scholarly journals A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Mary Philomena Hancox
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Personnel ◽  
Ease Of Use ◽  
Teacher Aide ◽  
Level Of Satisfaction ◽  
Teacher Aides ◽  
High Level ◽  
The Impact ◽  
School Team

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

scholarly journals A Study of the Use of a Guide to Schoolwide Planning for Teacher Aide Supports in a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Mary Philomena Hancox
Keyword(s):  
New Zealand ◽  
Primary School ◽  
School Personnel ◽  
Ease Of Use ◽  
Teacher Aide ◽  
Level Of Satisfaction ◽  
Teacher Aides ◽  
High Level ◽  
The Impact ◽  
School Team

<p>This study chronicled a process of schoolwide planning for teacher aide supports in a New Zealand primary school. The process replicated the work of Giangreco, Edelman and Broer and followed the guidelines set out in their work - A Guide to Schoolwide Planning for Paraeducator Supports (Giangreco, Edelman, & Broer, 2001a). Data reflect the utilisation and outcomes of the process by school personnel and by the voluntary school team, which was made up of representatives from all adult constituencies of the school community, that is, management, teachers, teacher aides and parents. Results indicated that the process assisted the school and the team in self assessing their teacher aide practices, identifying priorities in need of improvement and developing action plans. Some logistical difficulties were encountered in the implementation of these plans, but despite these difficulties, the team reported a high level of satisfaction with the process. They reported that the process did what it purported to do and rated it highly on consumer-oriented variables (e.g. the logic of the process, ease of use). Additionally, teacher aides responded positively to a questionnaire on the impact of the process on their work and the school team took part in semistructured interviews to document the impact of the process on school personnel and student outcomes. Implications for teacher aide supports for teachers of students with special education needs in regular classrooms are discussed.</p>

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

“Maths is Challenge, Struggle and Mistakes Will Grow Our Brain”: The Impact on Student Attitude, Confidence and Achievement of the Introduction of Inquiry-Based Learning into the Mathematics Programme of a New Zealand Primary School

2021 ◽  
Author(s):  
◽  
Steven Dillon Shallard
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Primary School ◽  
Teaching And Learning ◽  
Achievement Gains ◽  
Inquiry Based Learning ◽  
Achievement Data ◽  
Research Questions ◽  
High Level ◽  
The Impact

<p>Underachievement in mathematics in Aotearoa/New Zealand continues to be an issue for some students. Inquiry-Based Learning (IBL) has been described by research as one way of addressing these underachievement issues. Ongoing underachievement impacts on students’ confidence which may exacerbate underachievement in a downward spiral. Research has shown that both confidence and achievement can be positively influenced by IBL, therefore IBL was trialled here at All Saints School. This thesis describes a research project which sought to determine the impact of an IBL teaching intervention with the aim of improving outcomes for students underachieving in mathematics. It examines the impact on students’ attitude, confidence and achievement that resulted from the introduction of IBL into the mathematics teaching and learning programme of three classes, Years 3, 4 and 6, in a high socio-economic status (SES), high achieving, urban Catholic full primary school. The intervention drew on a professional learning community where the participant teachers explored literature on IBL and worked together to assist each other to add IBL to the teaching and learning programme for mathematics.  The study design was a mixed methods case study. Qualitative data were gathered through student interviews and surveys. The intervention was undertaken over a full school year, so quantitative achievement data were gathered from the school’s usual assessment methods without the introduction of further external testing or assessment.  Student surveys and interviews from three classes totalling 51 students informed the research questions on student attitude and confidence. Over-all Teacher Judgement (OTJ) and Progressive Achievement Tests (PAT) provided quantitative data which informed the research questions on the impact IBL had on student achievement and the achievement gap between the highest and lowest achievers.  In this school setting students began the intervention with a very positive attitude to mathematics and only minor variations to this were observed. Students also began with a high level of confidence in their overall mathematical ability, but very low confidence in their problem-solving ability specifically. By the end of the intervention, their high level of confidence had extended to their problem-solving confidence also.  PAT achievement data revealed the Year 3 class and the Year 4 underachieving students both made mean achievement gains of a statistically significant level. The Year 4 class only just reached national averages, but the Year 3 and 6 classes exceeding national average results for their year level. A deeper exploration of the data revealed that the low achieving students made major achievement gains for the intervention year. The low achieving Year 4 and 6 students made gains that exceeded both national averages and their high achieving classmates by large margins. Taken together these results further add to the body of evidence that argues for the inclusion of IBL in schools’ mathematics programmes.</p>

