scholarly journals We All Ascend Together: A teacher-oriented exploration into the affordances and limitations to developing learner agency in years 4-8 Aotearoa/New Zealand classrooms.

2021 ◽  
Author(s):  
◽  
Kelly Layton
Keyword(s):  
New Zealand ◽  
Qualitative Study ◽  
Professional Learning ◽  
Shared Understanding ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Aotearoa New Zealand ◽  
Learner Agency

<p>Educators and researchers agree that developing learner agency is necessary to ensure learners are prepared for a changing future. However, learner agency is not widely embedded across schools. This qualitative study identifies the key affordances and challenges of embedding learner agency from the perspective of six Aotearoa/New Zealand primary school teachers. Through semi-structured interviews and thematising of data, teachers identified what impacted their development of learner agency within their schools. Results revealed that learner agency is both afforded and challenged when stakeholders’ (leaders, teachers, learners and whānau) beliefs in learner agency are established and when there is a shared understanding of the practices required to ensure learner agency development. From there, active, powerful and reciprocal partnerships must be established between all stakeholders. Finally, all stakeholders’ roles must be positioned where power is shared. The role of leadership was especially highlighted as a key affordance and challenge to developing learner agency. It is through leadership focus and prioritising of time, resources and professional learning that practices supporting learner agency are advanced.</p>

scholarly journals We All Ascend Together: A teacher-oriented exploration into the affordances and limitations to developing learner agency in years 4-8 Aotearoa/New Zealand classrooms.

2021 ◽  
Author(s):  
◽  
Kelly Layton
Keyword(s):  
New Zealand ◽  
Qualitative Study ◽  
Professional Learning ◽  
Shared Understanding ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Aotearoa New Zealand ◽  
Learner Agency

<p>Educators and researchers agree that developing learner agency is necessary to ensure learners are prepared for a changing future. However, learner agency is not widely embedded across schools. This qualitative study identifies the key affordances and challenges of embedding learner agency from the perspective of six Aotearoa/New Zealand primary school teachers. Through semi-structured interviews and thematising of data, teachers identified what impacted their development of learner agency within their schools. Results revealed that learner agency is both afforded and challenged when stakeholders’ (leaders, teachers, learners and whānau) beliefs in learner agency are established and when there is a shared understanding of the practices required to ensure learner agency development. From there, active, powerful and reciprocal partnerships must be established between all stakeholders. Finally, all stakeholders’ roles must be positioned where power is shared. The role of leadership was especially highlighted as a key affordance and challenge to developing learner agency. It is through leadership focus and prioritising of time, resources and professional learning that practices supporting learner agency are advanced.</p>

scholarly journals The role of “not for profits” (NFPs) in disaster preparedness in Aotearoa New Zealand

2021 ◽  
Author(s):  
Sharon Torstonson ◽  
Denise Blake ◽  
Darrin Hodgetts ◽  
David M Johnston
Keyword(s):  
New Zealand ◽  
Disaster Preparedness ◽  
Single Parents ◽  
Structured Interviews ◽  
Group Setting ◽  
Staff Members ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
The Right

PurposeThe purpose of this research is to highlight the role of not-for-profit (NFP) organisations in enhancing disaster preparedness. The authors set out to understand their perspectives and practices in regard to disaster preparedness activities to support people who live precarious lives, especially those who live as single parents who are the least prepared for disasters.Design/methodology/approachThe research draws on in-depth, semi-structured interviews with 12 staff members, either in a group setting or individually, from seven NFP organisations, who were located in Ōtautahi (Christchurch) and Kaiapoi in Aotearoa New Zealand. These participants were interviewed eight years after the 2011 Christchurch earthquake.FindingsFour key narrative tropes or elements were drawn from across the interviews and were used to structure the research results. These included: “essential” support services for people living precarious lives; assisting people to be prepared; potential to support preparedness with the right materials and relationships; resourcing to supply emergency goods.Originality/valueThis research contributes to disaster risk reduction practices by advocating for ongoing resourcing of NFP groups due to their ability to build a sense of community and trust while working with precarious communities, such as single parents.

scholarly journals The role of “not for profits” (NFPs) in disaster preparedness in Aotearoa New Zealand

