title: Stepping out of the "ivory tower": an initial teacher educator's experience of returning to the classroom.

authors: Petrie, Kirsten Culhane

subjects: initial teacher education

abstract: In this article I want to discuss my attempts to make sense of my role and practice as a teacher educator who helps student teachers implement the curriculum in schools and my experiences of engaging in a process of personal professional development. I will demonstrate how a six week experience as a teacher in a primary school challenged my understandings and practices of the what it means to be a teacher in this context, and what the learning experience meant for me as a teacher educator. It is work that explores what it takes to be a teacher of teaching for students who are working towards teaching in primary schools. I report that linking teacher education curriculum with the realities of primary schools has particular challenges.

text: Stepping out of the "ivory tower": an initial teacher educator's experience of returning to the classroom. In this article I want to discuss my attempts to make sense of my role and practice as a teacher educator who helps student teachers implement the curriculum in schools and my experiences of engaging in a process of personal professional development. I will demonstrate how a six week experience as a teacher in a primary school challenged my understandings and practices of the what it means to be a teacher in this context, and what the learning experience meant for me as a teacher educator. It is work that explores what it takes to be a teacher of teaching for students who are working towards teaching in primary schools. I report that linking teacher education curriculum with the realities of primary schools has particular challenges.

year: 2010

title: Text Augmentation: Inserting markup into natural language text with PPM Models

authors: Yeates, Stuart Andrew

subjects: Markup

abstract: This thesis describes a new optimisation and new heuristics for automatically marking up XML documents. These are implemented in CEM, using PPMmodels. CEM is significantly more general than previous systems, marking up large numbers of hierarchical tags, using n-gram models for large n and a variety of escape methods.

Four corpora are discussed, including the bibliography corpus of 14682 bibliographies laid out in seven standard styles using the BIBTEX system and markedup in XML with every field from the original BIBTEX. Other corpora include the ROCLING Chinese text segmentation corpus, the Computists’ Communique corpus and the Reuters’ corpus. A detailed examination is presented of the methods of evaluating mark up algorithms, including computation complexity measures and correctness measures from the fields of information retrieval, string processing, machine learning and information theory.

A new taxonomy of markup complexities is established and the properties of each taxon are examined in relation to the complexity of marked-up documents. The performance of the new heuristics and optimisation is examined using the four corpora.

text: Text Augmentation: Inserting markup into natural language text with PPM Models This thesis describes a new optimisation and new heuristics for automatically marking up XML documents. These are implemented in CEM, using PPMmodels. CEM is significantly more general than previous systems, marking up large numbers of hierarchical tags, using n-gram models for large n and a variety of escape methods.

Four corpora are discussed, including the bibliography corpus of 14682 bibliographies laid out in seven standard styles using the BIBTEX system and markedup in XML with every field from the original BIBTEX. Other corpora include the ROCLING Chinese text segmentation corpus, the Computists’ Communique corpus and the Reuters’ corpus. A detailed examination is presented of the methods of evaluating mark up algorithms, including computation complexity measures and correctness measures from the fields of information retrieval, string processing, machine learning and information theory.

A new taxonomy of markup complexities is established and the properties of each taxon are examined in relation to the complexity of marked-up documents. The performance of the new heuristics and optimisation is examined using the four corpora.

year: 2006

title: Outdoor learning in Aotearoa New Zealand: voices past, present, and future

authors: Cosgriff, Marg

subjects: culture

abstract: Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

text: Outdoor learning in Aotearoa New Zealand: voices past, present, and future Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society.

year: 2012