditions that enable capacity for resilience in some of the most demanding conditions. The present research presents an integrated model of the findings, using curiosity and resili-ence as the axis that shape, drive and sustain capacity for thriving in ambiguity and change. Further to academic contribution, this thesis offers invaluable contri-butions to practitioners and leaders, as well as individuals willing to broaden and build greater access to resilience.

text: Taking the road less travelled: Exploring the link between curiosity and resilience with 1NZSAS The pivotal question- ‘what goes right?’ in resilience must be explored further. We need to reconstruct resilience- beyond recovery or equanimity and towards capaci-ty for learning and thriving. This research unveils curiosity as a vital enabler for resilience. The relationship is studied in the context of resilience as a holistic, multifaceted and developable capability.
The primary aim of this research is to understand ‘what goes right’ for individuals who perform and thrive in ongoing change, ambiguity and significant risks, and to study the contextual conditions enabling their resilience. The overarching re-search question asks: “How is resilience built, sustained and developed to support capacity for thriving?” or put simply, “What goes right?”. The three supporting questions are “In what ways does curiosity serve as a resilience enabler? “What are the heuristics individuals employ to sustain and grow resilient mindsets?”, and “What are the contextual conditions that support access to resilience?”.
This research employs the principles of social constructivism as a methodological framework. It uses semi-structured interviews and narratives to capture detailed insights from 35 New Zealand Special Air Service (1NZSAS) members, for whom resilience is a critical value-in-action. 
The present research extends understanding of and applied ways to resilience, by reconstructing it through the prisms of curiosity. It frames and explores the heu-ristics individuals nurture and rely upon to thrive in and grow through challenges and setbacks. This research also outlines the contextual conditions that enable capacity for resilience in some of the most demanding conditions. The present research presents an integrated model of the findings, using curiosity and resili-ence as the axis that shape, drive and sustain capacity for thriving in ambiguity and change. Further to academic contribution, this thesis offers invaluable contri-butions to practitioners and leaders, as well as individuals willing to broaden and build greater access to resilience.

year: 2021

title: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties

authors: St George, Ross

abstract: Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

text: The general cognitive ability of Maori and European subjects: a comparative study of Queensland test performances and psychometric properties Research was undertaken into the performances of New Zealand Maori and European children on the Queensland Test of Cognitive Abilities. In addition to studying the comparative performances of the two ethnic groups at six age levels, major psychometric properties of the instrument were investigated. Such data have an important bearing upon the issue of psychological equivalence across ethnic or culture group samples.
Seven hundred children (303 Maori and 397 European) aged between eight and a half and fourteen and a half years were tested with the Queensland Test. A small statistically significant ethnic group difference was found favouring the European children. Subsequent analyses indicated that the small difference was of little practical significance. Queensland Test subtest data were also analysed, This indicated that subtest performances were likely to be influenced by subject variables in a manner not necessarily evident in the overall test results. Gender differences in performance on the Pattern Matching Subtest were found and are consistent with other data. 
Queensland Test reliability, validity and item characteristics were researched for the two ethnic groups. 
To obtain test-retest reliability estimates and data on criterion related validity longitudinal studies were undertaken with four ethnically mixed class groups Standard 3 to Form 2). 
The Queensland Test was found to be equally reliable with both ethnic groups although the levels of reliability obtained were not considered entirely satisfactory. 
Validity data indicated that the same general intelligence construct could be employed in the interpretation of Queensland Test results with both European and Maori subjects. Content validity issues were considered and it was argued that in terms of both test content and measurement procedures the Queensland Test should provide an equally valid measure of general intelligence with both groups. 
The criterion related validity coefficients were of approximately the same order for each ethnic group although doubts were expressed about the adequacy of the criteria. Construct validity was investigated by considering the relationship of test performance to age and through factor analytic evidence. The analyses supported the view that the Queensland Test was primarily a measure of the same underlying construct within each ethnic group. In terms of prevailing psychological theories on human intelligence this construct was interpreted as being of a general intelligence nature.
Comparative data on item characteristics did not indicate any marked ethnic group differences. More apparent was the need to restructure particular subtests where items failed to discriminate adequately within both ethnic groups. It was concluded that the weight of evidence was in favour of the psychological equivalence of this ability measure with Maori and European children. 
Data for combined ethnic group samples have been reported, Pooled data were employed in some factor analyses and these supported a general intelligence interpretation of Queensland Test results. Preliminary norms were also derived from combined ethnic group data. 
Findings are discussed in relation to the concept of intelligence and its cross-cultural measurement, other Queensland Test research and recent cross-cultural studies on cognitive abilities in New Zealand.

year: 1977