title: International social work placements: Can overseas students stimulate professional learning for NGO staff?

authors: Henley, L.J.

abstract: This article focuses on the outcomes of collaborative work undertaken between a team of social workers supporting a New Zealand social work student from the University of Waikato completing her final placement. The student was placed at Children’s Future International (CFI), a non-governmental organisation (NGO) in Battambang, Cambodia. While a great deal of research looks at learning achieved for students, this article examines whether the student had an impact on the knowledge, awareness and practice of the social workers and teachers at the NGO. Specifically, it considers the student’s focus on consumer empowerment and service dependency over a three-month period. Recommendations are provided to ensure the effectiveness of overseas placements.

text: International social work placements: Can overseas students stimulate professional learning for NGO staff? This article focuses on the outcomes of collaborative work undertaken between a team of social workers supporting a New Zealand social work student from the University of Waikato completing her final placement. The student was placed at Children’s Future International (CFI), a non-governmental organisation (NGO) in Battambang, Cambodia. While a great deal of research looks at learning achieved for students, this article examines whether the student had an impact on the knowledge, awareness and practice of the social workers and teachers at the NGO. Specifically, it considers the student’s focus on consumer empowerment and service dependency over a three-month period. Recommendations are provided to ensure the effectiveness of overseas placements.

year: 2019

title: Local economic impact modelling: TIEBOUT, tourism and training

authors: Chalmers, Lex

abstract: This paper describes the use of a sophisticated computer model in university teaching. TIEBOUT is a PC‐based program which assesses the economic impacts of expenditure in National Parks. The program has been used extensively by Parks Canada, but it has had even greater use as a teaching tool at the University of Waterloo. The paper documents the development, features and use of the TIEBOUT model, and then outlines the way students were asked to conceptualise, execute and comment on various scenarios using the model. The real world basis of the model, and the elegance of its formulation, allowed some fundamental concepts in the operation of multipliers to be fully explored. The final section of the paper reports on student and instructor evaluations of the TIEBOUT teaching program.

text: Local economic impact modelling: TIEBOUT, tourism and training This paper describes the use of a sophisticated computer model in university teaching. TIEBOUT is a PC‐based program which assesses the economic impacts of expenditure in National Parks. The program has been used extensively by Parks Canada, but it has had even greater use as a teaching tool at the University of Waterloo. The paper documents the development, features and use of the TIEBOUT model, and then outlines the way students were asked to conceptualise, execute and comment on various scenarios using the model. The real world basis of the model, and the elegance of its formulation, allowed some fundamental concepts in the operation of multipliers to be fully explored. The final section of the paper reports on student and instructor evaluations of the TIEBOUT teaching program.

year: 1992

title: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design

authors: Johnson, Diane

subjects: Māori language teaching

abstract: A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

text: The Māori language curriculum for New Zealand schools: Spiral lesson/ lesson sequence design A draft curriculum document for the teaching and learning of te reo Māori as a subject in mainstream schools in New Zealand (that is, in schools other than Kura Kaupapa Māori schools) was designed and trialled in 2004 and 2005. That draft is currently being reworked in line with the advice of those who trialled the document as well as that of a team of advisers set up by the Ministry of Education. The revised curriculum document will be submitted to the Ministry of Education in May 2006. As is the case with all new curriculum documents, the implementation phase will be critical. The extent to which this flexible, outcomes-focused curriculum document will genuinely inform new approaches to teaching and learning will depend not only upon the good will of teachers and communities, but also upon their ability to interpret the curriculum and to use it in a way that informs the design of language programmes, including the planning of units of work and of lessons and lesson sequences. In balancing language development and language practice, a communicative core and spiral approach is recommended, an approach in which there are core lessons (where the focus is language development) and spiral lessons (where the focus is language practice). In an earlier issue of this Journal (Johnson, 2003), one of us discussed core lesson design. Here, the design of spiral lessons is discussed and exemplified in the context of an outcomes-based curriculum.

year: 2005