Research Seminars - College of Education, Health and Human Development - University of Canterbury - New Zealand

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Prestige Lecture Series 2017

  • Associate Professor Ian Thompson, Oxford University, United Kingdom
    "Social Situations of Development in Initial Teacher Education"
    Thursday 2 March
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    Associate Professor Ian ThompsonTeacher education has long been perceived as both a policy and a quality problem. Questions about what constitutes effective initial teacher education and professional development are highly politicised and contested worldwide. Concerns have been raised about the relationship between universities and schools, the roles of university and school partners in teacher preparation, and about the nature of learning ‘on the job’ and through professional practice.
    One of the dilemmas for researchers of initial teacher education is how to frame research designs that look simultaneously at the interactions between the complexity of the social organization of schools and universities as institutions; the pedagogical design of initial teacher education curricula and programmes; the social relations within institutions that provide and are involved in initial teacher preparation (at both staff and student level); and the development of pre-service teacher knowledge and competencies within these social settings.
    This seminar focuses on two research studies that explore the social, cultural and historical factors that mediated the experiences and understanding of initial teachers as they negotiated the context of teacher education against their school and university contexts.
    In these social situations the mediating role of university and school educators acting as tutors and mentors is shown to be critical
    for initial teachers’ development. How these social situations are complex, and the roles of university and school mentors are examined in this seminar.
  • Professor Monica Axelsson, Stockholm University, Sweden
    "Newly arrived children and adolescents in Sweden. How do we meet their needs?"
    Thursday 9 February
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    Professor Monica AxelssonUnstable political and economic situations and above all the wars in Iraq, Afghanistan and Syria have forced a high number of people to leave their countries and seek refuge elsewhere. Sweden, in the north of Europe, has recently received a large number of refugees.
    The reception of new arrivals has greatly affected society as a whole and schools in particular. I will present findings from a recent three-year research project investigating how municipalities and schools in Sweden have organised instruction to meet the needs of the newly arrived. The two main reception models used for newly arrived students are introductory classes or immediate mainstreaming. These models have been examined with respect to the resources provided for students’ everyday and academic language and literacy development and social inclusion.
    Research was conducted over 15 months at three schools in municipalities of different sizes, comprising participant observation, interviews with teachers and school leaders and semi-structured interviews on three occasions with 22 students. The participating students arrived to Sweden when they were 14-15 years of age. This data was collected in introductory classes in the three participating municipalities and then compared to results from two studies on immediate mainstream reception.
    Monica Axelsson is Professor of Bilingualism and Swedish as a second language at the Department of Language Education, Stockholm University. Her research over the years includes bilingual education among indigenous Sámi and multilingualism in immigrant groups, second language acquisition and the development of academic literacy. During the past years she has conducted research in a multi-disciplinary project on learning conditions for newly arrived students and is at present directing an interdisciplinary project on multilingual students’ meaning-making in school biology and physics. She is a member of the editorial board of the Journal of Immersion and Content-Based Education as well as the Journal of Home Language Research. Professor Axelsson is currently Visiting Canterbury Fellow at the College of Education, Health and Human

