title: Keeping in touch with learning: the use of an interactive whiteboard in the junior school

authors: Harlow, Ann

subjects: interactive whiteboard

abstract: Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

text: Keeping in touch with learning: the use of an interactive whiteboard in the junior school Recent literature on the role of the interactive whiteboard (IWB) has indicated numerous ways in which teachers make use of the IWB to support children's learning. In these studies there is a growing awareness of changing roles in the classroom as teachers gain confidence in the use of new technologies. This study describes how a researcher worked with a teacher in a small rural school in New Zealand to document and understand the use of an IWB to enhance the learning of young children ages five to six years. The focus of the research was on how the features of the IWB supported teaching actions and provided potential and structure for the children to develop their 'key competencies', broadly conceptualised as the development of knowledge, skills and aptitudes for learning. Here the authors demonstrate that it was the teacher's orchestration of the classroom environment, incorporating the use of the IWB, that was the key to the development of pupil autonomy as they learnt to take risks and to be creative in their learning with the interactive whiteboard.

year: 2010-07

title: Being satisfied at work does affect burnout among psychiatrists: A national follow-up study from New Zealand

authors: Kumar, Shailesh

subjects: Burnout

abstract: Background: Burnout and job satisfaction in psychiatrists has been an area of considerable interest. Longitudinal studies on the subject are lacking, rendering it difficult to establish whether burnout changes with time or whether low job satisfaction may predict high burnout with time in psychiatrists.
Aims: This longitudinal study of burnout and job satisfaction in a cohort of New Zealand psychiatrists was conducted to examine if initial scores on the Job Diagnostic Survey (JDS) predicted scores on the Maslach Burnout Inventory (MBI) three years later and vice versa.
Methods: Three questionnaires (a socio-demographic questionnaire, the JDS and the MBI) were sent to all registered psychiatrists in 2008, which included all those who had participated in a study three years earlier. Scores on these three questionnaires were compared for those who had participated in both studies.
Results: The overall number of psychiatrists reporting a high level of emotional exhaustion (EE) did not change across the two phases. The number of psychiatrists reporting high levels of depersonalization (DP) increased from 31 (13%) to 45 (20.2%); the mean DP score for the cohort significantly increased by 17.5% (p < .01). Those reporting reduced personal accomplishment (PA) increased from 90 (37.7%) to 98 (43.9%); the mean PA score for the cohort significantly reduced by 14.5% (p < .001). Low scores on skill variety, task Identity, and feedback of the JDS were significantly correlated with high EE scores three years later, whereas low scores on skill variety were significantly correlated with high scores on DP, and low scores on task significance and feedback were correlated with low scores on PA three years later.
Conclusions: Paying attention to aspects of job satisfaction may assist us in developing specific interventions for psychiatrists who may score high on different dimensions of burnout.

text: Being satisfied at work does affect burnout among psychiatrists: A national follow-up study from New Zealand Background: Burnout and job satisfaction in psychiatrists has been an area of considerable interest. Longitudinal studies on the subject are lacking, rendering it difficult to establish whether burnout changes with time or whether low job satisfaction may predict high burnout with time in psychiatrists.
Aims: This longitudinal study of burnout and job satisfaction in a cohort of New Zealand psychiatrists was conducted to examine if initial scores on the Job Diagnostic Survey (JDS) predicted scores on the Maslach Burnout Inventory (MBI) three years later and vice versa.
Methods: Three questionnaires (a socio-demographic questionnaire, the JDS and the MBI) were sent to all registered psychiatrists in 2008, which included all those who had participated in a study three years earlier. Scores on these three questionnaires were compared for those who had participated in both studies.
Results: The overall number of psychiatrists reporting a high level of emotional exhaustion (EE) did not change across the two phases. The number of psychiatrists reporting high levels of depersonalization (DP) increased from 31 (13%) to 45 (20.2%); the mean DP score for the cohort significantly increased by 17.5% (p < .01). Those reporting reduced personal accomplishment (PA) increased from 90 (37.7%) to 98 (43.9%); the mean PA score for the cohort significantly reduced by 14.5% (p < .001). Low scores on skill variety, task Identity, and feedback of the JDS were significantly correlated with high EE scores three years later, whereas low scores on skill variety were significantly correlated with high scores on DP, and low scores on task significance and feedback were correlated with low scores on PA three years later.
Conclusions: Paying attention to aspects of job satisfaction may assist us in developing specific interventions for psychiatrists who may score high on different dimensions of burnout.

year: 2013

title: Decolonising legal research: Developing legal theory to articulate Māori and non-Māori legal research paradigms equitably

authors: Hasan-Stein, Linda

abstract: Māori and non-Māori legal research paradigms in Aotearoa New Zealand are separated by a considerable theoretical knowledge gap. Māori knowledge systems are generally not well known in a non-Māori context. In order to bridge this theoretical knowledge gap jurisprudential studies need to address this gap from Māori and non-Māori perspectives. Doing so enables the development of decolonised legal research paradigms which allow for the sharing of knowledge from positions of respect. In this work, a new theoretical interpretation of legal research paradigms in our jurisprudence is presented, relying on an interdisciplinary approach to support these interpretive strategies. 

