A. Suryadi, E. Purwaningsih, L. Yuliati, Supriyono Koes-Handayanto
Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.
{"title":"STEM teacher professional development in pre-service teacher education: A literature review","authors":"A. Suryadi, E. Purwaningsih, L. Yuliati, Supriyono Koes-Handayanto","doi":"10.15663/wje.v28i1.1063","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1063","url":null,"abstract":"Science, technology, engineering, and mathematics (STEM) education has recently been gaining popularity in a number of countries. This seems to have ramifications for increasing the intensity with which professional development programmes are implemented at both in-service and pre-service teacher levels. The present study provides a systematic literature review on scientific articles published between 2015 and 2021, examining how STEM teacher professional development programmes (STEM-TPD) led in the pre-service teacher corpus. Following a screening process, 66 studies were found to be eligible and in compliance with the review criteria. The review's findings indicate a positive trend in STEM-TPD scientific articles, with an increase in publications from year to year in many countries. The majority of studies were conducted in the United States and Turkey using various research methods. The STEM-TPD programme is carried out in three areas, namely, included in existing courses, conducted outside of lectures, and carried out on newly developed courses. We also ultimately discuss the seven most frequently used elements of STEM-TPD and the types of participant collaboration.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"46 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72417676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Editors’ work and an introduction to articles in this issue","authors":"","doi":"10.15663/wje.v28i1.1119","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1119","url":null,"abstract":"","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136286718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. T. Tuia, Epenesa Esera, Mauafuatagataolesoloiapia Tulipe
O le tali atu a Samoa i le Koviti-19 sa faigata ona o tagata ma meafaaletino e pei o tekonolosi ma auala sa faaaogaina mo le a’oa’o atu ma le a’oa’oina aua e le’i fa’ataitaia, pe na mautu se fa’ aaogaina muamua e o’o mai i le taimi nei. O le Koviti-19, sa fa’amalosia e le malo o Samoa le puipuiga o tagata i feoaiga vava mamao faapea ma le tapunia o nofoaga mo le saogalemu o tagata uma. Sa faapea fo’i ona suia le a’oa’o atu ma le a’oa’oina o tama ma teine aoga faapea ma faiaoga. Ua avea ma faalavelave le tapunia o aoga, galuega ma nofoaga i le fa’agaoioiga o galuega, ma fa’alapotopotoga. O le utiuti o alagaoa e pei o mea faitino na a’afia tele ai le a’oa’o atu ma le a’oa’oina i le tapunia o aoga. O le tali atu i le Koviti-19 sa unaia ai faiaoga ia fa’aleleia le malamalama i le fa’aaogaina o tekonolosi mo aoaoga. O le Matagaluega o Aoga, Ta’aloga ma Aganu’u (MATA) sa galulue fa’avavevave e faatino a’oa’oga e fa’aaoga ai upega tafa’ilagi e tali ai i le Koviti-19 ma aiaiga fa’ale tulafono a le malo o Samoa i le tapunia o le atunu’u. O le fa’amasaniga o faiaoga, tama ma teine aoga i a’oa’oga e lagolago ai le fa’aaogaina o upega tafa’ilagi, ma tomai fa’apitoa mo komipiuta sa avea ma fa’amuamua i tapenaga aua le fa’aleleia o aoaoga i totonu o Samoa. O fanau mai aiga e leai ni alagaoa e pei o komipiuta ma upega tafailagi o i latou nei sa tuga lo latou afaina. Sa fa’ailoa i tagata uma ia fa’atauaina le fa’atinoga o vaega tau le soifua maloloina ia malu puipuia mai le faamai o le Koviti-19, ae maise aua ne’i iai ni afaina tuga o a’oao’ga mo le fanau. O faiaoga o lo’o i totonu o aoga ua toe foi mai e a’ooga i le faailoga maualuga o le tusi pasi tau a’oa’oga mo le tulaga lua, ma o loo a’oa’oina i totonu o le Saofaiga o A’oa’oga i le Iunivesite Aoao o Samoa, ma o i latou ia sa auai i lenei suesuega. Samoa’s educational response to Covid-19 was impeded by human and physical obstacles largely because the new educational technologies and strategies that came into effect to support teaching and learning had not been trialled nor implemented well to date. During Covid-19, the Samoan government emphasised the importance of social distancing and