Prestige Lecture Series 2016

  • Professor Rob Wilton, McMaster University, Canada
    "A different way of seeing productivity’: Mental Health and Paid Employment in the Social Economy"
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    In recent years, paid work has taken on greater significance for people living with mental illness. This trend has been driven in part by the recognition that employment can be a key factor in recovery from mental ill health. Paid work offers the chance to earn a wage, as well as opportunities for improved self-esteem, meaningful activity and community participation. While employment can offer many rewards, finding and keeping work in the mainstream economy remains difficult for people with mental illness, not least because of concerns about discrimination and an absence of workplace accommodation. One response to these barriers has been the creation of social enterprises as ‘alternative spaces’ of employment for people with mental illness.
  • Professor Robert Didden, Radboud University at Nijmegen, The Netherlands
    "Treatment of Aggressive Behaviour in Individuals with Mild to Borderline Intellectual Disabilities"
    To view this lecture click here
    Many individuals with mild ID who live in the Netherlands experience difficulties in participating in the society, where they face many challenges. Results of studies show that they have an increased risk for developing aggressive behaviour. This behaviour hinders participation in society, and has adverse consequences for caregivers, and the individuals themselves. Individuals with mild ID who show aggressive behaviours often have comorbid mental health as well as social problems that necessitate an integrative approach to aggression in which biological, psychological and systemic factors are considered
  • Professor John Luckner, University of Northern Colorado in Greeley, USA
    "Raising Emotionally Intelligent Children"
    To view this lecture click here
    In our demanding global economy, individuals are not only being evaluated on how smart they are and what training and experience they have had, but also on how well they handle themselves and get along with others. There is a growing demand for individuals to have the personal qualities of initiative, empathy, adaptability and good communication skills. Emotional intelligence is not fixed genetically and it is not only developed during early childhood. Rather emotional intelligence is learned and can continue to develop as individuals go through life and learn from what they are taught, what is modelled, and from experiences.
  • Professor Richard Light, University of Canterbury, New Zealand
    "Children and young people’s experiences of sport and what it means for them"
    To view this lecture click here
    Regular, long-term participation in sport can have a range of positive effects upon the development of children and young people during their journey from childhood to adulthood. These include valuable social, moral and ethical learning, promoting health and wellbeing and contributing toward success in academic achievement. There is a range of compelling reasons why we need to encourage children and young people to engage in sport that have been driven most recently by the benefits that arise from active lifestyles in the fight against obesity and other lifestyle diseases. This is not to say that participation in sport is always necessarily beneficial, but it is a social activity that has much to offer in the development of children into healthy, happy and successful adult members of society.
  • Professor Sharon Feiman-Nemser, Brandeis University, USA
    "Foundations of Mentoring: Promoting Teacher Learning in the Service of Student Learning"
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    When is mentoring "educative" (or "miseducative")? How does educative mentoring challenge the culture of teaching? What role should mentoring play in new teacher induction? How can teacher mentoring promote student learning?  Professor Sharon Feiman-Nemser will address these questions, using examples from cross-national studies of mentoring and induction.
  • Professor Peggy Ertmer, Purdue University, USA
    "Increasing Teachers’ Capacity for Innovative Learning Pedagogies"
    To view this lecture click here
    Helping teachers achieve real gains in innovative learning requires building teacher capacity, including engaging students’ interests, facilitating new roles for teachers and students, and supporting students’ efforts throughout the learning process. In this presentation I describe ways to initiate and sustain the change process via small strategy adjustments that, over time, can lead to impactful student learning outcomes.

Prestige Lecture Series 2015

  • Professor Antonia Darder, Loyola Marymount University, USA
    "Schooling the Flesh: The Body, Pedagogy, and Inequalities"
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    The lecture addresses the politics of classroom life and the relationship between the body and the social and material processes of constructing knowledge. Key principles of a ‘critical pedagogy of the body’ are elaborated through an examination of dominant ideologies, educational practices, and questions of inequality.
  • Dr Carolyn Blackburn, Birmingham City University, United Kingdom
    "Foetal Alcohol Syndrome"
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  • Dr Kristine Black-Hawkins, Cambridge University, United Kingdom
    "Understanding Inclusive Pedagogy: Learning with and from Teachers"
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    Numerous studies indicate that whilst the majority of teachers are highly committed to the principles of inclusive education, they are anxious about working with classes that comprise an increasingly diverse range of learners. Such findings not only have serious consequences for teachers and learners, they also present substantial challenges to those of us who research inclusive classroom practices. What should be the focus of our work? How can we contribute to a greater understanding of classroom practices that recognise and respond to the individual differences of all learners, but do not marginalise or stigmatise some because of their particular needs? Significantly, how can our findings be made worthwhile and useful for teachers in ways that take careful account of the demands of classroom life? In this lecture I draw on recent studies of inclusive pedagogy that have aimed to bridge this 'theory-practice gap', by learning with and from teachers, and in ways that adopted an 'open and exploratory approach based on a deep respect for the work that teachers do' (McIntyre 2009).
  • Professor Ilsa Schwartz, University of Tennessee, USA
    "Spelling: A Window Into the Language Systems of Children who are Deaf or Hard of Hearing"
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    Professor Schwartz pursues research that is ultimately designed to create language and literacy assessments and interventions for young school age children. Her investigations involve children with typical hearing and children who are deaf or hearing impaired. Studies initiated by doctoral students in her lab also include the cross-language transfer of phonological awareness skills with bilingual Korean-English speaking children, and a developmental study of proverb understanding with Korean and American children, adolescents, and adults.
  • Professor Susan Gabel, Wayne State University, Detroit USA
    "Shatter not the branches of the tree of anger"
    To view this lecture click here
    In this presentation I use feminist philosophies of mothering to understand “motherwork” in the context of raising disabled children.
    Using examples from my personal and professional life, I illustrate the ways in which discourses of inclusion can silence mothers who are socially positioned as marginal and who bear the weight of their children’s oppression. I argue that ethically speaking mothers are authorized to speak for their children and to speak about inclusion.
  • Professor Marilyn Fleer, Monash University, Australia
    "How families contribute to children’s learning and development in early childhood"
    There is an abundance of international research which shows that the experiences children have during the first years of life influence both their success at school and their later life chances as adults. The family as the child’s first teacher substantially contributes to learning and development. This lecture will give a snapshot of how families positively contribute to their children’s development through a series of case studies. Examples will show everyday maths and science at home, discuss how schools change family practices at home when establishing homework routines, and show how what families do influences children’s learning at school.
  • Professor Jeffrey Wilhelm, Boise State University, Idaho USA
    "Let them read TRASH: Reading Unbound: the powers and pleasures of reading marginalised text
    "
    To view this lecture click here
    This interactive keynote will share the findings of a new study focused on engaged readers of texts, which are often marginalised by school, including romance, horror, vampire, manga, dystopia and fantasy. The session will explore the pleasures and psychological satisfactions that these texts provide. It will also look at ways to leverage such texts in order to promote more engaged and proficient student reading.
    Prof Jeffrey Wilhelm is an internationally-known teacher, author, researcher and presenter. His interests include team teaching, coconstructing inquiry-driven curriculum with students, and pursuing teacher research. His recent research agenda includes studying how student reading, writing, and thinking can be supported through the use of art, drama, and technology. Most recently, he studied adolescent boys and their reading, attitudes, aspirations, and the school opportunities available to them for actualizing and performing different ways of being literate. He is particularly interested in supporting the learning of students who are often considered to be reluctant or resistant.

