To date there has been little research into literacy practices that occur outside of traditional education and workplace settings. This research aims to identify the barriers to understanding that occur between community and government organisations and their clients It explores the challenges that staff have in effectively communicating key messages to their clients because of literacy challenges that may exist and the potential impacts of these challenges on the individuals who are engaging with these organisations. The research seeks to analyse first- hand information from staff and clients of selected government and community organisation. Text communications produced by the organisations will also be analysed. This research seeks to establish the challenges and barriers for both clients and staff, and to recommend a range of effective strategies to ensure crucial information is understood.
This practical guide is designed to support practitioners who want to incorporate more group work with their learners. It provides a great range of resources that can be used across a wide range of teaching contexts to benefit all learners.
This good practice publication describes he sudden curriculum and assessment overhaul that was needed to continue course implementation after a devastating magnitude 6.2 earthquake struck Christchurch. The paper considers the effects of those changes, the lessons learnt, and the impact on learners and teachers.
Squires, S., Dawe, B., Kennedy, A., Jagusch, T., Sauer, P. & Patterson, B.
This project sought to identify barriers and solutions associated with delivering a particular programme package in different regions, institutional and industry settings, order to help tutors to tailor programmes to context and ensure consistency and relevant learning for students.
Styles, M., Farrell, M., Petersen, L., Heather, C. & Blake, C.
This project will investigate how trainees with dyslexia can be supported in the workplace and the classroom and how they can be assisted with the transition between these two environments. Outcomes of the project will include the development of dyslexia support packages for trainees, employers, field staff and training providers and the development of training and support model for dyslexia to guide decision-making about good practice interventions which effectively support trainees with dyslexia and positively impact on their learning.
The Mythical World of Hīnātore is a new literacy game developed in the virtual world of Kitely. It will assist students to fill in gaps in literacy and numeracy, is motivating and engaging, and focusses attention on aspects of sentence construction.
Starting with the premise that today's tertiary-level students bring different skills and experiences to university studies than students 20+ years ago, this is a longitudinal project that explores what motivates them, how they learn and how they approach their studies. The aim is to develop and deepen understanding of how today';s students learn over time, from entry in through to exit from university study, and to provide opportunities for tertiary teachers to become better informed and more effective educators, thus helping students meet the Graduate Profile.
In New Zealand alternative assessment arrangements for tests and examinations are offered to students with a disability-impairment studying at tertiary institutions. This project aims to clarify and analyse the different policies applied across new Zealand, and ultimately produce a model to standardise practice in relation to alternative assessment arrangements.
This project will be of interest to anyone concerned with how students do (and do not) engage with an academic environment. It aims to inform teachers how to change their focus from creating a good teaching environment (teacher-focused), to enabling a positive learning environment (student-focused).