2021 ◽  
Author(s):  
Sharon Torstonson ◽  
Denise Blake ◽  
Darrin Hodgetts ◽  
David M Johnston
Keyword(s):  
New Zealand ◽  
Disaster Preparedness ◽  
Single Parents ◽  
Structured Interviews ◽  
Group Setting ◽  
Staff Members ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
The Right

PurposeThe purpose of this research is to highlight the role of not-for-profit (NFP) organisations in enhancing disaster preparedness. The authors set out to understand their perspectives and practices in regard to disaster preparedness activities to support people who live precarious lives, especially those who live as single parents who are the least prepared for disasters.Design/methodology/approachThe research draws on in-depth, semi-structured interviews with 12 staff members, either in a group setting or individually, from seven NFP organisations, who were located in Ōtautahi (Christchurch) and Kaiapoi in Aotearoa New Zealand. These participants were interviewed eight years after the 2011 Christchurch earthquake.FindingsFour key narrative tropes or elements were drawn from across the interviews and were used to structure the research results. These included: “essential” support services for people living precarious lives; assisting people to be prepared; potential to support preparedness with the right materials and relationships; resourcing to supply emergency goods.Originality/valueThis research contributes to disaster risk reduction practices by advocating for ongoing resourcing of NFP groups due to their ability to build a sense of community and trust while working with precarious communities, such as single parents.

scholarly journals Penggunaan Sistem Persekitaran Pembelajaran Maya Frog di Sekolah-Sekolah Malaysia: Pengalaman dan Prospek Masa Depan

2019 ◽  
Vol 2 (2) ◽  
pp. 84-89
Author(s):  
Mohd Faiz Mohd Baharan
Keyword(s):  
Qualitative Study ◽  
Primary School ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Learning System ◽  
Technology In Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Learning Platform

The use of the Virtual Learning Environment Frog (VLE Frog) system is a powerful virtual learning system used in nearly 100,000 schools across the country. The system is a virtual learning platform that can be used by all students, teachers and schoolmates anytime and anywhere to access educational sites. However, its use is still at a disadvantage and has not been taken seriously by teachers in schools. Therefore, this study was conducted to identify the function and role of the VLE Frog system in schools. This study was a quantitative and qualitative study involving 367 people as a sample. Library surveys, questionnaires and observations were conducted to obtain data from this study. The findings of this study are expected to be one of the benchmarks for primary school teachers' readiness to use technology in education especially through the VLE Frog system.

scholarly journals The role of “not for profits” (NFPs) in disaster preparedness in Aotearoa New Zealand

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sharon Torstonson ◽  
Denise Blake ◽  
Darrin Hodgetts ◽  
David M. Johnston
Keyword(s):  
New Zealand ◽  
Disaster Preparedness ◽  
Single Parents ◽  
Structured Interviews ◽  
Group Setting ◽  
Content Type ◽  
Staff Members ◽  
Aotearoa New Zealand ◽  
The Right

PurposeThe purpose of this research is to highlight the role of not-for-profit (NFP) organisations in enhancing disaster preparedness. The authors set out to understand their perspectives and practices in regard to disaster preparedness activities to support people who live precarious lives, especially those who live as single parents who are the least prepared for disasters.Design/methodology/approachThe research draws on in-depth, semi-structured interviews with 12 staff members, either in a group setting or individually, from seven NFP organisations, who were located in Ōtautahi (Christchurch) and Kaiapoi in Aotearoa New Zealand. These participants were interviewed eight years after the 2011 Christchurch earthquake.FindingsFour key narrative tropes or elements were drawn from across the interviews and were used to structure the research results. These included: “essential” support services for people living precarious lives; assisting people to be prepared; potential to support preparedness with the right materials and relationships; resourcing to supply emergency goods.Originality/valueThis research contributes to disaster risk reduction practices by advocating for ongoing resourcing of NFP groups due to their ability to build a sense of community and trust while working with precarious communities, such as single parents.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

scholarly journals Experiences of New Zealand Haemodialysis Patients in Relation to Food and Nutrition Management: A Qualitative Study

