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Now showing items 3862-3881 of 4409
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Te Pūtaha Auaha: Avondale Graffiti Pavilion
(Unitec ePress, 2021-12-21)Public architectural and art installations can enable leftover and forgotten urban spaces to be positively reinvigorated. These interventions can be produced at different scales and placed in a variety of existing ... -
Te reo kiriti : when Euripides speaks Maori. Intercultural collaborative practice as instinctive teaching methodology
(2016-12)This paper takes the form of a report on an artistic project [a Māori Bacchae] and the task I have been given bring matauranga Maori into mainstream tertiary teaching of our department, of performing and screen arts at ... -
Te Tiriti o Waitangi and housing in Aotearoa
(2021-12-01)Aotearoa New Zealand's current housing shortage continues to be an ongoing challenge for Indigenous Māori and the Crown. This paper briefly summarises the author's master's research project 'He Rautaki Whakatauria Whare o ... -
Te Tiriti partnership in action: Walking the talk in tertiary education
(2021-12-06)Bachelor of Social Practice - the embedding of Matauranga Māori Commitment to treaty based practice Treaty based practice in action Critical reflection (Ngā Whakaaro Hurihuringā) References -
Te Whare Wānanga o Hoani Waititi Marae
(2014)Project The establishment of a whare wānanga at the site of Hoani Waititi Marae, Oratia. The Hoani Waititi Marae has been a centre for Maori educational development since it's opening in 1980. It has hosted such ... -
Te whānau Pā Harakeke: An indigenous artform of community intervention
(2022-10)Raranga and tikanga Pā Harakeke emerge from a worldview in which “the universe is woven” Tikanga Pā Harakeke: a methodology for wellbeing and sustainability Raranga whakakura: whakapapa is the connecting bond Socially ... -
Te Whāriki, the New Zealand early childhood curriculum: Is it effective?
(Taylor & Francis, 2010-09)Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in ... -
Te Whāriki: Rhetoric and reality
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Teacher coaching in Aotearoa New Zealand secondary schools : an exploratory study
(2017)Teacher coaching is a personnel development approach that has developed out of the popular concepts of sports, business and life coaching. The purpose of this study was to explore how teacher coaching is being implemented ... -
Teacher perceptions and management of challenging student behaviours in primary school classrooms
(2013)This study aimed at investigating Teacher perceptions and management of challenging student behaviours in classrooms and what support is available to the teachers to manage students with challenging behaviours. Managing ... -
Teacher perceptions of the value of the Jade Speaks Up programme Section report for Countering family harm and improving child well-being: 2017- 2019 Research report on a New Zealand programme delivered by classroom teachers
(Jade Speaks Up Trust, 2020-10)Jade Speaks Up (JSU) is a teacher-led programme that gives Year 4 to 8 school children practical and relational strategies, emotional literacy and self-agency tools to develop trusting relationships, build resilience and ... -
Teacher perspectives on augmented reality : the potential of Metaverse for learning
(International Association for Mobile Learning (IAmLearn), 2019-09)Augmented Reality (AR) assumes that virtual content is intermediated between the viewer and the real world, but the extent of that intermediation, and the ways in which it is intended to enhance the real-world experience, ... -
Teachers in change : an evaluation of the implementation of collaborative teaching in a New Zealand year 7-13 school
(2018-01-28)It is widely argued that educational change is needed to meet the needs of all learners in the 21st century. This project explores one school's implementation of collaborative teaching in a newly built Innovative Learning ... -
The teachers said my child is different
(2006)New Zealand early childhood centers are increasingly multicultural. New migrant families bring diverse language and cultural practice to our centers. Families and teachers may not share the same child rearing and educational ... -
Teachers’ perceptions of the impact of professional development on teaching practice : the case of one primary school
(2012)RESEARCH QUESTIONS: 1. What are teachers’ perceptions of the impact of professional development on their teaching practice? 2. What factors influenced teachers’ perceptions of effective professional development? 3. ... -
Teachers’ perspectives on the impact of information and communication technologies (ICT) in two early childhood settings in New Zealand
(2012)This research examined teachers’ perspectives on the impact of Information and Communication Technologies (ICT) in two early childhood settings in New Zealand. The research literature explained that in New Zealand there ... -
Teaching (with) technology : the scope and practice of teacher education for technology
(National Centre for English Language Teaching and Research, 2009)This paper discusses the scope of language teacher education for technology and looks at different ways of providing professional development in this area. Technology education for teachers faces a number of challenges, ... -
Teaching a Tele-robot using Natural Language Commands
(2005)For Internet-based tele operation systems, user-friendly natural interfaces are advantageous because those systems are intended to be used by non-experts. In developing user friendly interfaces, natural language communication ... -
Teaching and learning academic writing: Narratives of future destinations.
(2014)Focus: Qualitative project relating content and form of AW portfolios to: Student ‘destinations’, ‘disciplinary communities’ and ‘imagined communities’ The need of more specificity in creating ‘disciplinary identities’ ... -
Teaching and learning academic writing: Narratives of future destinations.
(2014)Focus: Qualitative project relating content and form of AW portfolios to: Student ‘destinations’, ‘disciplinary communities’ and ‘imagined communities’ The need of more specificity in creating ‘disciplinary identities’ ...