scholarly journals Reduced Worries of Hypoglycaemia, High Satisfaction, and Increased Perceived Ease of Use after Experiencing Four Nights of MD-Logic Artificial Pancreas at Home (DREAM4)

2015 ◽  
Vol 2015 ◽  
pp. 1-8 ◽  
Author(s):  
Claudia Ziegler ◽  
Alon Liberman ◽  
Revital Nimri ◽  
Ido Muller ◽  
Simona Klemenčič ◽  
...  
Keyword(s):  
New Technology ◽  
Artificial Pancreas ◽  
Ease Of Use ◽  
Perceived Ease Of Use ◽  
Home Setting ◽  
Home Based ◽  
Level Of Satisfaction ◽  
High Level ◽  
The Impact ◽  
At Home

Aims.This study assesses the impact of using an AP-system at home on fear of hypoglycaemia. In addition, satisfaction and acceptance of the new technology are evaluated.Methods.In a multicentre, multinational study of 75 patients using the MD-Logic AP during four consecutive nights in home setting 59 of them (aged 10–54 years, 54% male, HbA1c 7.89 ± 0.69% [62.72 ± 7.51 mmol/mol], diabetes duration 11.6 ± 8.4 yrs) answered standardized questionnaires (HFS, adapted TAM, and AP satisfaction) before and after using the AP.Results.After experiencing the AP in home setting worries of hypoglycaemia were significantly reduced (before 1.04 ± 0.53 versus after 0.90 ± 0.63;P=0.017). Perceived ease of use as a measure of acceptance with the AP significantly increased after personal experience (before 4.64 ± 0.94 versus after 5.06 ± 1.09;P=0.002). The overall satisfaction mean score after using the AP was 3.02 ± 0.54 (range 0–4), demonstrating a high level of satisfaction with this technology.Conclusions.The four-night home-based experience of using MD Logic AP was associated with reduced worries of hypoglycaemia, high level of satisfaction, and increased perceived ease of use of the new technology in children, adolescents, and adults.

scholarly journals Preliminary High-Level Modelling Estimates of Impacts of Denicotinisation on Smoking Prevalence in Aotearoa New Zealand

2021 ◽  
Author(s):  
Nick Wilson ◽  
Janet Hoek ◽  
Nhung Nghiem ◽  
Jennifer Summers ◽  
Leah Grout ◽  
...  
Keyword(s):  
New Zealand ◽  
Mass Media ◽  
Smoking Prevalence ◽  
Expert Knowledge ◽  
Adult Population ◽  
Base Case ◽  
Aotearoa New Zealand ◽  
Study Results ◽  
High Level ◽  
The Impact

ABSTRACTAimTo provide preliminary high-level modelling estimates of the impact of denicotinisation of tobacco on changes in smoking prevalence in Aotearoa New Zealand (NZ).MethodsAn Excel spreadsheet was populated with smoking/vaping prevalence data from the NZ Health Survey and business-as-usual trends projected. Using various parameters from the literature (NZ trial data, NZ EASE-ITC Study results), we modelled the impact of denicotinisation of tobacco (with no other tobacco permitted for sale) out to 2025, the year of this country’s Smokefree Goal. Scenario 1 used estimates from a published expert knowledge elicitation process, and Scenario 2 considered the addition of extra mass media campaign and quitline support to the base case.ResultsWith the denicotinisation intervention, adult daily smoking prevalences were all estimated to decline to under 5% in 2025 for non-Māori and in one scenario for Māori (Indigenous population) (2.5% in Scenario 1). However, prevalence did not fall below five percent in the base case for Māori (7.7%) or with Scenario 2 (5.2%). In the base case, vaping was estimated to increase to 7.9% in the adult population in 2025, and up to 10.7% in one scenario (Scenario 1).ConclusionsThis preliminary, high-level modelling suggests a mandated denicotinisation policy for could provide a realistic chance of achieving the NZ Government’s Smokefree 2025 Goal. The probability of success would further increase if supplemented with other interventions such as mass media campaigns with Quitline support (especially if targeted for a predominantly Māori audience). Nevertheless, there is much uncertainty with these preliminary high-level results and more sophisticated modelling is highly desirable.

