Results for Supporting Learners
This project evaluates a pilot intervention programme that aims to develop student numeracy and address the concern that many students enter university with low mathematics competency and experience difficulties with quantitative papers
This project will explore high achieving university students’ conceptions of ‘good teaching’ and ‘effective learning’ in lecture and tutorial settings, using focus group discussions, critical incident technique and photovoice.
This project seeks to identify the pedagogical success factors that make a difference for Pacific learners, and to then support and mentor colleagues to test the identified pedagogical approaches into their own programmes.
This collaborative project between Victoria University of Wellington and WelTec aims to assist tutors at New Zealand polytechnics to meet the literacy needs of all students, and in particular, Pasifika students.
A collaborative project that will result in the delivery of a professional development programme to provide enhanced support for educators working with Māori and Pasifika learners in adult literacy and numeracy.
This project developed and evaluated a suite of scenarios that can be used as real-time role-plays that enhance communication skills. Through these role-plays, learners can gain experience in realistic and challenging situations where they need to rapidly respond in an uncertain environment, and effectively communicate with a range of stakeholders.
The aim of this project is to produce a guide for good doctoral writing feedback practice so that supervisor and advisor learning enables smoother doctoral candidate’s learning.
Evaluating the effectiveness of support interventions for dyslexic learners in multiple learning environments
This project explores what interventions work best to assist adults with dyslexia in multiple environments including the home, classroom, and workplace.
This project will develop a model that provides a cohesive, whole-organisation approach to professional development for teachers of under 25-year-old learners in institutes of technology, polytechnics and wānanga.
This report investigates the experiences of African doctoral students and their supervisors. It makes a number of recommendations that will lead to better outcomes for both.