scholarly journals A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

2021 ◽  
Author(s):  
◽  
Jessica Williamson
Keyword(s):  
High School Students ◽  
New Zealand ◽  
Culture Shock ◽  
Cultural Learning ◽  
Cultural Transition ◽  
Sociocultural Adaptation ◽  
School Students ◽  
Home Culture ◽  
Brazilian Students ◽  
New Zealanders

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

scholarly journals A Longitudinal Investigation of the Sociocultural Adaptation of Brazilian Students in New Zealand

2021 ◽  
Author(s):  
◽  
Jessica Williamson
Keyword(s):  
High School Students ◽  
New Zealand ◽  
Culture Shock ◽  
Cultural Learning ◽  
Cultural Transition ◽  
Sociocultural Adaptation ◽  
School Students ◽  
Home Culture ◽  
Brazilian Students ◽  
New Zealanders

<p>Global mobility means increasing numbers of individuals are exposed to potentially stressful experiences in their cross-cultural transition. A process of cultural learning is required to overcome differences between host and home culture during sociocultural adaptation. To study this process, this thesis employed a mixed-methods approach examining adaptive trajectory over a six-month educational exchange. The study analysed a unique population of 279 Brazilian high school students from low SES backgrounds arriving in New Zealand. Results from cross-lagged panel models in Study 1 indicated that higher initial ratings of English progress led to subsequent higher levels of interactions with New Zealanders three months after, which then led to higher ratings of language progress at the final time-point. A longitudinal mediation showed interaction with New Zealanders at the mid-point of the sojourn helped explain increased English ability over time. No longitudinal relations were observed for culture shock, indicating the influence of language progress and interactions with host culture on culture shock may vary across populations. In Study 2, we used thematic analysis on students’ open-ended interview responses to examine what their experiences in the new culture were. Three themes were identified: opportunities, difficulties, and general feelings. The identified themes supported the findings of Study 1 and highlighted the crucial role of language and social support during the students’ experiences. Combined, the studies partially confirmed previous research with our unique sample of Brazilian students, and placed further emphasis on the need to sample different populations in the study of adaptation.</p>

Virtual Structures and Collaborative Processes to Enhance Teaching and Learning Across Dispersed Sites

2010 ◽  
pp. 1-13
Author(s):  
Ken Stevens
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Rural Communities ◽  
Rural Schools ◽  
Teaching And Learning ◽  
School Students ◽  
Audio Technology ◽  
Internet Education ◽  
Educational Structures

This case outlines the development of a pre-internet education initiative in New Zealand that linked eight rural schools, each with declining enrollments, to collaborate through audio technology in sharing specialist high school teachers. The collaborative structure that was formed enabled senior high school students in the intranet to access courses not available on-site, thereby expanding their range of curriculum options. Replication of the New Zealand model in rural Atlantic Canada, enhanced by the Internet, enabled senior students in an intranet to access four Advanced Placement (AP) science subjects, each taught from a participating site. Within the New Zealand and Canadian intranets collaborative teaching and learning has developed. The creation of virtual educational structures that support and enhance traditional classes has expanded the capacity of participating rural schools and reduced the significance of their physical locations. The New Zealand and Canadian initiatives highlight the possibilities of inter-school collaboration to sustain education in small rural communities.

scholarly journals Knowledge of and attitudes towards resuscitation in New Zealand high-school students

2006 ◽  
Vol 23 (12) ◽  
pp. 899-902 ◽  
Author(s):  
M M Parnell ◽  
J Pearson ◽  
D C Galletly ◽  
P D Larsen
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
School Students

scholarly journals Critical Connections: High-Ability Students Perceptions of Factors that Influence NZQA Scholarship - a Mixed Method Study

2021 ◽  
Author(s):  
◽  
Jennifer M Horsley
Keyword(s):  
Academic Achievement ◽  
High School Students ◽  
New Zealand ◽  
Extracurricular Activities ◽  
High Ability ◽  
School Students ◽  
High Academic Achievement ◽  
The Impact ◽  
High Ability Students ◽  
Successful Students

<p>This mixed methods study involved 332 high school students and investigated those factors that students perceived as having facilitated their success in New Zealand Qualifications Authority (NZQA) Scholarship. A key finding from this study suggests that New Zealand Scholarship students form a connection with at least one teacher and consider this relationship to be a catalyst in their success. Family, peers and friends play a lesser but still important role in the student's success, providing support for the student. These successful students reported reduced time spent in extracurricular activities in order to prepare for subjects in which they believed they would be successful. Students related experiences where teachers, schools and some learning communities were not supportive of their aspirations for high academic achievement, and described the impact of this on their quest for Scholarship success. This research has identified a number of aspects relating to high academic achievement and New Zealand secondary education that require further investigation. These include an investigation into those practices of teachers who work with high-ability students to yield greater understanding of the beliefs that teachers hold about teaching high-ability students and the ways in which these beliefs affect student outcomes.</p>

scholarly journals Genre-Based Pedagogy in Paulo Freire’s Country: Teaching Brazilian Students to Write Essays for the National High School Exam

