title: Transitions and transience

authors: Mitchell, Linda

abstract: A governmental focus is on supporting ‘priority’ families to take part in early childhood education. This presentation discusses findings from Stage 4 of an evaluation of the Ministry’s Early Childhood Education Participation Programme, a rare New Zealand study that found out about the views and experiences of priority families directly and how	these were met or not. In Stage 4, we Children in the early years: Pedagogy, policy and community connectedness Page 6 examined the early learning experiences of 18 children in early childhood education and as they transitioned to school. Our presentation will highlight the experiences of some of the children and families involved, particularly in relation to challenges arising from their transient lives. Data presented will illustrate some of the situations that arose and the ways in which they challenge expectations of ECE participation and of transition to school processes. The presentation concludes with possible implications and provocations for ECE participation as a prerequisite to positive transition experiences.

text: Transitions and transience A governmental focus is on supporting ‘priority’ families to take part in early childhood education. This presentation discusses findings from Stage 4 of an evaluation of the Ministry’s Early Childhood Education Participation Programme, a rare New Zealand study that found out about the views and experiences of priority families directly and how	these were met or not. In Stage 4, we Children in the early years: Pedagogy, policy and community connectedness Page 6 examined the early learning experiences of 18 children in early childhood education and as they transitioned to school. Our presentation will highlight the experiences of some of the children and families involved, particularly in relation to challenges arising from their transient lives. Data presented will illustrate some of the situations that arose and the ways in which they challenge expectations of ECE participation and of transition to school processes. The presentation concludes with possible implications and provocations for ECE participation as a prerequisite to positive transition experiences.

year: 2017

title: Artificial Intelligence Attitudes Inventory (AIAI): Development and validation using Rasch methodology

authors: Krägeloh, Christian U.

subjects: psychology

abstract: With the rapid advancements in artificial intelligence (AI), it is vital to develop psychometrically sound measures of public attitudes toward this technology. The present study aimed to refine a pool of candidate items to create a concise yet robust inventory for assessing attitudes toward AI. Using a dataset of 604 participants from the general population of the United States, a pool of 96 candidate items was subjected to iterative Rasch analysis to reduce the number of items while ensuring psychometric robustness. The resulting scale, named the Artificial Intelligence Attitudes Inventory (AIAI), consists of two 8-item subscales measuring positive and negative attitudes toward AI. Analyses revealed that these subscales are distinct constructs rather than opposites on a single continuum, and they are only weakly related to psychological distress. The AIAI provides a concise yet comprehensive measure of positive and negative attitudes toward AI that can be efficiently administered alongside other measures. The findings underscore the multifaceted nature of public perceptions of AI and highlight the need for further research into the profiles and determinants of these attitudes. As AI continues to shape our world, the AIAI offers a valuable tool for understanding and monitoring public sentiment toward this transformative technology.

text: Artificial Intelligence Attitudes Inventory (AIAI): Development and validation using Rasch methodology With the rapid advancements in artificial intelligence (AI), it is vital to develop psychometrically sound measures of public attitudes toward this technology. The present study aimed to refine a pool of candidate items to create a concise yet robust inventory for assessing attitudes toward AI. Using a dataset of 604 participants from the general population of the United States, a pool of 96 candidate items was subjected to iterative Rasch analysis to reduce the number of items while ensuring psychometric robustness. The resulting scale, named the Artificial Intelligence Attitudes Inventory (AIAI), consists of two 8-item subscales measuring positive and negative attitudes toward AI. Analyses revealed that these subscales are distinct constructs rather than opposites on a single continuum, and they are only weakly related to psychological distress. The AIAI provides a concise yet comprehensive measure of positive and negative attitudes toward AI that can be efficiently administered alongside other measures. The findings underscore the multifaceted nature of public perceptions of AI and highlight the need for further research into the profiles and determinants of these attitudes. As AI continues to shape our world, the AIAI offers a valuable tool for understanding and monitoring public sentiment toward this transformative technology.

year: 2024-05-14

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018