title: Testing the promise of access to justice through online courts

authors: Toy-Cronin, Bridgette

subjects: computer science

abstract: Modernization is increasingly knocking on the courthouse door. Many common law countries are investigating ways to introduce technology to improve civil courts, including the introduction of online courts. These state-led initiatives are primarily focused on lowering state costs in providing justice, as well as increasing access to dispute resolution. One possible solution some legal jurisdictions are exploring is ‘online courts’. Online courts hold the promise of making justice more accessible and affordable: a dispute can be filed at any time, from anywhere, by anyone. This model of delivering justice is envisioned as a system that either is lawyer-less or has a minimal role for lawyers. One of the assumptions underpinning an online court is, therefore, that laypeople can effectively explain a dispute to the court, without legal assistance. To date, there is no empirical research investigating that assumption. In this article, we will outline the proposed online court model, consider the need for robust empirical research, and describe a three-part investigation to explore how clearly and accurately people can explain a dispute.

text: Testing the promise of access to justice through online courts Modernization is increasingly knocking on the courthouse door. Many common law countries are investigating ways to introduce technology to improve civil courts, including the introduction of online courts. These state-led initiatives are primarily focused on lowering state costs in providing justice, as well as increasing access to dispute resolution. One possible solution some legal jurisdictions are exploring is ‘online courts’. Online courts hold the promise of making justice more accessible and affordable: a dispute can be filed at any time, from anywhere, by anyone. This model of delivering justice is envisioned as a system that either is lawyer-less or has a minimal role for lawyers. One of the assumptions underpinning an online court is, therefore, that laypeople can effectively explain a dispute to the court, without legal assistance. To date, there is no empirical research investigating that assumption. In this article, we will outline the proposed online court model, consider the need for robust empirical research, and describe a three-part investigation to explore how clearly and accurately people can explain a dispute.

year: 2018

title: School-based placement in a distance intial teacher education programme

authors: Ussher, William (Bill) Grant

subjects: school-based placement

abstract: School-based experiences provide opportunities and challenges for student teachers and teacher-educators in initial teacher education (ITE). Researchers and ITE providers highlight school-based experiences as occasions for learning teaching in a supported environment, practising theory learned through study and theorising their own and others’ practice. School-based experiences in distance education require greater emphasis on the importance of partnerships and relationships. For students studying by distance effective communication, community building and professional agency are important in overcoming separation and enabling authentic experiences. This qualitative study uncovers new knowledge about distance school-based experiences using a combination of interpretive, naturalistic and case study methodologies. It offers a holistic view of the school-based experiences, seeking links and relationships between important factors. The individual and collective voices of nine student teachers, gathered through written narratives and focus group conversations, yielded rich data about their experiences and perspectives of placement in nine New Zealand primary schools. The multiple realities presented were collated to create four collective stories. The students’ collective stories were validated through semi-structured interviews with the coordinating teachers and university lecturers who worked with them. A conceptual framework, developed as a model, focused the analysis and interpretation of the data. While each school-based placement could have been a case study on its own, this investigation found six key factors common to the nine settings. Two findings were of particular significance. First, as earlier researchers reported, the relationship between student and the classroom teacher was critical, even more so for student teachers in a distance school-based experience. Second, student teachers who had the confidence and encouragement to engage with a wider range of professionals created more opportunities to learn teaching. For them the whole school became their ‘village’ for learning, where children and colleagues were an integral part of their learning community, creating opportunities to interact with a wider range of learners. This allowed them to view teaching and learning through various perspectives. Other findings were, third, that members of school-based communities who regarded students as committed, rewarded them with time, support and opportunities for teaching learning. Fourth, support and time provided to all partners in a school-based placement enabled them to better manage the demands of a placement. Fifth, being well-informed as placement leaders (teachers and lecturers) conveyed confidence and signified they understood relevant aspects of the placement, which enabled them to meet obligations in supporting the student teacher. Sixth, I uncovered mixed views on whether student teachers should be placed in a school where they had an earlier experience, for example as a teacher aide or parent helper. Most participants supported the idea of distance student teachers working in a familiar school, a significant issue for prospective student teachers living in small or remote communities in New Zealand. Finally, the conceptual framework was re-examined in light of the findings. It emerged as an appropriate theoretical model for the purpose of guiding review and development of school-based experiences, especially for those students studying by distance.

