Australian journal of career development, Jul 1, 2017
Traditionally career education in New Zealand secondary schools has been provided by a dedicated ... more Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.
Assessment in Education: Principles, Policy & Practice, Mar 2, 2017
Abstract The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand tea... more Abstract The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers’ beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students’ final grades towards qualifications. Factor analyses showed that these teachers had conceptions of assessment that were more similar to those of teachers in countries with qualifications systems based on high-stakes examinations than to a more general sample of participants in previous New Zealand research. In particular, there was a strong positive correlation between the formative views of assessment and the view that assessment promotes student accountability. The study revealed ecological influences on teachers’ conceptions of assessment, as well as tensions that arise between formative and summative views of assessment, when teachers are responsible for assessment contributing to national qualifications.
Disciplines in Higher Education have their own interpretations of what is essential knowledge tha... more Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Sc...
This self-study investigated student teachers' perceptions of teacher educators modeling prac... more This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies.
Massive Open Online Courses (MOOCs) have gained in popularity over the last few years. The space ... more Massive Open Online Courses (MOOCs) have gained in popularity over the last few years. The space of online learning resources has been increasing exponentially and has created a problem of information overload. To overcome this problem, recommender systems that can recommend learning resources to users according to their interests have been proposed. MOOCs contain a huge amount of data with the quantity of data increasing as new learners register. Traditional recommendation techniques suffer from scalability, sparsity and cold start problems resulting in poor quality recommendations. Furthermore, they cannot accommodate the incremental update of the model with the arrival of new data making them unsuitable for MOOCs dynamic environment. From this line of research, we propose a novel online recommender system, namely NoR-MOOCs, that is accurate, scales well with the data and moreover overcomes previously recorded problems with recommender systems. Through extensive experiments conduc...
The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualifi... more The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Invent...
The International Review of Research in Open and Distributed Learning
In recent years, massive open online courses (MOOCs) have gained popularity with learners and pro... more In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher...
Australian journal of career development, Jul 1, 2017
Traditionally career education in New Zealand secondary schools has been provided by a dedicated ... more Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.
Assessment in Education: Principles, Policy & Practice, Mar 2, 2017
Abstract The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand tea... more Abstract The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers’ beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students’ final grades towards qualifications. Factor analyses showed that these teachers had conceptions of assessment that were more similar to those of teachers in countries with qualifications systems based on high-stakes examinations than to a more general sample of participants in previous New Zealand research. In particular, there was a strong positive correlation between the formative views of assessment and the view that assessment promotes student accountability. The study revealed ecological influences on teachers’ conceptions of assessment, as well as tensions that arise between formative and summative views of assessment, when teachers are responsible for assessment contributing to national qualifications.
Disciplines in Higher Education have their own interpretations of what is essential knowledge tha... more Disciplines in Higher Education have their own interpretations of what is essential knowledge that influences what is taught, how teaching occurs, and the role of digital tools. Disciplinary culture is dynamic and evolving, informed by disciplinary research and technology improvement. During the COVID-19 pandemic, digital solutions enabled ongoing teaching when undergraduate courses could not be taught on campus, in lecture theatres, seminar rooms, laboratories, or in the field. Using digital tools and changes in teaching practices has created a context where Higher Education teachers must consider how future learning and teaching should occur. To explore this, a cross-discipline team used appreciative inquiry framed in complexity theory to examine how teaching in undergraduate programmes is changing in the digital age and implications for Higher Education teachers. The research identifies how digital technologies influence undergraduate programmes in Applied Statistics, Computer Sc...
This self-study investigated student teachers' perceptions of teacher educators modeling prac... more This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and course and teaching evaluations, as well as data from lecturers. Phase 2 collected further qualitative data from teacher educators to inform questions arising from Phase 1 findings. While student teachers' perceptions of critically reflective processes and teaching models modeled by lecturers were varied, they affirmed the positive value of lecturer modeling. Data highlighted gaps between lecturers' intentions and the student teachers' perceptions. Data confirm that effective modeling is difficult to achieve, particularly in large lectures. Student teachers were challenged by the demands of engaging critically with new content while also being attentive to modeling. Recommendations include explicitly unpacking our teaching practices, using training strategies to support student teachers in developing the ability to reflect critically, and increasing opportunities for student teachers to practice various teaching models and strategies.
Massive Open Online Courses (MOOCs) have gained in popularity over the last few years. The space ... more Massive Open Online Courses (MOOCs) have gained in popularity over the last few years. The space of online learning resources has been increasing exponentially and has created a problem of information overload. To overcome this problem, recommender systems that can recommend learning resources to users according to their interests have been proposed. MOOCs contain a huge amount of data with the quantity of data increasing as new learners register. Traditional recommendation techniques suffer from scalability, sparsity and cold start problems resulting in poor quality recommendations. Furthermore, they cannot accommodate the incremental update of the model with the arrival of new data making them unsuitable for MOOCs dynamic environment. From this line of research, we propose a novel online recommender system, namely NoR-MOOCs, that is accurate, scales well with the data and moreover overcomes previously recorded problems with recommender systems. Through extensive experiments conduc...
The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualifi... more The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Invent...
The International Review of Research in Open and Distributed Learning
In recent years, massive open online courses (MOOCs) have gained popularity with learners and pro... more In recent years, massive open online courses (MOOCs) have gained popularity with learners and providers, and thus MOOC providers have started to further enhance the use of MOOCs through recommender systems. This paper is a systematic literature review on the use of recommender systems for MOOCs, examining works published between January 1, 2012 and July 12, 2019 and, to the best of our knowledge, it is the first of its kind. We used Google Scholar, five academic databases (IEEE, ACM, Springer, ScienceDirect, and ERIC) and a reference chaining technique for this research. Through quantitative analysis, we identified the types and trends of research carried out in this field. The research falls into three major categories: (a) the need for recommender systems, (b) proposed recommender systems, and (c) implemented recommender systems. From the literature, we found that research has been conducted in seven areas of MOOCs: courses, threads, peers, learning elements, MOOC provider/teacher...
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Papers by Anne Yates