Beginning with the understanding that knowledge is empowering for both Māori and non-Māori, I foreground the epistemological character of decolonising legal research that supports Linda Tuhiwai Smith’s call for research to be conceived differently and highlight the need for an integrated recognition of kaupapa Māori in the development of legal theory in Aotearoa New Zealand. Reimagining our laws as something more than ‘sovereignty’ is the first step in narrowing the current theoretical knowledge gap. I translate the broader language of colonialism into the more specific vocabulary of the criminal justice system, in order to make more visible the manner in which Eurocentrism permeates decolonising legal research and stifles the potential future social development of Māori. 

Since Linda Tuhiwai Smith’s call to decolonise research, significant progress has been made with regard to the inclusion of principles of tikanga Māori to guide legal research that includes Māori. However, transforming principles of tikanga Māori into our jurisprudential landscape is a complex task. It is increasingly recognised that understanding the key principles of tikanga Māori is not always sufficient and that a greater theoretical understanding of decolonising legal principles is needed. I will analyse theoretical features of research epistemologies with the goal of grasping the complex array of historically-specific practices through which particular dimensions of our socio-legal experience are produced. 

Finally, I will explore how an interdisciplinary approach enables us to link forms of subjectivity to forms of objectivity in a distinctively “cultural” way, by working through difference rather than against it, and by acknowledging as meaningful each law’s characteristic discursive formation. 

This work is written as an intervention in Eurocentrism, aimed at providing a fresh interpretation of decolonising legal research. On this level, the most important argumentative thread is the one that demonstrates how Eurocentrism can be read as a colonising tool, which deploys positions that marginalise Indigenous knowledge. By unpacking Eurocentrism’s complex meaning it is possible to refashion Eurocentrism to include the notions of “partnerships”, that value subjective experience over objective, and that, in reality, include “Indigenous cultural” qualities. 

This style of decolonising jurisprudence pushes strenuously for a legal paradigm shift towards a culturally safe space for all legal scholars, not just Māori; a shift that could encourage our legal theory to converge in a more holistic way. The most important argumentative threads are those centred on the inclusion of Indigenous arguments, and the emergent character of decolonising legal research categories such as whanaungatanga or relational accountability. This type of innovative legal interpretation offers the possibility for a new theoretical era for decolonising legal research.

text: Decolonising legal research: Developing legal theory to articulate Māori and non-Māori legal research paradigms equitably Māori and non-Māori legal research paradigms in Aotearoa New Zealand are separated by a considerable theoretical knowledge gap. Māori knowledge systems are generally not well known in a non-Māori context. In order to bridge this theoretical knowledge gap jurisprudential studies need to address this gap from Māori and non-Māori perspectives. Doing so enables the development of decolonised legal research paradigms which allow for the sharing of knowledge from positions of respect. In this work, a new theoretical interpretation of legal research paradigms in our jurisprudence is presented, relying on an interdisciplinary approach to support these interpretive strategies. 

Beginning with the understanding that knowledge is empowering for both Māori and non-Māori, I foreground the epistemological character of decolonising legal research that supports Linda Tuhiwai Smith’s call for research to be conceived differently and highlight the need for an integrated recognition of kaupapa Māori in the development of legal theory in Aotearoa New Zealand. Reimagining our laws as something more than ‘sovereignty’ is the first step in narrowing the current theoretical knowledge gap. I translate the broader language of colonialism into the more specific vocabulary of the criminal justice system, in order to make more visible the manner in which Eurocentrism permeates decolonising legal research and stifles the potential future social development of Māori. 

Since Linda Tuhiwai Smith’s call to decolonise research, significant progress has been made with regard to the inclusion of principles of tikanga Māori to guide legal research that includes Māori. However, transforming principles of tikanga Māori into our jurisprudential landscape is a complex task. It is increasingly recognised that understanding the key principles of tikanga Māori is not always sufficient and that a greater theoretical understanding of decolonising legal principles is needed. I will analyse theoretical features of research epistemologies with the goal of grasping the complex array of historically-specific practices through which particular dimensions of our socio-legal experience are produced. 

Finally, I will explore how an interdisciplinary approach enables us to link forms of subjectivity to forms of objectivity in a distinctively “cultural” way, by working through difference rather than against it, and by acknowledging as meaningful each law’s characteristic discursive formation. 

This work is written as an intervention in Eurocentrism, aimed at providing a fresh interpretation of decolonising legal research. On this level, the most important argumentative thread is the one that demonstrates how Eurocentrism can be read as a colonising tool, which deploys positions that marginalise Indigenous knowledge. By unpacking Eurocentrism’s complex meaning it is possible to refashion Eurocentrism to include the notions of “partnerships”, that value subjective experience over objective, and that, in reality, include “Indigenous cultural” qualities. 

This style of decolonising jurisprudence pushes strenuously for a legal paradigm shift towards a culturally safe space for all legal scholars, not just Māori; a shift that could encourage our legal theory to converge in a more holistic way. The most important argumentative threads are those centred on the inclusion of Indigenous arguments, and the emergent character of decolonising legal research categories such as whanaungatanga or relational accountability. This type of innovative legal interpretation offers the possibility for a new theoretical era for decolonising legal research.

year: 2026