text: School-based placement in a distance intial teacher education programme School-based experiences provide opportunities and challenges for student teachers and teacher-educators in initial teacher education (ITE). Researchers and ITE providers highlight school-based experiences as occasions for learning teaching in a supported environment, practising theory learned through study and theorising their own and others’ practice. School-based experiences in distance education require greater emphasis on the importance of partnerships and relationships. For students studying by distance effective communication, community building and professional agency are important in overcoming separation and enabling authentic experiences. This qualitative study uncovers new knowledge about distance school-based experiences using a combination of interpretive, naturalistic and case study methodologies. It offers a holistic view of the school-based experiences, seeking links and relationships between important factors. The individual and collective voices of nine student teachers, gathered through written narratives and focus group conversations, yielded rich data about their experiences and perspectives of placement in nine New Zealand primary schools. The multiple realities presented were collated to create four collective stories. The students’ collective stories were validated through semi-structured interviews with the coordinating teachers and university lecturers who worked with them. A conceptual framework, developed as a model, focused the analysis and interpretation of the data. While each school-based placement could have been a case study on its own, this investigation found six key factors common to the nine settings. Two findings were of particular significance. First, as earlier researchers reported, the relationship between student and the classroom teacher was critical, even more so for student teachers in a distance school-based experience. Second, student teachers who had the confidence and encouragement to engage with a wider range of professionals created more opportunities to learn teaching. For them the whole school became their ‘village’ for learning, where children and colleagues were an integral part of their learning community, creating opportunities to interact with a wider range of learners. This allowed them to view teaching and learning through various perspectives. Other findings were, third, that members of school-based communities who regarded students as committed, rewarded them with time, support and opportunities for teaching learning. Fourth, support and time provided to all partners in a school-based placement enabled them to better manage the demands of a placement. Fifth, being well-informed as placement leaders (teachers and lecturers) conveyed confidence and signified they understood relevant aspects of the placement, which enabled them to meet obligations in supporting the student teacher. Sixth, I uncovered mixed views on whether student teachers should be placed in a school where they had an earlier experience, for example as a teacher aide or parent helper. Most participants supported the idea of distance student teachers working in a familiar school, a significant issue for prospective student teachers living in small or remote communities in New Zealand. Finally, the conceptual framework was re-examined in light of the findings. It emerged as an appropriate theoretical model for the purpose of guiding review and development of school-based experiences, especially for those students studying by distance.

year: 2011

title: Performing Femininity. Carmen - Good Ship Lollipop: A solo performance

authors: Fraser, Elroy

subjects: Performance

abstract: In the tradition of queer fringe theatre, Carmen - Good Ship Lollipop: a solo performance was written by a queer playwright, with a queer message for a queer audience.  The play was devised by drawing on Queer Theatre practice and methodology.
The following thesis details the process I undertook to create Carmen - Good Ship Lollipop: a solo performance. The story was created using biographical content already in the public arena. The play is about the public life of the late Carmen Rupe, New Zealand’s most famous transsexual. 
A historical perspective of men performing as women, or more fittingly, femininity performed by those other than female is presented by drawing on literature of this genre. The place of the solo performer and the combined roles of the actor, director, and producer are explored. Definitions of queer theatre and female impersonation are presented and issues of imitation, innovation and authenticity discussed.
The first methodology section details the choice of the particular playtext, the scriptwriting process, and dramaturgical analysis of Carmen – Good Ship Lollipop: a solo performance 
The second methodology section details the ‘script to stage’ production process. The development of the rehearsal script and the decision to limit the rehearsal period to one week is discussed. The plays evolution in terms of style and structure is presented.
The conclusion analyses the final product: to what extent Carmen - Good Ship Lollipop: a solo performance is faithful the Queer Theatre genre, successful as a performance piece, and reactive enough to be relevant. What further development could be applied in order to perform a future season.

text: Performing Femininity. Carmen - Good Ship Lollipop: A solo performance In the tradition of queer fringe theatre, Carmen - Good Ship Lollipop: a solo performance was written by a queer playwright, with a queer message for a queer audience.  The play was devised by drawing on Queer Theatre practice and methodology.
The following thesis details the process I undertook to create Carmen - Good Ship Lollipop: a solo performance. The story was created using biographical content already in the public arena. The play is about the public life of the late Carmen Rupe, New Zealand’s most famous transsexual. 
A historical perspective of men performing as women, or more fittingly, femininity performed by those other than female is presented by drawing on literature of this genre. The place of the solo performer and the combined roles of the actor, director, and producer are explored. Definitions of queer theatre and female impersonation are presented and issues of imitation, innovation and authenticity discussed.
The first methodology section details the choice of the particular playtext, the scriptwriting process, and dramaturgical analysis of Carmen – Good Ship Lollipop: a solo performance 
The second methodology section details the ‘script to stage’ production process. The development of the rehearsal script and the decision to limit the rehearsal period to one week is discussed. The plays evolution in terms of style and structure is presented.
The conclusion analyses the final product: to what extent Carmen - Good Ship Lollipop: a solo performance is faithful the Queer Theatre genre, successful as a performance piece, and reactive enough to be relevant. What further development could be applied in order to perform a future season.

year: 2013