title: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

text: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

year: 2011

title: Children learning to sing in everyday family life in minority world homes

authors: Young, Susan

subjects: Music

abstract: In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

text: Children learning to sing in everyday family life in minority world homes In this chapter we adopt an anthropological perspective to explain the capacities young children ‎possess, which enable them to learn to sing through participation in everyday, family activities. ‎We then present recent research that has explored young children’s singing practices in family life ‎at home, organizing these practices into four types: sing-along, sociable, solitary and smooth-‎running. Although these descriptions are confined to one type of contemporary, minority world ‎childhood, they may illuminate similar processes in the lives of children beyond this narrow ‎demographic and may suggest some additional approaches to singing in educational ‎practice‎

year: 2020

title: The Māori health data governance model: A planning and protocol checklist

authors: Kremer, Lisa

abstract: Māori health data (MHD) governance is a critical enabler of achieving health equity for Māori. The Māori Data Governance Model (the Model) provides a framework for all stages of Māori data handling but has yet to be meaningfully implemented within health settings. This study aimed to meet the need for health-specific guidance by adapting the Model to create an MHD governance checklist. This checklist can be used by health researchers and agencies to develop and embed their own MHD governance protocol (e.g. embed within study protocol).

text: The Māori health data governance model: A planning and protocol checklist Māori health data (MHD) governance is a critical enabler of achieving health equity for Māori. The Māori Data Governance Model (the Model) provides a framework for all stages of Māori data handling but has yet to be meaningfully implemented within health settings. This study aimed to meet the need for health-specific guidance by adapting the Model to create an MHD governance checklist. This checklist can be used by health researchers and agencies to develop and embed their own MHD governance protocol (e.g. embed within study protocol).

year: 2025