Nutrients ◽  
2021 ◽  
Vol 13 (7) ◽  
pp. 2299
Author(s):  
Rachael M. McLean ◽  
Zhengxiu Xie ◽  
Vicky Nelson ◽  
Vili Nosa ◽  
Hla Thein ◽  
...  
Keyword(s):  
New Zealand ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Extended Family ◽  
Culturally Appropriate ◽  
Structured Interviews ◽  
Nutrition Management ◽  
Healthcare Needs ◽  
Food And Nutrition ◽  
Major Disruption

People receiving haemodialysis have considerable and complex dietary and healthcare needs, including co-morbidities. A recent New Zealand study has shown that few patients on haemodialysis are able to meet nutritional requirements for haemodialysis. This study aims to describe the perspectives and experiences of dietary management among patients on haemodialysis in New Zealand. This exploratory qualitative study used in-depth semi-structured interviews. Purposive sampling was used to recruit participants from different ethnic groups. Forty interviews were conducted, audio-recorded and transcribed verbatim. An inductive approach was taken using thematic analysis. Forty participants were interviewed. Participants spoke of major disruption to their lives as a result of their chronic kidney disease and being on haemodialysis, including loss of employment, financial challenges, loss of independence, social isolation and increased reliance on extended family. Most had received adequate dietary information, although some felt that more culturally appropriate support would have enabled a healthier diet. These findings show that further support to make the recommended dietary changes while on haemodialysis should focus on socio-cultural factors, in addition to the information already provided.

Locking down behavioural compliance: The role of emotion and emotion regulation in breaches of COVID-19 mitigation measures in Aotearoa New Zealand

2021 ◽  
pp. 135910532110299
Author(s):  
Terise Broodryk ◽  
Kealagh Robinson
Keyword(s):  
Public Health ◽  
Young Adults ◽  
New Zealand ◽  
Health Behaviours ◽  
Mitigation Measures ◽  
Aotearoa New Zealand ◽  
High Knowledge ◽  
The Cost ◽  
Insight Into

Although anxiety and worry can motivate engagement with COVID-19 preventative behaviours, people may cognitively reframe these unpleasant emotions, restoring wellbeing at the cost of public health behaviours. New Zealand young adults ( n = 278) experiencing nationwide COVID-19 lockdown reported their worry, anxiety, reappraisal and lockdown compliance. Despite high knowledge of lockdown policies, 92.5% of participants reported one or more policy breaches ( M  = 2.74, SD = 1.86). Counter to predictions, no relationships were found between anxiety or worry with reappraisal or lockdown breaches. Findings highlight the importance of targeting young adults in promoting lockdown compliance and offer further insight into the role of emotion during a pandemic.

‘I think one of the ways they will help is to create awareness’: primary school teachers’ perceptions of cardiovascular diseases in Nigeria

2019 ◽  
Vol 27 (4) ◽  
pp. 24-31
Author(s):  
Kingsley Udeh ◽  
Candidus Nwakasi ◽  
John Fulton
Keyword(s):  
Risk Factors ◽  
Cardiovascular Diseases ◽  
Primary School ◽  
Cardiovascular Health ◽  
Communicable Diseases ◽  
Health Concern ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Non Communicable Diseases

The increasing incidence and prevalence of non-communicable diseases is a major global health concern. Cardiovascular diseases (CVDs) account for the highest percentage of deaths related to non-communicable diseases, and low and middle-income countries (LMIC) face the highest burden of CVDs. Understanding the knowledge and perception of CVDs and their risk factors in an LMIC such as Nigeria may play an important role in cardiovascular health promotion and improvement plans to reduce CVD-related deaths. A qualitative study was conducted using semi-structured interviews to gain an in-depth understanding of some personal and sociocultural views on CVDs and their risk factors. The participants were purposively sampled primary school teachers in South-Eastern Nigeria. Thematic analysis approach was used for data analysis. The study findings include knowledge of heart disease, perceived causes and risk factors of CVDs, spirituality, and the way forward. Overall, the knowledge of CVDs in the setting was found to be related to the psychosocial nature of the participants; the effectiveness of any intervention needs to take these factors into consideration. For example, health policies for CVD health education and awareness should be tailored to address some of the issues of belief, values, and religion, as mentioned in the study.

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