scholarly journals Intelligence-Friendly Environments: a Study of New Zealand Primary School Classroom Design in Relation to Multiple Intelligences Theory

2021 ◽  
Author(s):  
◽  
Fatimah Alsaif
Keyword(s):  
New Zealand ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Interior Design ◽  
Academic Research ◽  
Classroom Design ◽  
Multiple Intelligence Theory ◽  
The Impact ◽  
Mi Theory

<p>Education of young children has been the focus of academic research for many years. However, the impact of educational settings on the effectiveness of classroom instruction and learning progress is largely unconsidered. Multiple intelligence theory (MI) postulates that different types of intelligence affect our ability to learn and that educational programs should be accommodated to each learning style. The present study takes this approach a step further, by proposing that MI elements could be incorporated into classroom design, thus enabling students with different preferences to learn more effectively. Therefore the aim of this study is to investigate the effectiveness of New Zealand existing primary classroom settings in relation to the theory of multiple intelligences. This includes proposing possible improvements to the interior design of classrooms with the aim of enhancing children’s learning potential. The thesis includes a case study of four classrooms conducted through: (a) interviewing the classroom users −four teachers and twenty students aged 9-11; (b) observing the daily use of existing classroom settings; and (c) surveying the design of the existing classrooms. The key findings of the study are that most users have a very positive view of their traditional classroom settings but that at present MI theory is not strongly supported by the settings observed in the four classrooms. Classrooms mainly support linguistic and logical-mathematical intelligences, whilst other intelligences are treated as secondary or complementary activities. However, MI settings - proposed by the researcher- are often already present in the classrooms or are suggested and/ or recommended by at least one user. The key conclusions of this study are that: (1) case study classrooms settings support mainly traditional views of intelligence and teaching; (2) applying MI theory to classroom designs could lead to more efficiency in learning environments; and (3) New Zealand schools could benefit from applying the different MI settings. Thus the study identifies the need to further evaluate cultural implications of MI theory in New Zealand culture. In addition, further studies need to integrate space saving furniture into single classrooms, allowing for more effective MI settings.</p>

scholarly journals Intelligence-Friendly Environments: a Study of New Zealand Primary School Classroom Design in Relation to Multiple Intelligences Theory

2021 ◽  
Author(s):  
◽  
Fatimah Alsaif
Keyword(s):  
New Zealand ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Interior Design ◽  
Academic Research ◽  
Classroom Design ◽  
Multiple Intelligence Theory ◽  
The Impact ◽  
Mi Theory

<p>Education of young children has been the focus of academic research for many years. However, the impact of educational settings on the effectiveness of classroom instruction and learning progress is largely unconsidered. Multiple intelligence theory (MI) postulates that different types of intelligence affect our ability to learn and that educational programs should be accommodated to each learning style. The present study takes this approach a step further, by proposing that MI elements could be incorporated into classroom design, thus enabling students with different preferences to learn more effectively. Therefore the aim of this study is to investigate the effectiveness of New Zealand existing primary classroom settings in relation to the theory of multiple intelligences. This includes proposing possible improvements to the interior design of classrooms with the aim of enhancing children’s learning potential. The thesis includes a case study of four classrooms conducted through: (a) interviewing the classroom users −four teachers and twenty students aged 9-11; (b) observing the daily use of existing classroom settings; and (c) surveying the design of the existing classrooms. The key findings of the study are that most users have a very positive view of their traditional classroom settings but that at present MI theory is not strongly supported by the settings observed in the four classrooms. Classrooms mainly support linguistic and logical-mathematical intelligences, whilst other intelligences are treated as secondary or complementary activities. However, MI settings - proposed by the researcher- are often already present in the classrooms or are suggested and/ or recommended by at least one user. The key conclusions of this study are that: (1) case study classrooms settings support mainly traditional views of intelligence and teaching; (2) applying MI theory to classroom designs could lead to more efficiency in learning environments; and (3) New Zealand schools could benefit from applying the different MI settings. Thus the study identifies the need to further evaluate cultural implications of MI theory in New Zealand culture. In addition, further studies need to integrate space saving furniture into single classrooms, allowing for more effective MI settings.</p>

scholarly journals ‘I’m not being paid for this conversation’: Uncovering the challenges of artist–academic collaborations in the neoliberal institution

