title: Seamless web editing for curated content

authors: Bainbridge, David

subjects: computer science

abstract: In this paper we present a new framework for editing that we have called Seaweed (short for seamless web editing) which enables authors to directly edit content on web pages within any common web browser—much like a word-processor—without the need of switching between modes. There are numerous ways to utilise the technique. This article reports on work integrating it with blogging software to support the direct creation and editing of curated content, and its subsequent evaluation through two field trials.

text: Seamless web editing for curated content In this paper we present a new framework for editing that we have called Seaweed (short for seamless web editing) which enables authors to directly edit content on web pages within any common web browser—much like a word-processor—without the need of switching between modes. There are numerous ways to utilise the technique. This article reports on work integrating it with blogging software to support the direct creation and editing of curated content, and its subsequent evaluation through two field trials.

year: 2010

title: Research Briefing: Revealing the impact of predictive models as decision support tools in environmental planning

authors: Wallace, Philippa Jane

abstract: Predictive modelling is commonly used to support decision-making in planning. This paper investigates the use, reliability, and effect of this to better understand the ways in which models influence planning policy, practice, and outcomes. The methods comprise of a literature review, model scoping phase, and a systematic analysis of case law.
The paper demonstrates the importance and reach of predictive modelling as a DST in planning and how processes and outcomes are influenced by multiple pressures across the science-policy nexus. These pressures can be classified as scientific practices, political imperatives, and the spaces in-between, such as the practices of communication and translation.
First, the analysis identifies a range of issues which may affect the quality of the evidence base relied upon for decision making. These issues largely relate to the substance of models including their scientific components, evaluative techniques and modes of application. Adoption of rigorous scientific method and techniques of model evaluation are identified as strengthening the evidence base, as is clear communication of model limitations to model users and decision makers. Second, consistency, clarity and communication of key terms underpinning a predictive model are vital to effective planning decisions. Third, reduction in qualitative assumptions and connection of model development to statutory mandates and policy contexts may also increase integrity of the evidence and avoid models assuming de facto decision-making power or interfering with the role of decision makers. Fourth, modelled evidence should not be viewed in isolation but in the context of the wider environment, cumulative effects and the intent of the policy settings.
The paper provides the foundation for ongoing research with stakeholders who develop, use or analyse predictive models as decision support tools in urban planning. The next stage interrogates more deeply the key themes identified in this interim report, such as model fitness for purpose, reliability, the operation of different logics and hidden power, and the policy interface and translation of predictions.

text: Research Briefing: Revealing the impact of predictive models as decision support tools in environmental planning Predictive modelling is commonly used to support decision-making in planning. This paper investigates the use, reliability, and effect of this to better understand the ways in which models influence planning policy, practice, and outcomes. The methods comprise of a literature review, model scoping phase, and a systematic analysis of case law.
The paper demonstrates the importance and reach of predictive modelling as a DST in planning and how processes and outcomes are influenced by multiple pressures across the science-policy nexus. These pressures can be classified as scientific practices, political imperatives, and the spaces in-between, such as the practices of communication and translation.
First, the analysis identifies a range of issues which may affect the quality of the evidence base relied upon for decision making. These issues largely relate to the substance of models including their scientific components, evaluative techniques and modes of application. Adoption of rigorous scientific method and techniques of model evaluation are identified as strengthening the evidence base, as is clear communication of model limitations to model users and decision makers. Second, consistency, clarity and communication of key terms underpinning a predictive model are vital to effective planning decisions. Third, reduction in qualitative assumptions and connection of model development to statutory mandates and policy contexts may also increase integrity of the evidence and avoid models assuming de facto decision-making power or interfering with the role of decision makers. Fourth, modelled evidence should not be viewed in isolation but in the context of the wider environment, cumulative effects and the intent of the policy settings.
The paper provides the foundation for ongoing research with stakeholders who develop, use or analyse predictive models as decision support tools in urban planning. The next stage interrogates more deeply the key themes identified in this interim report, such as model fitness for purpose, reliability, the operation of different logics and hidden power, and the policy interface and translation of predictions.

year: 2018

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013