lockdown as health safety measures necessary for the welfare of all, but these changed learning and teaching for students and teachers and impacted daily organisation and operations for these people, and schools. Samoa’s limited physical and human resources affected schools’ lockdown and teaching and learning. Responses to Covid-19 called for teachers’ improved understanding of educational technology and its utilisation. The Ministry of Education, Sports, and Culture (MESC) acted immediately to activate online learning in response to Covid-19 and the government’s lock-down policy. Familiarising teachers and students with online support and acquiring appropriate computer skills were Samoa’s immediate educational goals. Nevertheless, the children of families without access to resources like computers and the Internet were t
{"title":"(Student) teacher views: Impact of technology on teaching and learning during Covid-19 in Samoa","authors":"T. T. Tuia, Epenesa Esera, Mauafuatagataolesoloiapia Tulipe","doi":"10.15663/wje.v28i1.953","DOIUrl":"https://doi.org/10.15663/wje.v28i1.953","url":null,"abstract":"O le tali atu a Samoa i le Koviti-19 sa faigata ona o tagata ma meafaaletino e pei o tekonolosi ma auala sa faaaogaina mo le a’oa’o atu ma le a’oa’oina aua e le’i fa’ataitaia, pe na mautu se fa’ aaogaina muamua e o’o mai i le taimi nei. O le Koviti-19, sa fa’amalosia e le malo o Samoa le puipuiga o tagata i feoaiga vava mamao faapea ma le tapunia o nofoaga mo le saogalemu o tagata uma. Sa faapea fo’i ona suia le a’oa’o atu ma le a’oa’oina o tama ma teine aoga faapea ma faiaoga. Ua avea ma faalavelave le tapunia o aoga, galuega ma nofoaga i le fa’agaoioiga o galuega, ma fa’alapotopotoga. O le utiuti o alagaoa e pei o mea faitino na a’afia tele ai le a’oa’o atu ma le a’oa’oina i le tapunia o aoga. O le tali atu i le Koviti-19 sa unaia ai faiaoga ia fa’aleleia le malamalama i le fa’aaogaina o tekonolosi mo aoaoga. O le Matagaluega o Aoga, Ta’aloga ma Aganu’u (MATA) sa galulue fa’avavevave e faatino a’oa’oga e fa’aaoga ai upega tafa’ilagi e tali ai i le Koviti-19 ma aiaiga fa’ale tulafono a le malo o Samoa i le tapunia o le atunu’u. O le fa’amasaniga o faiaoga, tama ma teine aoga i a’oa’oga e lagolago ai le fa’aaogaina o upega tafa’ilagi, ma tomai fa’apitoa mo komipiuta sa avea ma fa’amuamua i tapenaga aua le fa’aleleia o aoaoga i totonu o Samoa. O fanau mai aiga e leai ni alagaoa e pei o komipiuta ma upega tafailagi o i latou nei sa tuga lo latou afaina. Sa fa’ailoa i tagata uma ia fa’atauaina le fa’atinoga o vaega tau le soifua maloloina ia malu puipuia mai le faamai o le Koviti-19, ae maise aua ne’i iai ni afaina tuga o a’oao’ga mo le fanau. O faiaoga o lo’o i totonu o aoga ua toe foi mai e a’ooga i le faailoga maualuga o le tusi pasi tau a’oa’oga mo le tulaga lua, ma o loo a’oa’oina i totonu o le Saofaiga o A’oa’oga i le Iunivesite Aoao o Samoa, ma o i latou ia sa auai i lenei suesuega.\u0000 \u0000Samoa’s educational response to Covid-19 was impeded by human and physical obstacles largely because the new educational technologies and strategies that came into effect to support teaching and learning had not been trialled nor implemented well to date. During Covid-19, the Samoan government emphasised the importance of social distancing and lockdown as health safety measures necessary for the welfare of all, but these changed learning and teaching for students and teachers and impacted daily organisation and operations for these people, and schools. Samoa’s limited physical and human resources affected schools’ lockdown and teaching and learning. Responses to Covid-19 called for teachers’ improved understanding of educational technology and its utilisation. The Ministry of Education, Sports, and Culture (MESC) acted immediately to activate online learning in response to Covid-19 and the government’s lock-down policy. Familiarising teachers and students with online support and acquiring appropriate computer skills were Samoa’s immediate educational goals. Nevertheless, the children of families without access to resources like computers and the Internet were t","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83229798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary-school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms.