First-time fathers’ perception of their childbirth experiences

2017 ◽  
Vol 24 (7) ◽  
pp. 929-940 ◽  
Author(s):  
Anne M Howarth ◽  
Kate M Scott ◽  
Nicola R Swain
Keyword(s):  
New Zealand ◽  
Thematic Analysis ◽  
Positive Experience ◽  
Pregnancy And Childbirth ◽  
Birth Satisfaction ◽  
Level Of Satisfaction ◽  
High Level ◽  
First Time ◽  
Insight Into ◽  
Childbirth Experiences

Birth satisfaction impacts on a man’s adjustment to his new role as father. Fathers have been found to have needs similar to those of mothers during pregnancy and childbirth. Research suggests that these needs may not be being met for first-time fathers. In a quantitative survey, fathers’ birth satisfaction was similar to mothers. This study then used a phenomenological form of thematic analysis to gain an insight into the birth experiences of 155 first-time New Zealand fathers. Core themes included safety of mother and baby, understanding support role, mother in control and managing pain and care and communication after birth. Fathers commented on what impacted on their childbirth experiences and in so doing outlined their needs for a positive experience. Fathers experienced a high level of satisfaction along with a need to be involved and included.

scholarly journals 46 Primary Care Practitioners Have A High Level of Satisfaction with The Current Breast Referral Pathway but The Majority Would Support A Change to Patient Self-Referral

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
T Russell ◽  
J Cooper ◽  
M McIntyre ◽  
S Ramzi
Keyword(s):  
Primary Care ◽  
Free Text ◽  
Referral Rates ◽  
Care Services ◽  
Primary Care Services ◽  
Level Of Satisfaction ◽  
And Gender ◽  
Primary Care Practitioners ◽  
High Level ◽  
The Impact

Abstract Aim Currently, patients must consult with a primary care practitioner (PCP) prior to being referred to secondary care breast services. A change to patient self-referral would arguably reduce primary care workload, improve access for patients, and allow breast units to allocate resources more appropriately; no data currently supports this. This study aims to explore PCP's views on breast referral, evaluate the community breast workload, and to investigate the impact of COVID-19 on referral rates. Method An electronic survey was designed on SurveyMonkey.com which aimed to collect both quantitative and qualitative data. The weblink to the survey was sent out via two electronic newsletters. Participants were asked: their role and gender, their level of confidence surrounding breast care, details surrounding their breast workload, how they felt COVID-19 had affected their referral rates, their level of satisfaction with the current pathway, and their opinions on a potential change to patient self-referral. Results 79 responses were received. PCPs estimated that 7.0% (median) of their total consultations were regarding a breast-related issue and that COVID-19 had not had a significant impact on the rate of referral to breast units (P = 0.75). 84.8% of PCPs were satisfied with the current referral pathway. Whilst 74.5% felt a change to patient self-referral would benefit patients and primary care services, their free text comments highlighted some of their reservations. Conclusions PCPs have a high level of satisfaction with the current breast referral pathway, but the majority would be open to a change to patient self-referral to specialist breast units.

scholarly journals Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ibrahim Al-Hussein ◽  
Aidah Mohammad ◽  
Mona Al-Zahrani
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Online Education ◽  
Primary School ◽  
Primary School Children ◽  
Online Distance Education ◽  
Online Distance ◽  
Teachers And Parents ◽  
High Level ◽  
The Impact

