Science education research shows that a traditional, stand-and-deliver lecture format is less effective than teaching strategies that are learner-centred and that promote active engagement. The Carl Wieman Science Education Initiative (CWSEI) has used this research to develop resources to improve learning in university science courses. We report on a successful adaptation and implementation of CWSEI in the New Zealand university context. This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students’ attitudes towards science as well as their knowledge. Using these data, and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include:1. Make learning outcomes clear, both for the lecturer and the students; this helps to cull extraneous material and scaffold student learning. 2. Use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning. 3. Intentionally foster “expert-like thinking” amongst students in the first few semesters of the degree programme. 4. Be flexible because one size does not fit all and contextual events are beyond anyone’s control.In addition to these recommendations, data collected at the Canterbury site during the 2010 and 2011 earthquakes reinforced the understanding that the most carefully designed teaching innovations are subject to contextual conditions beyond the control of academics.
A Waikato iwi authority says it's struggling to supply the Government with a list of sites of cultural significance; The Government says it is committed to boosting Maori literacy achievement from early childhood and primary school level so that the education system isn't having to catch up all the time; A Ngai Tahu owned South Island whale watching operation say it's excited to be named a finalist in an international tourism award; A multicultural marae has been recognised for its community work, including caring for refugees during the Christchurch earthquake.
A Waikato iwi authority says it's struggling to supply the Government with a list of sites of cultural significance; The Government says it is committed to boosting Maori literacy achievement from early childhood and primary school level so that the education system isn't having to catch up all the time; A multicultural marae has been recognised for its community work, including caring for refugees during the Christchurch earthquake; A Ngai Tahu owned South Island whale watching operation say it's excited to be named a finalist in an international tourism award.
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
METIRIA TUREI to the Minister of Education: In relation to the proposed school closures in Christchurch, does she agree with Manning Intermediate head Richard Chambers that "The Minister promised us that we would have two years no matter what. It was a guarantee she made to our community repeatedly, it was unequivocal"?
MAGGIE BARRY to the Minister of Finance: What reports has he received on the New Zealand economy?
DAVID SHEARER to the Prime Minister: Does he have confidence in all his Ministers?
Dr CAM CALDER to the Minister of Education: In the context of the Government's Christchurch schools announcement, what is the process going forward?
Hon CLAYTON COSGROVE to the Minister for Building and Construction: Does he believe that the contracting system currently used in the construction industry works appropriately and fairly in circumstances of insolvency; if so, why?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: What progress is being made on making the Christchurch city centre safe for rebuilding?
IAIN LEES-GALLOWAY to the Prime Minister: Does he stand by all his statements on withdrawing troops from Afghanistan?
TIM MACINDOE to the Minister of Science and Innovation: How is the Government focussing New Zealand's science funding investment, and encouraging Kiwis to get involved in science?
DAVID SHEARER to the Prime Minister: Does he stand by all his statements?
ALFRED NGARO to the Minister for the Community and Voluntary Sector: What recent announcements has she made regarding government support for volunteering?
EUGENIE SAGE to the Minister of Local Government: Does he have any concerns about the Hawkes Bay Regional Council's forecast of 530 percent increase in its debt by 2021/22?
Rt Hon WINSTON PETERS to the Prime Minister: Does he still have confidence in the Associate Minister of Health; if so, why?
TE URUROA FLAVELL to the Minister of Justice: Is she satisfied with the Electoral Commission's engagement with whanau, hapū, iwi and marae around the 2013 Māori Electoral Option; if so, what advice has she received that would explain why halfway through the process there are only 5,000 new enrolments?
DAVID SHEARER to the Prime Minister: On what date was he, his office or the Department of Prime Minister and Cabinet first informed that David Henry would not meet his deadline of the end of May as set out in the terms of reference for reporting back and what reason did Mr Henry provide for the delay?
KATRINA SHANKS to the Minister of Finance: What do recent indicators show about the economy's performance this year and its outlook for the next three to four years?
DAVID SHEARER to the Prime Minister: Has he received any information that shows foreign intelligence agencies are routinely collecting emails, other communication or location data on New Zealand citizens and residents while they are in New Zealand; if so, has the resulting information been passed on to the Government Communications Security Bureau?
ALFRED NGARO to the Minister of Education: What recent announcement has she made about achievement against National Standards?
METIRIA TUREI to the Minister for Economic Development: Will the Government sign the legal contract between it and SkyCity for the SkyCity Convention Centre this week; if not, when will it sign this agreement?
JAMI-LEE ROSS to the Minister of Housing: What policy conclusions, if any, does the Government draw from Priced Out – How New Zealand Lost its Housing Affordability and how consistent are its findings with those of the 2012 Productivity Commission Report on housing affordability?
Hon ANNETTE KING to the Minister of Health: Does he stand by all his statements on health; if not, why not?
NICKY WAGNER to the Minister for Canterbury Earthquake Recovery: How will the Government support the redevelopment and repopulation of the Christchurch Central Business District following the Canterbury earthquakes?
CHRIS HIPKINS to the Minister of Education: Is she confident that the National Standards data being released today gives an accurate picture of student progress; if not, why not?
Rt Hon WINSTON PETERS to the Prime Minister: Did he discuss with David Henry the requirement for Mr Henry to see the full unedited electronic record connected with the Kitteridge report leak; if not, why not?
JOHN HAYES to the Minister of Customs: What information has he received regarding the success of automated passenger processing systems at the border?