2021 ◽  
Vol 26 (1) ◽  
pp. 61-76
Author(s):  
Orlando Vian Junior ◽  
Fabiane Dalben de Faria
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Pedagogy ◽  
Course Design ◽  
Written Language ◽  
Social Intervention ◽  
Appraisal System ◽  
School Students ◽  
Brazilian Students

From the perspective of the appraisal system, this article discusses how 60 high school students from two private Brazilian schools align with their readers in texts written as preparation for the Brazilian National High School Exam. Adopting a mixed methodology, a corpus of 301 texts produced by the students was analyzed. Results showed that students' commitment to proposals for social intervention increased throughout the analyzed course, which meant that students started to adopt more critical and proactive stances in their essays. In addition, results showed how students align with their readers, confirming the paramount importance of mastering written language for the development of school literacies, as suggested by Halliday (1996). In terms of implications for pedagogy, the experience brought about new insights for course design and improvements in students’ writing, as well as a better understanding of the role of language in literacy projects. Finally, it confirmed the possibility of building an interface between a genre-based pedagogy and Paulo Freire’s critical pedagogy.  

scholarly journals Comparison of YouthCHAT, an Electronic Composite Psychosocial Screener, With a Clinician Interview Assessment for Young People: Randomized Controlled Trial (Preprint)

2019 ◽  
Author(s):  
Hiran Thabrew ◽  
Simona D'Silva ◽  
Margot Darragh ◽  
Mary Goldfinch ◽  
Jake Meads ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
New Zealand ◽  
Young People ◽  
Psychosocial Problems ◽  
Anxiety And Depression ◽  
School Students ◽  
Detection Rates ◽  
Face To Face ◽  
School Based

BACKGROUND Psychosocial problems such as depression, anxiety, and substance abuse are common and burdensome in young people. In New Zealand, screening for such problems is undertaken routinely only with year 9 students in low-decile schools and opportunistically in pediatric settings using a nonvalidated and time-consuming clinician-administered Home, Education, Eating, Activities, Drugs and Alcohol, Sexuality, Suicide and Depression, Safety (HEEADSSS) interview. The Youth version, Case-finding and Help Assessment Tool (YouthCHAT) is a relatively new, locally developed, electronic tablet–based composite screener for identifying similar psychosocial issues to HEEADSSS OBJECTIVE This study aimed to compare the performance and acceptability of YouthCHAT with face-to-face HEEADSSS assessment among 13-year-old high school students. METHODS A counterbalanced randomized trial of YouthCHAT screening either before or after face-to-face HEEADSSS assessment was undertaken with 129 13-year-old New Zealand high school students of predominantly Māori and Pacific Island ethnicity. Main outcome measures were comparability of YouthCHAT and HEEADSSS completion times, detection rates, and acceptability to students and school nurses. RESULTS YouthCHAT screening was more than twice as fast as HEEADSSS assessment (mean 8.57 min vs mean 17.22 min; mean difference 8 min 25 seconds [range 6 min 20 seconds to 11 min 10 seconds]; <italic>P</italic>&lt;.01) and detected more issues overall on comparable domains. For substance misuse and problems at home, both instruments were roughly comparable. YouthCHAT detected significantly more problems with eating or body image perception (70/110, 63.6% vs 25/110, 22.7%; <italic>P</italic>&lt;.01), sexual health (24/110, 21.8% vs 10/110, 9.1%; <italic>P</italic>=.01), safety (65/110, 59.1% vs 17/110, 15.5%; <italic>P</italic>&lt;.01), and physical inactivity (43/110, 39.1% vs 21/110, 19.1%; <italic>P</italic>&lt;.01). HEEADSSS had a greater rate of detection for a broader set of mental health issues (30/110, 27%) than YouthCHAT (11/110, 10%; <italic>P</italic>=.001), which only assessed clinically relevant anxiety and depression. Assessment order made no significant difference to the duration of assessment or to the rates of YouthCHAT-detected positive screens for anxiety and depression. There were no significant differences in student acceptability survey results between the two assessments. Nurses identified that students found YouthCHAT easy to answer and that it helped students answer face-to-face questions, especially those of a sensitive nature. Difficulties encountered with YouthCHAT included occasional Wi-Fi connectivity and student literacy issues. CONCLUSIONS This study provides preliminary evidence regarding the shorter administration time, detection rates, and acceptability of YouthCHAT as a school-based psychosocial screener for young people. Although further research is needed to confirm its effectiveness in other age and ethnic groups, YouthCHAT shows promise for aiding earlier identification and treatment of common psychosocial problems in young people, including possible use as part of an annual, school-based, holistic health check. CLINICALTRIAL Australian New Zealand Clinical Trials Network Registry (ACTRN) ACTRN12616001243404p; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=371422.

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