{"title":"A socio-technological assemblage when teaching with apps","authors":"Nigel Calder, Carol Murphy","doi":"10.15663/wje.v28i1.1028","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1028","url":null,"abstract":"In this paper we consider how the integration of mobile technology apps into classroom practice can form an alternative pedagogical medium that influences the learning process in mathematics. We give an account of one aspect of a research project that examined the use of tablets and apps in primary-school mathematics programmes and report teacher and student perceptions on how they used the apps, in combination with other manipulatives, to solve problems. Through teacher and researcher co-inquiry, three themes emerged: multi-modal affordances, collaboration, and assemblages. We examined how the interplay between these themes evoked ranges of social, tangible, and digital entities resulting in different learning experiences. We draw on notions of collectives to articulate a socio-technological assemblage and suggest that the notion of an assemblage helps to understand how teachers can use educational technologies to support new learning experiences in their mathematics classrooms.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86696518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Cameron, Karyn Aspden, Penny L. Smith, Tara W. McLaughlin
The revision of Te Whāriki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers’ engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whāriki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers’ enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.
{"title":"“The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre-2017","authors":"M. Cameron, Karyn Aspden, Penny L. Smith, Tara W. McLaughlin","doi":"10.15663/wje.v28i1.1037","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1037","url":null,"abstract":"The revision of Te Whāriki, the New Zealand Early Childhood Curriculum Framework, in 2017 offered a unique opportunity to gain understanding of the ways teachers in Aotearoa New Zealand think about and enact curriculum in their daily practice. As researchers we were intrigued as to the ways teachers conceptualised the role of curriculum in practice and whether the revised curriculum would generate changes in curriculum implementation. We undertook a research project to capture data about teachers’ engagement with, and use of, the curriculum framework, as well as their beliefs about curriculum in the context of early childhood education (ECE). Data collection was designed to focus on two points in time: in 2017 prior to the launch of the revision, with plans to repeat collection after several years with the revised curriculum in effect. Findings reported here draw on interviews conducted with teachers working with Te Whāriki (Ministry of Education, 1996) before the revised framework was released. The findings revealed a range of understandings about the meaning of curriculum and the role of curriculum in guiding teachers’ enacted practice. Implications for supporting ongoing efforts of enactment and implementation of ECE curriculum are discussed.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73191504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against “conversion therapies” have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.
