title: Landslides research at Omokoroa

authors: Moon, Vicki G.

abstract: Summary of research progress into causes of landsliding at Omokora to the Operations and Monitoring Committee (Komiti Whakahaere) of the Western Bays District Council

text: Landslides research at Omokoroa Summary of research progress into causes of landsliding at Omokora to the Operations and Monitoring Committee (Komiti Whakahaere) of the Western Bays District Council

year: 2017-10-26

title: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model

authors: Lee, Theodore Tai Hoi

subjects: professional devleopment

abstract: Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

text: Professional development of ICT integration for secondary school teachers in Hong Kong: Towards a peer support enhanced model Although information and communication technology (ICT) has gradually become a standard teaching technology in schools in many countries and regions like Hong Kong, the implementation of ICT in teaching and learning in schools still fails to meet high government and public expectations.  This study was an investigation into the potential of peer support to enhance professional development of ICT integration for secondary school teachers in Hong Kong.  

The study utilized peer support as a social approach to professional development and employed action research to examine the experiences of ten secondary school teachers who worked in five peer support groups for sixteen months.  A peer support model was introduced to the participants who then applied these principles in their own contexts.  Data on participants' reflections and evaluations of the peer support process was collected through individual interviews and peer-group conferences.  Each participant was interviewed at the beginning, middle and end of the research period and each peer group was interviewed at the end of the project.  By employing a grounded theory approach, themes related to the participants' experiences of peer support for ICT integration and the impact of peer support as a means of professional development were generated from the data. 
 
The study's findings indicate that the participants responded positively to peer support as a means of professional development.  Peer support was successful in: increasing professional interactions; broadening perspectives of ICT; increasing reflection; and providing personal and emotional support. 

From an analysis of the study's findings, in conjunction with a review of the appropriate literature, a teacher professional development model for ICT integration has been developed that may be helpful in furthering the goal of successful ICT integration.  This model focuses on the importance of intrinsic motivation rather than extrinsic incentives and is based on a developmental process in which individual teachers determine their own practice through peer support enhanced critical reflection that continually expands their personal context of ICT integration.

year: 2007

title: Disrupted spaces: Racism and the lived experience of Maori identity formation

authors: Te Hiwi, Erika

subjects: Maori

abstract: In 2004, when Don Brash –then leader of the National Party, hit the headlines with his controversial ‘Orewa’ speech, so-called ‘mainstream’ New Zealanders, felt that at last they had their hero. Brash articulated what this group felt was the source of trouble in contemporary Aotearoa society – brown privilege. Letters to the editor and talkback lines ran hot with many applauding Brash’s calls for an end to the treaty gravy train and ‘race-based’ funding in health; anecdotes abounded of Māori students up and down the country getting a ‘free-ride’ through education and taking prized positions in training programmes from better qualified Pākehā. It was, according to the writers and callers, an oppressive Apartheid-style system favouring Māori that had to end.

text: Disrupted spaces: Racism and the lived experience of Maori identity formation In 2004, when Don Brash –then leader of the National Party, hit the headlines with his controversial ‘Orewa’ speech, so-called ‘mainstream’ New Zealanders, felt that at last they had their hero. Brash articulated what this group felt was the source of trouble in contemporary Aotearoa society – brown privilege. Letters to the editor and talkback lines ran hot with many applauding Brash’s calls for an end to the treaty gravy train and ‘race-based’ funding in health; anecdotes abounded of Māori students up and down the country getting a ‘free-ride’ through education and taking prized positions in training programmes from better qualified Pākehā. It was, according to the writers and callers, an oppressive Apartheid-style system favouring Māori that had to end.

year: 2008