Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms

2013 ◽  
pp. 209-225 ◽  
Author(s):  
Glenda Anthony
Keyword(s):  
New Zealand ◽  
Student Perceptions ◽  
Good Teacher ◽  
Good Learner

scholarly journals Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

2021 ◽  
Author(s):  
Minh Tran
Keyword(s):  
New Zealand ◽  
Cultural Capital ◽  
Student Perceptions ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Cognitive Theory ◽  
Moral Issue ◽  
Depth Information ◽  
Moral Thought ◽  
Postgraduate Students

<b>This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.</b><div><b><br></b><p>An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. </p><p><br></p> The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. <p><br></p><p>The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </p></div>

scholarly journals Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

2021 ◽  
Author(s):  
Minh Tran
Keyword(s):  
New Zealand ◽  
Cultural Capital ◽  
Student Perceptions ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Cognitive Theory ◽  
Moral Issue ◽  
Depth Information ◽  
Moral Thought ◽  
Postgraduate Students

<b>This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.</b><div><b><br></b><p>An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. </p><p><br></p> The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. <p><br></p><p>The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </p></div>

scholarly journals Student perceptions of plagiarism: A study of Vietnam- and New Zealand-educated postgraduate students

2021 ◽  
Author(s):  
Minh Tran
Keyword(s):  
New Zealand ◽  
Cultural Capital ◽  
Student Perceptions ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Cognitive Theory ◽  
Moral Issue ◽  
Depth Information ◽  
Moral Thought ◽  
Postgraduate Students

<b>This study investigated perceptions of plagiarism among Vietnam- and New Zealand-educated postgraduate students in a New Zealand university. Informed by Bourdieu’s cultural capital theory, Bandura’s social cognitive theory of moral thought and action, and Marginson’s theory of student self-formation, various aspects of student backgrounds were explored and analysed to identify and explain factors influencing their perceptions.</b><div><b><br></b><p>An explanatory sequential mixed methods research design, qualitative dominant, was employed. The quantitative phase consisted of an online survey with 207 Vietnam- and New Zealand-educated postgraduate students at Victoria University of Wellington. Survey results informed the instrument development and purposeful sampling for the qualitative phase. 12 survey respondents with divergent understandings of plagiarism were selected for participation in a longitudinal series of interviews to seek in-depth information about their understanding and attitudes towards plagiarism, and how their perceptions of plagiarism had developed. </p><p><br></p> The findings revealed that postgraduate students held a range of different views regarding plagiarism at university. Some of them thought students were responsible for their plagiarism, viewing intentional plagiarism as a moral issue, and unintentional plagiarism as part of the learning process. The others were concerned about university’s responsibilities in terms of plagiarism education and management, considering plagiarism as a form of academic cheating, and a scholarly offence. The study found multiple influences on students’ perspectives, habits, and expectations regarding plagiarism, affirming the relevance of the underpinning theories. Students from diverse backgrounds possessed distinct sources of embodied cultural capital, including understanding of plagiarism. They developed moral standards through various environments that they interacted within. As they progressed through their doctoral studies, most students showed deepening understanding of plagiarism and the importance of correct practices. They actively developed their own voice in writing and strived to write with integrity. <p><br></p><p>The research advances knowledge about Vietnam- and New Zealand-educated postgraduate students’ perceptions of plagiarism, populations that have not been previously studied. It offers an alternative perspective to deficit models regarding plagiarism by international students by contributing rich qualitative evidence showing multiple influences on student perceptions. Findings point to practical implications to help university faculty engage with students’ needs and expectations in ways that respect their diverse social and educational backgrounds and generate meaningful and productive outcomes across student groups, thus enhancing equity. </p></div>

scholarly journals Evaluation in tertiary education

2019 ◽  
Author(s):  
Heather Hamerton ◽  
Amanda Torr
Keyword(s):  
Quality Assurance ◽  
New Zealand ◽  
Tertiary Education ◽  
Public Funding ◽  
Small Scale ◽  
Self Assessment ◽  
Education Standards ◽  
Learner Outcomes ◽  
Aotearoa New Zealand ◽  
Good Learner