{"title":"Lesbian, gay, bisexual, transgender, intersex, and queer concerns in professional psychology education","authors":"Paula Collens, E. D. du Preez","doi":"10.15663/wje.v28i1.978","DOIUrl":"https://doi.org/10.15663/wje.v28i1.978","url":null,"abstract":"Best practice guidelines for psychologists working with lesbian, gay, bisexual, transgender, intersex, and queer+ (LGBTIQ+) people and position statements against “conversion therapies” have been published internationally. These call for professional psychologist education to develop competence for work with this community, but studies show variability and lack of inclusion of LGBTIQ+ content in professional programmes in higher education institutions. A critical narrative review examined approaches to the inclusion of LGBTIQ+ concerns in the education of psychologists. A systematic literature search identified 33 papers for review. Synthesis of findings highlighted benefits and challenges of the cultural competence approach to LGBTQ+ curricular inclusion; a contested pedagogic space relating to religious belief, homophobia, and sexualities; a shift in psychology to include resilience-based frameworks of sexuality and gender diversity; and finally disaggregation of the LGBTQ+ umbrella with emergence of transgender and gender diversity focused research. Lack of research relating to people with intersex variations and the need for LGBTIQ+ representation/voices in this research area were evidenced.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79766867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do pre-service teachers practice culturally-responsive critical pedagogy in the classroom? This study of two pre-service teachers investigated a professional practice placement that followed theory courses. The research found five applications of culturally-responsive critical pedagogy: reflecting on self and identity; centring ākonga (learners); uplifting culture; developing critical consciousness; and improving academic outcomes for non-dominant culture learners. However, the pre-service teachers placed varied emphasis on those applications, including not engaging with the achievement application. The research offers concrete practice examples of culturally-responsive critical pedagogy by pre-service teachers, and questions the assumption that novice pre-service teachers have the skills to enact theory-to-practice.
{"title":"Pre-service teachers applying culturally-responsive critical pedagogy","authors":"K. Finn","doi":"10.15663/wje.v28i1.918","DOIUrl":"https://doi.org/10.15663/wje.v28i1.918","url":null,"abstract":"How do pre-service teachers practice culturally-responsive critical pedagogy in the classroom? This study of two pre-service teachers investigated a professional practice placement that followed theory courses. The research found five applications of culturally-responsive critical pedagogy: reflecting on self and identity; centring ākonga (learners); uplifting culture; developing critical consciousness; and improving academic outcomes for non-dominant culture learners. However, the pre-service teachers placed varied emphasis on those applications, including not engaging with the achievement application. The research offers concrete practice examples of culturally-responsive critical pedagogy by pre-service teachers, and questions the assumption that novice pre-service teachers have the skills to enact theory-to-practice.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"174 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76920218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Te Hurinui Karaka-Clarke, A. Macfarlane, J. Fletcher
Embedding the use of technology for authentic social interactions with L2 teaching and learning needs to be supported by effective pedagogical practices. This article explores how technology can support the learning of te reo Māori in New Zealand. Thirteen kaiako (teachers) from a variety of teaching and learning backgrounds and experiences, and five ākonga (students) representing a range of ages were individually interviewed. The ākonga reported that synchronous online classes were very helpful for their language development and enjoyed the whanaungatanga created by being a part of the online community. They felt less, isolated and felt that they got to know some members of the class better. The kaiako reported, that connecting with the heart enhanced engagement in te reo Māori, which increased the confidence of ākonga, which advanced the level of proficiency in te reo Māori.
{"title":"Approaches to teaching and learning a second language online","authors":"Te Hurinui Karaka-Clarke, A. Macfarlane, J. Fletcher","doi":"10.15663/wje.v28i1.1000","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1000","url":null,"abstract":"Embedding the use of technology for authentic social interactions with L2 teaching and learning needs to be supported by effective pedagogical practices. This article explores how technology can support the learning of te reo Māori in New Zealand. Thirteen kaiako (teachers) from a variety of teaching and learning backgrounds and experiences, and five ākonga (students) representing a range of ages were individually interviewed. The ākonga reported that synchronous online classes were very helpful for their language development and enjoyed the whanaungatanga created by being a part of the online community. They felt less, isolated and felt that they got to know some members of the class better. The kaiako reported, that connecting with the heart enhanced engagement in te reo Māori, which increased the confidence of ākonga, which advanced the level of proficiency in te reo Māori.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78260611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The majority of Pasifika students at the University of Otago come from other parts of New Zealand and have to adapt to studying and living in an environment that does not have a strong Pacific culture. These changes potentially affect their education experience and academic performance. Students may form social networks through religious institutions or student associations. Using a brief (10–15 minute) survey, we investigated how religiosity, social provision, and social anxiety as ethnic minorities are associated with perceived academic stress among Pasifika students in our department. We recruited 54 Pasifika students from a cohort of 101 students: 20 male, 33 female, and 1 akava’ine. Male students had higher academic stresses related to academic expectation than female students. Religiosity, social provision, and avoiding interaction with New Zealand European people were all associated with perceived academic stress in our cohort. Students preferred seeking social support from Pasifika friends and family members, and academic support from academic staff, tutorials organised by the University’s Pacific Islands Centre, and friends. In conclusion, social factors are associated with academic stress of Pasifika students in the University of Otago. Institutions need to establish strong support infrastructure for ethnic minority students as they may have additional stressors which may affect their study.