2019 ◽  
Vol 23 (3) ◽  
pp. 317-333
Author(s):  
Alena Pfoser ◽  
Sara de Jong
Keyword(s):  
Collaborative Work ◽  
Knowledge Exchange ◽  
Academic Research ◽  
The Political ◽  
Institutional Pressures ◽  
Negative Effects ◽  
Collective Response ◽  
And Shifts ◽  
The Impact

Artist–academic collaborations are fuelled by increasing institutional pressures to show the impact of academic research. This article departs from the celebratory accounts of collaborative work and pragmatic toolkits for successful partnerships, which are dominant in existing scholarship, arguing for the need to critically interrogate the structural conditions under which collaborations take place. Based on a reflexive case study of a project developed in the context of Tate Exchange, one of the UK’s highest-profile platforms for knowledge exchange, we reveal three sets of (unequal) pressures, which mark artist–academic collaborations in the contemporary neoliberal academy: asymmetric funding and remuneration structures; uneven pressures of audit cultures; acceleration and temporal asymmetries. Innovations at the level of individual projects or partners can only mitigate the negative effects to a limited extent. Instead this article offers a systemic critique of the political economy of artist–academic collaborations and shifts the research agenda to developing a collective response.

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>

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.

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.

MoDSEL

2012 ◽  
pp. 572-594
Author(s):  
Ersin Er ◽  
Bedir Tekinerdogan
Keyword(s):  
Software Development ◽  
Impact Analysis ◽  
Software Evolution ◽  
Academic Research ◽  
Model Driven ◽  
Model Driven Software Development ◽  
Basic Concepts ◽  
The Impact ◽  
Development And Evolution

Model-Driven Software Development (MDSD) aims to support the development and evolution of software intensive systems using the basic concepts of model, metamodel, and model transformation. In parallel with the ongoing academic research, MDSD is more and more applied in industrial practices. Like conventional non-MDSD practices, MDSD systems are also subject to changing requirements and have to cope with evolution. In this chapter, the authors provide a scenario-based approach for documenting and analyzing the impact of changes that apply to model-driven development systems. To model the composition and evolution of an MDSD system, they developed the so-called Model-Driven Software Evolution Language (MoDSEL) which is based on a megamodel for MDSD. MoDSEL includes explicit language abstractions to specify both the model elements of an MDSD system and the evolution scenarios that might apply to model elements. Based on MoDSEL specifications, an impact analysis is performed to assess the impact of evolution scenarios and the sensitivity of model elements. A case study is provided to show different kind of evolution scenarios and the required adaptations to model elements.

Gangs in New Zealand Prisons

1992 ◽  
Vol 25 (3) ◽  
pp. 255-277 ◽  
Author(s):  
John Meek
Keyword(s):  
New Zealand ◽  
Gang Membership ◽  
Gang Members ◽  
Department Of Justice ◽  
Maximum Security ◽  
Maximum Security Prison ◽  
Management Approaches ◽  
The Impact ◽  
Inmate Subculture

Gangs became a permanent feature of New Zealand prisons during the 1980s. Surveys indicate that more than 20% of inmates have past or present gang affiliations. This article looks at the gang phenomenon both in the community and in prisons. A case study looking at the impact of gangs at Auckland Maximum Security Prison (Paremoremo) is included; a unique inmate subculture was destroyed and inter-gang conflict resulted in the prison being run on a unit basis. Using information from the 1989prison census, including unpublished material, the article examines the level of gang membership and compares gang members and unaffiliated inmates over a range of variables. Gang members were found to be more likely to be younger, classified as requiring medium or maximum security custody, convicted of violent offences and serving longer sentences. The article also looks at management approaches to gangs in prisons and a fresh approach being adopted by the Department of Justice.

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>

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