title: Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand

authors: Peters, Sally

subjects: working theories

abstract: Working theories and learning dispositions are key learning outcomes in the early childhood curriculum in New Zealand. However, while there has been a focus on learning dispositions in recent years, less is known about the development of children’s working theories or the pedagogy to support this. The aim of this study was to explore children’s working theories in action in a number of Playcentre settings. The authors were interested in children’s problem-seeking and -solving, theorising, acting and interactions as they engaged in everyday inquiries and conversations with others. This paper discusses some of the dilemmas for educators, including defining and recognising working theories, and deciding what to respond to, and how to respond. When attention was paid to the subtle nuances of moment-to-moment interactions it provided new insights into pedagogy. The findings have implications for early childhood educators as they seek to develop episodes of sustained shared thinking and support the development of children’s working theories over time.

text: Fostering children’s working theories: pedagogic issues and dilemmas in New Zealand Working theories and learning dispositions are key learning outcomes in the early childhood curriculum in New Zealand. However, while there has been a focus on learning dispositions in recent years, less is known about the development of children’s working theories or the pedagogy to support this. The aim of this study was to explore children’s working theories in action in a number of Playcentre settings. The authors were interested in children’s problem-seeking and -solving, theorising, acting and interactions as they engaged in everyday inquiries and conversations with others. This paper discusses some of the dilemmas for educators, including defining and recognising working theories, and deciding what to respond to, and how to respond. When attention was paid to the subtle nuances of moment-to-moment interactions it provided new insights into pedagogy. The findings have implications for early childhood educators as they seek to develop episodes of sustained shared thinking and support the development of children’s working theories over time.

year: 2011

title: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics

authors: Connor-Streich, Gabriel

subjects: Science & Technology

abstract: Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

text: Let's get connected: A new graph theory-based approach and toolbox for understanding braided river morphodynamics Our understanding of braided river morphodynamics has improved significantly in recent years, however, there are still large knowledge gaps relating to both long‐term and event‐based change in braided river morphologies. Furthermore, we still lack methods that can take full advantage of the increasing availability of remotely sensed datasets that are well suited to braided river research. Network analysis based on graph theory, the mathematics of networks, offers a largely unexplored toolbox that can be applied to remotely sensed data to quantify the structure and function of braided rivers across nearly the full range of spatiotemporal scales relevant to braided river evolution. In this article, important commonalities between braided rivers and other types of complex network are described, providing a compelling argument for the wider uptake of complex network analysis methods in the study of braided rivers. We provide an overview of the extraction of graph representations of braided river networks from remotely sensed data and detail a suite of metrics for quantitative analysis of these networks. Application of these metrics as new tools for multiscale characterization of braided river planforms that improve upon traditional, spatially averaged approaches is discussed and potential approaches to network‐based analysis of braided river dynamics are proposed, drawing on a range of different concepts from braided river research and other network sciences. Finally, the potential for using graph theory metrics to validate numerical models of braided rivers is discussed.

year: 2018

title: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents

authors: Paki, Helen Mary

subjects: Alcohol

abstract: Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

text: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

year: 2010