title: Narrating the negative consequences of elder care and familial obligation in Atlantic Canada.

authors: Hodgetts, Darrin

subjects: obligation

abstract: At a time when renewed emphasis is being placed on the role of the family in providing care for elderly people, shifts in family structures and the demographic profile of societies such as Atlantic Canada are impacting on community structures foundational to familial caregiving practices. Research shows that family members who attempt to provide familial care without adequate support risk negative health and interpersonal consequences. Hence many find it necessary to reflect upon their familial obligations. This article investigates the storytelling processes through which caregivers, aged between 45 and 55 years (N = 26), make sense of their efforts to provide care. We explore the ways in which participants in four focus groups and 12 interviews refer to negative consequences of caring in order to navigate dilemmas arising from their enactment of familial obligations in the absence of adequate support.

text: Narrating the negative consequences of elder care and familial obligation in Atlantic Canada. At a time when renewed emphasis is being placed on the role of the family in providing care for elderly people, shifts in family structures and the demographic profile of societies such as Atlantic Canada are impacting on community structures foundational to familial caregiving practices. Research shows that family members who attempt to provide familial care without adequate support risk negative health and interpersonal consequences. Hence many find it necessary to reflect upon their familial obligations. This article investigates the storytelling processes through which caregivers, aged between 45 and 55 years (N = 26), make sense of their efforts to provide care. We explore the ways in which participants in four focus groups and 12 interviews refer to negative consequences of caring in order to navigate dilemmas arising from their enactment of familial obligations in the absence of adequate support.

year: 2003

title: Scientists talking to students through videos

authors: Chen, Junjun

subjects: classroom research

abstract: The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

text: Scientists talking to students through videos The benefits of connecting school students with scientists are well documented. This paper reports how New Zealand teachers brought scientists into the classrooms through the use of videos of New Zealand scientists talking about themselves and their research. Two researchers observed lessons in 9 different classrooms in which 23 educational videos were shown to students from years 2 to 11 (aged 6–17 years). Seven groups of primary students and 4 groups of secondary students participated in interviews after classroom observations. Eight additional secondary teachers participated in 7 focus group discussions; 4 additional primary teachers participated in 1 focus group discussion. Data were analysed thematically using an inductive approach. This analysis uncovered 4 major functions for the use of videos of scientists talking about their work: bringing scientists into the classroom, scientists talking about science with local relevance, scientists explaining concepts using a multitude of modes and scientists as authentic alternative authorities within the classroom. Taken together, the findings demonstrate that the use of video clips of scientists talking about their work can be an effective and efficient way of engaging students in learning about science and scientists.

year: 2013

title: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition

authors: Berryman, Mere

subjects: Maori

abstract: The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

text: Toitū Te Whānau, Toitū Te Iwi: A Community Approach to English Transition The research project presented in this thesis documents and describes the outcomes of effective whānau (immediate and extended family), kura (school), student, and researcher collaboration. The researcher became part of a whānau-of-interest (Bishop, 1996b) in 1998 and 1999 when she was invited by this community to help develop a suitable programme to assist highly competent Māori immersion students in their transition to a bi-lingual secondary school (the only option available in their community). The whānau wanted students to begin their secondary schooling with an improved competence in reading and writing in English but without compromising their competency in Maori language. Prior to this programme few of the students had received any formal instruction in the English language.
After a ten-week intervention implemented mainly outside the classroom, the researcher found that whānau tutors had effectively implemented the programmes and that all Year 8 students were able to read stories (in English) and talk about them (in English) at age appropriate reading levels. They also displayed improved rates of writing in English while maintaining their high fluency in reading and writing in Māori. The 10-week programme and results were replicated over a further three terms with the Year 7 and again with the Year 6 students. The study employed a multiple baseline across groups, design. A collaborative story gathered from participants at the end of the programme, together with these process and outcome data, strongly support the successful outcomes of this "participant driven" (Bishop, 1996b) programme.

year: 2001