Results for Supporting Learners
This partnership project (NZUSA and Waiariki Institute of Technology) builds on work that NZUSA has been leading on utilising student voice. The project aims to produce a toolkit of methods to develop student representative systems amongst students who are in short-term and lower level courses.
Effective learner voice is central to a high-quality tertiary education system. New Zealand Union of Students’ Associations (NZUSA) has implemented a network of panels designed to gather direct learner input, feedback and commentary on education-related issues. The panels, known as the Learner Advisory Panel Project (LAPP), are conducted through an innovative online model designed to address some of the commonly reported barriers to learner participation in feedback systems.
This project will develop a model that provides a cohesive, whole-organisation approach to professional development for teachers of under-25 students in institutes of technology, polytechnics and wānanga.
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.
Ka Whānau Mai Te Reo: i roto i te wānanga is a Kaupapa Māori research project focusing on whānau experiences of reo Māori education in tertiary settings, with a specific focus on Te Wānanga o Raukawa. It sits within the kaupapa of reo Māori revitalisation, and contributes to ensuring te reo Māori remains a living spoken language.
This project seeks to collaboratively develop, implement and evaluate a cohesive, evidence-based academic and cognitive skills programme for Māori students within a Maori-medium initial teacher education programme.
The overarching aim of the project is to understand first-year New Zealand students’ experience with assessment anxiety while organising plausible, research-based solutions that students and staff could implement for enhanced performance, quality assessment, and a supportive university climate.
This highly collaborative project is designed to develop ways of better supporting Māori PhD students through success in their studies to effective commencement of their careers.
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.
In this project we will adapt the successful LEARNZ Geohazard virtual fieldtrip (VFT) from the compulsory education sector to suit university field sciences. General criticisms of virtual learning include lack of community, slow feedback, and less motivated students. LEARNZ VFT’s are aligned with Universal Design for Learning (UDL) principles, to specifically address these criticisms.