title: Developing school-scientist partnerships: Lessons for scientists from forests-of-life

authors: Falloon, Garry

subjects: science

abstract: The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.

text: Developing school-scientist partnerships: Lessons for scientists from forests-of-life The concept of partnerships between schools and practicing scientists came to prominence in the United States in the mid 1980s. The call by government for greater private sector involvement in education to raise standards in science achievement saw a variety of programmes developed, ranging from short-term sponsorships through to longer-term, project-based interactions. Recently, school-scientist partnerships (SSPs) have been rekindled as a means of assisting schools to motivate and inspire students in science, improve levels of teachers’ science knowledge, and increase awareness of the type and variety of career opportunities available in the sciences (Rennie and Howitt, 2009). This article summarises research that used an interpretive case study method to examine the performance of a two-year SSP pilot between a government-owned science research institute, and 200 students from two Intermediate (years 7 and 8) schools in New Zealand. It explored the experiences of scientists involved in the partnerships, and revealed difficulties in bridging the void that existed between the outcomes-driven, commercially-focused world of research scientists, and the more process-oriented, tightly structured, and conservative world of teachers and schools. Findings highlight the pragmatic realities of establishing partnerships, from the perspective of scientists. These include acute awareness of the nature of school systems, conventions and environments; the science, technological and pedagogical knowledge of teachers; teacher workload issues and pressures, curriculum priorities and access to science resources. The article identifies areas where time and effort should be invested to ensure successful partnership outcomes.

year: 2013

title: Review: Erica Burman: Deconstructing Developmental Psychology, London and New York: Routledge, 2008, 356 pp. £21.50 ISBN 978—0—415—39562—5 (pbk) Erica Burman: Developments: Child, Image, Nation, London and New York: Routledge, 2008, 328 pp. £21.50 ISBN 978—0—415—37792—8 (pbk)

authors: Claiborne, Lise Bird

subjects: book review

abstract: The article reviews the book “Deconstructing Developmental Psychology”and “Developments: Child, Image, Nation”, By Erica Burman.

text: Review: Erica Burman: Deconstructing Developmental Psychology, London and New York: Routledge, 2008, 356 pp. £21.50 ISBN 978—0—415—39562—5 (pbk) Erica Burman: Developments: Child, Image, Nation, London and New York: Routledge, 2008, 328 pp. £21.50 ISBN 978—0—415—37792—8 (pbk) The article reviews the book “Deconstructing Developmental Psychology”and “Developments: Child, Image, Nation”, By Erica Burman.

year: 2010

title: Te matakite - Te kupu whakaari

authors: Temara, Pou

subjects: Matakite

abstract: Ko te whāinga o tēnei tuhinga poto he matapaki i te matakite me te kupu whakaari, arā, he whakatakoto i tētahi tūāpapa kōrero e mārama ai te kaipānui ki te tikanga o ēnei kaupapa e rua e ai ki tā te Māori i matapaki ai. Otirā, he kōrero tā ngā iwi katoa o te ao mō te matakite me te kupu whakaari, kai tēnā iwi tāna kōrero, kai tēnā iwi tāna. Kāore tēnei tuhinga e rere ki te whakamārama i ā ētahi kōrero, engari mau tonu ki te ao Māori. Mēnā ka whakahua i ngā whakamārama a ētahi atu iwi, e whai ana kia mārama ai te tauira ki tā te Māori i kōrero ai.

text: Te matakite - Te kupu whakaari Ko te whāinga o tēnei tuhinga poto he matapaki i te matakite me te kupu whakaari, arā, he whakatakoto i tētahi tūāpapa kōrero e mārama ai te kaipānui ki te tikanga o ēnei kaupapa e rua e ai ki tā te Māori i matapaki ai. Otirā, he kōrero tā ngā iwi katoa o te ao mō te matakite me te kupu whakaari, kai tēnā iwi tāna kōrero, kai tēnā iwi tāna. Kāore tēnei tuhinga e rere ki te whakamārama i ā ētahi kōrero, engari mau tonu ki te ao Māori. Mēnā ka whakahua i ngā whakamārama a ētahi atu iwi, e whai ana kia mārama ai te tauira ki tā te Māori i kōrero ai.

year: 2016