{"title":"Social factors are associated with academic stress in Pasifika students at the University of Otago","authors":"Ilaisaane Foli Fakapulia, L. Samalia, E. Wibowo","doi":"10.15663/wje.v28i1.1040","DOIUrl":"https://doi.org/10.15663/wje.v28i1.1040","url":null,"abstract":"The majority of Pasifika students at the University of Otago come from other parts of New Zealand and have to adapt to studying and living in an environment that does not have a strong Pacific culture. These changes potentially affect their education experience and academic performance. Students may form social networks through religious institutions or student associations. Using a brief (10–15 minute) survey, we investigated how religiosity, social provision, and social anxiety as ethnic minorities are associated with perceived academic stress among Pasifika students in our department. We recruited 54 Pasifika students from a cohort of 101 students: 20 male, 33 female, and 1 akava’ine. Male students had higher academic stresses related to academic expectation than female students. Religiosity, social provision, and avoiding interaction with New Zealand European people were all associated with perceived academic stress in our cohort. Students preferred seeking social support from Pasifika friends and family members, and academic support from academic staff, tutorials organised by the University’s Pacific Islands Centre, and friends. In conclusion, social factors are associated with academic stress of Pasifika students in the University of Otago. Institutions need to establish strong support infrastructure for ethnic minority students as they may have additional stressors which may affect their study.","PeriodicalId":37007,"journal":{"name":"Waikato Journal of Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82737402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study was to examine the current trends and main findings of the empirical computer-assisted foreign language learning studies. The database, Web of Science, was reviewed and a total of 36 studies between 2000 and 2020 were analysed. The systematic analysis was performed with the content analysis method. The content of the reviewed articles was analysed in the following categories: The technological trends, the technological context used, variables, duration of the studies, data collection tools, data analysis strategies, skills/factors analysed, underlying theories, and countries of the studies, target languages, participants, and years of the studies. Along with other insights this review found, the most common technological trend was educational software, while the technological contexts used varied greatly. Key variables from mostly small studies (less than 100 participants generally tertiary students), focused on technological contexts, language learning skills (typically vocabulary and speaking) and participants’ attitudes. Underlying theories of these studies varied greatly, Technology Acceptance Model and Cognitive Load Theory being common. This review study can serve as a guide for practitioners who plan designing computer-assisted language learning and teaching activities.
本研究的目的在于检视电脑辅助外语学习实证研究的现况及主要发现。他们对Web of Science数据库进行了审查，并对2000年至2020年间的36项研究进行了分析。采用内容分析法进行系统分析。回顾文章的内容按以下类别进行分析:技术趋势、使用的技术背景、变量、研究持续时间、数据收集工具、数据分析策略、分析的技能/因素、基本理论、研究的国家、目标语言、参与者和研究的年份。除了这篇综述发现的其他见解之外，最常见的技术趋势是教育软件，而使用的技术背景差异很大。主要变量来自大多数小型研究(参与者少于100人，一般是大学生)，主要关注技术背景，语言学习技能(通常是词汇和口语)和参与者的态度。这些研究的基础理论差异很大，技术接受模型和认知负荷理论比较普遍。本研究可为设计计算机辅助语言学习与教学活动的实践者提供参考。
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