scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

scholarly journals How Does Professional Development Impact on  Teachers' Use of an Interactive Whiteboard  in New Zealand Primary Classrooms?

2021 ◽  
Author(s):  
◽  
Robyn Grover
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Qualitative Case Study ◽  
Interactive Whiteboard ◽  
Teacher Pedagogy ◽  
Effective Professional Development ◽  
Primary Classrooms ◽  
Multi Media ◽  
The Impact

<p>My research examined how professional development impacts on teachers' use of an interactive whiteboard in New Zealand primary classrooms. The research, in the form of a survey and qualitative case study, specifically looked at the professional development experienced by teachers with an IWB and contextual factors that enhance and constrain the introduction of an IWB for teachers learning to use it in their class programme. It also explored how an IWB is used in the classroom programme. Sociocultural theory provided the theoretical framework to analyse the data. The findings of the research showed that professional development featured as both an enhancing and constraining factor. This was determined by the content of the activity. Sustained professional development appeared to have the most impact on teachers' IWB use. The data examined how and why teachers like to use an IWB, and the impact of the unique and multi-media features of the IWB had on teacher pedagogy and students. Recommendations are made for effective professional development for IWB users and areas for further research are discussed.</p>

Proportional Representation and its Impacts on Multi Ethnic Society of Sri Lanka

2016 ◽  
Vol 3 (5) ◽  
Author(s):  
Seeni Mohamed Aliff
Keyword(s):  
Sri Lanka ◽  
Institutional Design ◽  
Qualitative Case Study ◽  
Secondary Data ◽  
Electoral System ◽  
Ethnic Violence ◽  
Institutional Affiliation ◽  
Secondary Data Sources ◽  
The Impact

This paper will examine the impact of PR electoral systems in a divided society. This research will explore the strength and weakness of the current electoral system and institutional design of Sri Lanka and will recommend changes to decrease the risk of minority exclusion in decision making and ethnic violence. The objectives of this research are to examine the character of the merits and demerits of the PR, and to investigate and assess the impacts of the PR in the multi ethnic societies of Sri Lanka. The study is a qualitative case study, and primary and secondary data sources have been employed to gather relevant data. The My Fieldwork was conducted in Sri Lanka, with the intention of gaining a better and more thorough understanding of the current situation. The interviews conducted were as such not structured or semi-structured, due to the interviewees’ varying professional background and institutional affiliation. Accordingly, unstructured interviews, as well as informal conversations and meetings, were conducted throughout Sri Lanka.

scholarly journals Feeling the Fear and Doing It Anyway:  A Case Study of CHRS-City, an Intervention for Adolescent Mental Health

2021 ◽  
Author(s):  
◽  
Lisa Thompson
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Adolescent Mental Health ◽  
Health Condition ◽  
Further Education ◽  
Mental Health Condition ◽  
Regular School ◽  
The Impact ◽  
Support Students

<p>Provision for adolescent mental health in New Zealand is in its infancy. CRHS-City is the first Ministry of Education funded initiative that addresses adolescent mental health and transition back to school in New Zealand. This thesis examines the experiences of students and their families attending CRHS-City and how they were supported to transition back to school or further education. This research is important as it focuses on a growing need and documents Central Regional Health School’s attempt to address it. The methodological approach was a multiple case study underpinned by a constructivist paradigm. A qualitative approach was appropriate for this study as the research wanted to capture the impact attending CRHS-City had on a specific group of students and their transition back to a regular school or further education. Three students and their families identified they would be willing to be interviewed as part of this study. Eight overarching themes emerged from the research. Participants described positive outcomes from their experience of attending CRHS-City. This study has found being at CRHS-City helped the participants explore different ways of managing their mental health condition and gain confidence in their abilities to do so, which in turn supported the overall goal of a return to school or further education. However this was not an easy process for either the students or their parents. The findings from this research identified recommendations specific to CRHS-City and for the education sector in general to support students who have a mental health condition continue with their education goals. Support for the student’s family and the regular school is an essential part of this process. Research into effective interventions within mainstream schools to support students who have mental health needs is seen as a logical next step.</p>

Exploring the Hidden Costs of Human–Wildlife Conflict in Northern Kenya

2018 ◽  
Vol 61 (1) ◽  
pp. 33-54 ◽  
Author(s):  
Jennifer Bond ◽  
Kennedy Mkutu
Keyword(s):  
Political Ecology ◽  
Qualitative Case Study ◽  
Human Security ◽  
Well Being ◽  
Northern Kenya ◽  
Wildlife Conflict ◽  
The Impact ◽  
Human Wildlife Conflict

Abstract:Human–wildlife conflict (HWC) is often considered in terms of how the impact on humans can be mitigated, but in the context of the larger goal of meeting conservation goals. This article explores the hidden costs of HWC on human well-being in northern Kenya through a qualitative case study of Laikipia County. Drawing on narratives of wildlife as destructive, wildlife as inherently more important or valuable than humans, and wildlife preservation as a pathway for capturing resources, it explores the impacts of HWC on human well-being, situating the study within the HWC, political ecology, and human security literature.

The Potential for Historical Studies of Fisheries in Australia and New Zealand

2001 ◽  
pp. 181-206 ◽  
Author(s):  
Malcolm Tull ◽  
Tom Polacheck
Keyword(s):  
New Zealand ◽  
Primary Sources ◽  
Commercial Fishing ◽  
Secondary Literature ◽  
Trawl Fishery ◽  
Small Family ◽  
The Impact

Malcolm Tull, Tom Polacheck, and Neil Klaer examine the primary sources - particularly printed statistical sources - and secondary literature in order to understand the impact of commercial fishing and harvesting of fish across Australia and New Zealand - including a case study of the multi-species Southeast Australain Trawl Fishery. The authors note that fisheries in Australia and New Zealand have historically been managed by small, family operations, so the records pertining to them are sparse. As a result, most of the records in this chapter come from governmental sources - such as reports and inquiries into Australasian fisheries.

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Sign in / Sign up

Export Citation Format

Share Document