Prestige Lecture Series 2014

  • Professor Richard Light, University of Canterbury, New Zealand
    "Positive pedagogy for coaching, teaching, leadership and parenting
    "
    To view this lecture click here

    Research consistently suggests that game based approaches (GBA) promote better game players while generating positive affective experiences for all learners and positive experiences of learning. They also seem to promote some of the positive moral, social and personal learning traditionally assumed to arise from playing team sports but which research suggests is not an automatic outcome of playing games. Recent writing on the pedagogy used in GBA has encouraged its application beyond games to other sport and physical activity, using the term Positive Pedagogy to broaden its application and to focus on learning in ways that make the process of learning positive. This presentation outlines the concept of Positive Pedagogy as work in progress to suggest how it could inform, not only a range of learning through ‘the physical’, but also business leadership and even parenting.
  • Associate Professor Louisa Allen, University of Auckland, New Zealand
    "Rethinking the Concept of Sexuality Education"
    To view this lecture click here
    What should be the content of sexuality education has been a longstanding social and educational debate. This discussion has generally centred on whether particular topics are age appropriate, teacher comfort and competency in delivering them and if issues will cause controversy/offense to some students and families. This presentation shifts focus away from the selection
    of knowledge within the official curriculum, to examine sexuality education in a more expansive sense. It draws attention to the ways in which meanings about sexuality are learned beyond the official curriculum and the importance of these spaces in terms of young people’s sexual development. To improve sexuality education, it is suggested that more attention be paid to these unofficial means of learning, and the way they establish the sexual cultures of schooling.
  • Professor Paul Resta, University of Texas at Austin, USA
    "Educational data visualisation – Applying scientific breakthroughs to guide the transformation of education in Canterbury and Aotearoa New Zealand
    "
    To view this lecture click here

