title: Review of "The Essential Peirce: Volume 2 (1893-1913)" by Nathan Houser; Christian Kloesel

authors: Legg, Catherine

abstract: This article reviews the book, "The Essential Peirce: Volume 2 (1893-1913)" by Nathan Houser; Christian Kloesel.

text: Review of "The Essential Peirce: Volume 2 (1893-1913)" by Nathan Houser; Christian Kloesel This article reviews the book, "The Essential Peirce: Volume 2 (1893-1913)" by Nathan Houser; Christian Kloesel.

year: 2001

title: Developing an individual and collective self-efficacy scale for the teaching of writing in high schools

authors: Locke, Terry

abstract: The study reported on here focuses on self-efficacy in relation to high-school teachers’ teaching of writing. 140 New Zealand teachers from four schools completed a teacher-of- writing self-efficacy scale (TWSES) based on a rhetorical model of the writing process and incorporating five hypothesized dimensions. An initial principal components analysis was undertaken on 25 individual self-efficacy items to investigate the dimensionality of the data and the extent to which it reflected the dimensions hypothesized. A two-component solution emerged, termed “pre-writing instructional strategies” (accounting for 52% of total variance) and “compositional strategy demonstration” (7% of variance). Further principal components analyses conducted on groups of items deemed to be thematically coherent, that loaded on each component, confirmed that the data set for each group, treated sepa- rately to any other items, was approximately uni-dimensional. Measurement scales were calibrated to each group of items, and served as the dependent variables for comparisons of teachers’ self-efficacy in different subjects. Statistically significant variations occurred in the resultant scale locations for teachers of English, the humanities, science and mathe- matics. The study findings have implications for the teaching of writing as conceptualized in the secondary school, and indicate a value in viewing disciplinary literacies in rhetorical terms.

text: Developing an individual and collective self-efficacy scale for the teaching of writing in high schools The study reported on here focuses on self-efficacy in relation to high-school teachers’ teaching of writing. 140 New Zealand teachers from four schools completed a teacher-of- writing self-efficacy scale (TWSES) based on a rhetorical model of the writing process and incorporating five hypothesized dimensions. An initial principal components analysis was undertaken on 25 individual self-efficacy items to investigate the dimensionality of the data and the extent to which it reflected the dimensions hypothesized. A two-component solution emerged, termed “pre-writing instructional strategies” (accounting for 52% of total variance) and “compositional strategy demonstration” (7% of variance). Further principal components analyses conducted on groups of items deemed to be thematically coherent, that loaded on each component, confirmed that the data set for each group, treated sepa- rately to any other items, was approximately uni-dimensional. Measurement scales were calibrated to each group of items, and served as the dependent variables for comparisons of teachers’ self-efficacy in different subjects. Statistically significant variations occurred in the resultant scale locations for teachers of English, the humanities, science and mathe- matics. The study findings have implications for the teaching of writing as conceptualized in the secondary school, and indicate a value in viewing disciplinary literacies in rhetorical terms.

year: 2016

title: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents

authors: Paki, Helen Mary

subjects: Alcohol

abstract: Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

text: Evaluation of Rongo Atea: Alcohol and Other Drug Treatment Centre for Adolescents Abstract Rongo Ātea is a residential abstinence-based Kaupapa Māori alcohol and other drug programme accommodating youth between the ages of 13 and 17. This evaluation investigates the role that staff play at Rongo Ātea along with a number of other factors including the physical environment; stages of change; programme implementation and aftercare. As a Kaupapa Māori programme, the role of how culture and identity can influence positive change is also explored along with the development of a youth-focused approach. I utilised a three phase framework borrowed from the work of Mason Durie (2008) to organise themes. These three phases, which Durie (2008) based on marae encounters, include Whakapiri (Engagement); Whakamarama (Enlightenment); and Whakamana (Empowerment) as they aptly reflect a three phase intervention approach: detoxification and early programme engagement; learning and development through ongoing programme commitment; and post treatment outcomes and aftercare. The data collection phase of this evaluation took place in 2006 and was initiated by the manager of Rongo Ātea who requested an evaluation to identify programme strengths and limitations from the perspectives of staff and students, and to make recommendations to Rongo Ātea that would assist with further programme developments. I utilised a collaborative and participatory approach (Bishop, 1996; Patton, 1990). Kaupapa Māori research principles were reflected in the use of ‘kanohi kitea’— face to face contact (Smith, 1999). With appropriate training and management support, staff could have a greater influence on programme outcomes. Evaluation findings suggest that drug and alcohol intervention and treatment for young people in New Zealand is significantly under-resourced, particularly in the areas of detoxification and aftercare. To be effective, residential treatment programmes should consist of a three stage programme covering detoxification; treatment; and aftercare incorporating an integrated approach. A greater emphasis on working with whānau alongside the young person is recommended.

year: 2010