The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers.  The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

scholarly journals New Zealand’s 1989 skill ecosystem reform: preparations, implementation, outputs and outcomes

2021 ◽  
Author(s):  
javier alfonso luque gianella
Keyword(s):  
New Zealand ◽  
Education And Training ◽  
Training System ◽  
Necessary Condition ◽  
Post Secondary ◽  
Education Act ◽  
High Level ◽  
International Shocks ◽  
The Impact ◽  
And Training

<p>This thesis assesses the impact of the 1989 skill ecosystem reform, whereby New Zealand initiated a comprehensive reform of its skill ecosystem. The reforms radically transformed the education and training system and were driven primarily by the approval of the Education Act 1989 and the Industry Training Act 1992 and their amendments. For this thesis, the reform ended in 2020 with the approval of the Education and Training Act 2020. The reforms were part of a broader political transformation in New Zealand that ended up embarking on market policies to increase its productivity. Education and training were identified as a necessary condition to achieve that goal. New Zealand’s skill ecosystem has its foundations in the strong system built in the country since the arrival of the first settlers, but that had slowed its dynamism in the 1970s, with enrollment rates lagging behind comparable countries and concerns about the ability of the skill ecosystem to respond to current and future skill needs. The reform decentralized the education system at the primary / secondary and post-secondary levels but created an institution, the New Zealand Qualification Authority (NZQA) that should allow students and trainees a seamless navigation across it. The reform had a strong involvement of the private sector. To evaluate the impact of the reform, the thesis faces several challenges: there is no adequate counterfactual, the design is continually changing, and the country experienced a series of international shocks during its implementation. To address these challenges, the thesis presents a comprehensive set of indicators to evaluate the reform's outputs and outcomes at different levels. In terms of outputs, which include the reform, enrollment in education and training, participation rates increased. In terms of outcomes, which include indirect and behavioural changes, the measures are mixed. At the end of the reform, the ease of finding high-level skills in New Zealand is similar to its long-term trend despite the more sophisticated economic structure, albeit with significant differences by firm size and industries. And the ease is lower than in comparison countries, raising questions about whether that level could change given the small size and remoteness of New Zealand's economy.</p>

scholarly journals Impact of war on veteran life span: natural experiment involving combat versus non-combat exposed military personnel

2021 ◽  
pp. e001991
Author(s):  
Nick Wilson ◽  
C Clement ◽  
J A Summers ◽  
G Thomson ◽  
G Harper
Keyword(s):  
World War Ii ◽  
New Zealand ◽  
Life Span ◽  
Military Personnel ◽  
Natural Experiment ◽  
Combat Exposure ◽  
Average Life Span ◽  
High Level ◽  
The Military ◽  
The Impact

IntroductionThere is still uncertainty around the impact of combat exposure on the life span of war veterans. Therefore we made use of a natural experiment to study the impact on veteran life span of combat versus non-combat exposure in World War II (WW2).MethodsThe combat-exposed military personnel were derived from a random (10%) sample of the military roll of the 28th (Māori) Battalion from New Zealand. One non-combat cohort was the 15th Reinforcements of this same Battalion, since the war ended before they reached the front line. The other non-combat cohort were Māori personnel who were only involved in Jayforce, which occupied Japan at the end of the WW2. Data on life span were mainly derived from an official repository of birth and death records, but supplemented with other sources, including military files.ResultsWhen comparing life spans of service veterans, there was no statistically significant reduction for the average life span of the 234 combat-exposed veterans in our sample from the 28th (Māori) Battalion (66.7 years), relative to the Māori veterans from two non-combat cohorts: the 132 personnel in the 15th Reinforcements (67.2 years) and the 147 personnel in Jayforce (66.9 years).ConclusionsDespite a very high level of wounding in the combat-exposed group (48%), there were no statistically significant reductions in life span between this group and comparable non-combat exposed veterans. This finding contrasts to life span reductions found in a similar study of New Zealand veterans of WW1.

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