In Aotearoa New Zealand, the New Zealand Qualifications Authority (NZQA) has an evaluative quality-assurance framework for all non-university tertiary education organisations. NZQA expects organisations to engage in their own self-assessment to maintain and improve quality and achieve outcomes. However, NZQA allows each organisation to decide its own methods, so long as self-assessment is systematic and planned, and improvement activities and decisions are evidence based. In 2015, our organisation decided to undertake a programme of evaluation as part of organisational self-assessment. The programme focused mostly on carrying out small-scale formal evaluations of new initiatives, activities, and programmes that were achieving good learner outcomes. This article describes three case-study examples to illustrate the range of evaluation activities completed to date. In our experience, evaluation provides a strong mechanism for education providers to define what quality is, taking into account the outcomes students, communities, and employers are seeking, as well as the external benchmarks and output measures government agencies use. Our experiences of evaluation have implications for evaluators. We have demonstrated that evaluation capability can be enhanced by teaming novice evaluators with those who are more experienced. We have also noted that organisational culture and leadership are crucial in ensuring evaluation findings are implemented. Multiple lenses on quality allow institutions to develop and demonstrate their ability to respond to the changing needs of students and stakeholders and enable students’ skill development to be recognised. We have found that evaluation builds confidence: in teachers to innovate and do things differently; in communities to work closely with providers to ensure their needs are met; in quality-assurance agencies that education standards meet required national and international benchmarks; and in funders who want to know public funding is being used wisely.

scholarly journals The Academic Writing Challenges Faced by Saudi Students Studying at a University in New Zealand

2020 ◽  
Vol 8 (2) ◽  
pp. 117
Author(s):  
Ayman Ankawi
Keyword(s):  
New Zealand ◽  
Student Perceptions ◽  
Academic Writing ◽  
Qualitative Method ◽  
English Language ◽  
Demographic Information ◽  
Kingdom Of Saudi Arabia ◽  
Saudi Students ◽  
Views And Perceptions ◽  
Method Approach

This study focused on academic writing challenges and its requirements, explored student perceptions and suggested ways in which their needs could be better met. The current study examined the obstacles of academic writing facing Saudi students in a New Zealand university. The study adopted a qualitative method approach in which 10 volunteer students were interviewed to learn their views and perceptions of academic writing skills in English and the questionnaire was used to collect students' demographic information. Also, what can be done to better prepare students for academic study at English medium universities. The students' attitude was not positive, which elicited the problem. The results revealed that the attitude of Saudi students towards learning and using the English language was not positive due to problems in teaching English, which resulted in students not prepared for the requirements of studying through the English language. It is also hoped that the results and recommendations issued by this study will benefit Saudi students, government departments in the Kingdom of Saudi Arabia, as well as English medium universities that accept students.

Magellanic Cloud Eclipsing Binaries: Primary Distance Indicators

1999 ◽  
Vol 190 ◽  
pp. 563-566
Author(s):  
J. D. Pritchard ◽  
W. Tobin ◽  
J. V. Clausen ◽  
E. F. Guinan ◽  
E. L. Fitzpatrick ◽  
...  
Keyword(s):  
New Zealand ◽  
Magellanic Cloud ◽  
Eclipsing Binaries ◽  
Fundamental Parameters ◽  
Distance Indicators

Our collaboration involves groups in Denmark, the U.S.A. Spain and of course New Zealand. Combining ground-based and satellite (IUEandHST) observations we aim to determine accurate and precise stellar fundamental parameters for the components of Magellanic Cloud Eclipsing Binaries as well as the distances to these systems and hence the parent galaxies themselves. This poster presents our latest progress.

Heat-Etching with a Bullivant Type II Simple Freeze-Cleave Device

1970 ◽  
Vol 28 ◽  
pp. 106-107 ◽  
Author(s):  
Ronald S. Weinstein ◽  
N. Scott McNutt
Keyword(s):  
New Zealand ◽  
General Hospital ◽  
Massachusetts General Hospital ◽  
Type I ◽  
Type Ii ◽  
Collaborative Effort ◽  
Temperature And Pressure ◽  
The University

The Type I simple cold block device was described by Bullivant and Ames in 1966 and represented the product of the first successful effort to simplify the equipment required to do sophisticated freeze-cleave techniques. Bullivant, Weinstein and Someda described the Type II device which is a modification of the Type I device and was developed as a collaborative effort at the Massachusetts General Hospital and the University of Auckland, New Zealand. The modifications reduced specimen contamination and provided controlled specimen warming for heat-etching of fracture faces. We have now tested the Mass. General Hospital version of the Type II device (called the “Type II-MGH device”) on a wide variety of biological specimens and have established temperature and pressure curves for routine heat-etching with the device.

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