    Over the past two decades, learning that takes place or is tracked within a computer-mediated environment has grown exponentially. As a result, a tremendous amount of data is being generated that has the potential to reveal powerful insights into the teaching and learning process.
    Turning this mass of data into such useful insights, however, requires new techniques that can effectively facilitate exploration and discovery. Data visualization – long a staple of the physical sciences and engineering – offers a range of powerful tools with the potential to facilitate data intensive educational research, as well as to communicate – to students,  parents, teachers, administrators, and policy-makers – valuable and actionable insights made possible by a data-rich learning environment.
  • Dr Rod Carr, University of Canterbury, New Zealand
    "The importance of developing children's financial literacy
    "
    To view this lecture click here
    In 2012 the Government launched a revised national financial literacy strategy. The strategy sets the direction for improving financial literacy in New Zealand. Its focus is on developing the quality of financial education, extending its delivery, sharing what works and working together. These strategies together aim to help achieve a goal of a financially literate population in New Zealand. The strategy explains how  financial literacy helps to protect young people from unexpected events, fraud and scams, and enables them to have a voice as consumers and citizens. Beyond this, at an aggregate level, personal financial wellbeing contributes to the efficiency and prosperity of our national economy. Dr Carr will discuss the importance of developing financial literacy skills in school-aged children and young adults to help ensure our young people are better able to make informed financial decisions that fit the circumstances of their lives as they grow and mature.
  • Professor Mike Metzler, Georgia State University, USA
    "The Whole-Of-School Approach to Increasing Physical Activity for Children and Youth"
    To view this lecture click here
    The Institute of Medicine in the US released a landmark report in 2013 that included several recommendations for large-scale interventions to help children and youth achieve the national goal of 60 minutes a day of physical activity. Its primary recommendation was to use a whole-of-school plan for children to be physically active before, during, and after the scheduled school day. This plan recognizes that scheduled time in physical education alone cannot achieve the daily physical activity goal, so it is imperative that all teachers, administrators, and certain community agencies must be involved in working towards this goal. The purpose of this Prestige Lecture is to outline the IOM’s plan and to show examples of how this plan is starting to be set in motion in a growing number of US schools.
  • Professor Kate Nation, Oxford University, United Kingdom
    "Learning to read and learning to comprehend"
    To view this lecture click here
    For many years it has recognized that reading is, at least in part, a language-based skill, and that there is a close relationship between children’s spoken language skills and their reading development. Most discussion concerning the links between language and reading has focused on phonology – the aspect of language concerned with the structure of speech. In contrast to this large body of work, the potential importance of other language skills to the development of reading has been less well documented. This talk will reflect on how children’s language skills shape the development of their reading systems, with particular emphasis on what is clearly the ultimate goal of reading – to understand what it is that has been read.
  • Professor William C. Hsiao, Harvard School of Public Health, USA
    "The future of the New Zealand Health Care System"
    To view this lecture click here

    New Zealand has an admirable health care system, but it faces severe challenges. The annual inflation rate of total health care cost will continue to rise beyond the increase in its annual GDP because of the aging of population, increasing chronic diseases, and the high-cost of new medical technology. Public funding is limited, thus more and more funding and delivery of health services are being pushed to the private sector. New Zealand is approaching a tipping point where the private sector could severely weaken the public sector services. How could New Zealand balance the public and private sector to maintain its good health care system?

Prestige Lecture Series 2013

  • Leali’ie’e Tufulasi Taleni, University of Canterbury, New Zealand
    "A ou malamalama ma ou iloa lelei oe, o le faigofie fo’i lea ona ou a’oa’o oe’"
    'In order to teach you, I must know you'
    To view this lecture click here
  • Associate Professor Una Cunningham, University of Canterbury, New Zealand
    "The digital language teacher"
  • Professor Peter Roberts, University of Canterbury, New Zealand
    "Why Are We Here? Competing Conceptions of Tertiary Education
    "
  • Professor Bill Evans, University of West Florida, USA
    "Effective strategies and school organization for students with behaviour problems"
  • Associate Professor Susan Hillier, University of South Australia, Australia
    "Neuroscience and the Feldenkrais Method: evidence in research and clinical practice
    "

Prestige Lecture Series 2012

  • Dr Bobbie Hunter, Massey University, New Zealand
    "Developing mathematical inquiry and argumentation in a community of learners"
    To view this lecture click here.
  • Professor Mike McNamee, Swansea University, United Kingdom
    "Ethics, education and sports: virtues and/or vices?"
  • Professor Bill Evans, University of West Florida, USA
    "Online learning – does it cure all or is it Satan’s creation?
    "
    Powerpoint Presentation, PPTX, 5.5MB)
  • Dr Tom Cavanagh, Walden University, Colorado USA
    "Care before Censure: An Alternative Conversation about Educational Outcomes
    "

Prestige Lecture Series 2011

  • Professor Liz Jones, Manchester Metropolitan University, United Kingdon
    "Children and objects: affection and infection"
  • Professor Kim Dolgin, University of Canterbury, New Zealand
    "Constantly connected: Pervasive communications devices and child and adolescent development"
  • Associate Professor Andy Begg, Auckland University of Technology, New Zealand
    "Education: yesterday, today, and tomorrow"
    Supporting document available here (PDF, 175KB)
  • Associate Professor Trae Stewart, University of Central Florida, USA
    "Service-eLearning: An Integrated Pedagogy of Engagement for Millennial Learners"
  • Dr Scott McLeod, Iowa State University, USA
    "Two big shifts and one big problem: The growing disconnects between schools, universities, and our digital, global society"
  • Dr Stephanie Moor, University of Otago, New Zealand

    "Changes in the classroom: effect of the earthquake on children's behaviour"

    To view this lecture, click here