title: Evaluating research - Peer review team assessment and journal-based bibliographic measures: New Zealand PBRF research output scores in 2006

authors: Anderson, David L.

subjects: Bibliometrics

abstract: This paper concerns the relationship between the assessment of the research of individual academics by peer or expert review teams with a variety of bibliometric schemes based on journal quality weights. Specifically, for a common group of economists from New Zealand departments of economics the relationship between Performance-Based Research Fund (PBRF) Research Output measures for those submitting new research portfolios in 2006 are compared with evaluations of journal based research over the 2000-2005 assessment period. This comparison identifies the journal weighting schemes that appear most similar to PBRF peer evaluations. The paper provides an indication of the ‘power or aggressiveness’ of PBRF evaluations in terms of the weighting given to quality. The implied views of PBRF peer review teams are also useful in assessing common assumptions made in evaluating journal based research.

text: Evaluating research - Peer review team assessment and journal-based bibliographic measures: New Zealand PBRF research output scores in 2006 This paper concerns the relationship between the assessment of the research of individual academics by peer or expert review teams with a variety of bibliometric schemes based on journal quality weights. Specifically, for a common group of economists from New Zealand departments of economics the relationship between Performance-Based Research Fund (PBRF) Research Output measures for those submitting new research portfolios in 2006 are compared with evaluations of journal based research over the 2000-2005 assessment period. This comparison identifies the journal weighting schemes that appear most similar to PBRF peer evaluations. The paper provides an indication of the ‘power or aggressiveness’ of PBRF evaluations in terms of the weighting given to quality. The implied views of PBRF peer review teams are also useful in assessing common assumptions made in evaluating journal based research.

year: 2012-04

title: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis

authors: Ewens, Sandra Jane

subjects: early childhood

abstract: The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

text: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

year: 2019

title: New Zealand and Maori land trusts

authors: Chevalier-Watts, Juliet

abstract: New Zealand, as in other jurisdictions, has a range of recognized trusts that would be familiar to many. These include express trusts, resulting trusts, constructive trusts, and charitable trusts. Perhaps more unfamiliar, at least to those outside New Zealand, are trusts that are unique to the New Zealand legal landscape and that are specific to Maori land. This article explores the relevance, and importance, of such trusts within New Zealand—Aotearoa. In doing so, the author considers a number of these Maori land trusts, and critically evaluates a range of issues, which includes governance; conflict of interest; unsatisfactory conduct; and dysfunction. While Maori land trusts are subject to the general laws of trust, it can be seen from the article how valuable such trusts are in recognizing and protecting Maori interests. As such, their unique nature reflects their fundamental relevance in indigenous culture, and also generally as an effective management tool for much Maori land.

text: New Zealand and Maori land trusts New Zealand, as in other jurisdictions, has a range of recognized trusts that would be familiar to many. These include express trusts, resulting trusts, constructive trusts, and charitable trusts. Perhaps more unfamiliar, at least to those outside New Zealand, are trusts that are unique to the New Zealand legal landscape and that are specific to Maori land. This article explores the relevance, and importance, of such trusts within New Zealand—Aotearoa. In doing so, the author considers a number of these Maori land trusts, and critically evaluates a range of issues, which includes governance; conflict of interest; unsatisfactory conduct; and dysfunction. While Maori land trusts are subject to the general laws of trust, it can be seen from the article how valuable such trusts are in recognizing and protecting Maori interests. As such, their unique nature reflects their fundamental relevance in indigenous culture, and also generally as an effective management tool for much Maori land.

year: 2016