Arts Design & Architecture

Publication Search Results

Now showing 1 - 3 of 3
  • (2005) Nevile, John; Schneider, Michelle
    Journal Article

  • (2007) Podder, Nripesh; Kalyuga, Slava
    Journal Article
    Based on unit record data from four household surveys conducted by Statistics New Zealand for the years 1983/1984, 1991/1992, 1995/1996 and 1997/1998, this paper addresses some ethnic dimensions of income inequality among New Zealanders over the period of the surveys. It applies alternative techniques of decomposition of the Gini coefficient of inequality by subgroups of population. It then analyses how changes in the incomes of specific population subgroups affect the overall inequality. The results help quantify the economic distances among the different ethnic populations of New Zealand, and indicate how and why these distances have been changing over time.

  • (2024) Stringer, Andrea
    Thesis
    Many teachers enter the education profession with high levels of intrinsic motivation that require constant nurturing. People are motivated towards growth when their psychological needs of autonomy, relatedness, and competence are satisfied. By meeting these needs, coaching in a facilitative environment enhances intrinsic motivation. This research explores the environment for and the implementation of coaching programs to increase the learning and wellbeing or professional growth of early career teachers (ECTs). The three schools selected exemplify diverse geographic regions, school levels, and sectors within the Australian state of New South Wales. Each school independently developed a coaching program tailored to its context. This qualitative, multiple-site case study used thematically coded interviews and corresponding coaching documents to explore each school’s learning environment, coaching program, and motivational factors. The motivational theory of Self-Determination and the Four-Capital Framework for developing and retaining teachers structure this study, linking and extending contemporary coaching theories and knowledge. This study indicates that ECTs’ primary motivation for professional growth stemmed from a positive learning environment that facilitated coaching, which principals, coaches, and ECTs perceived as effective professional learning that supported wellbeing. All principals strongly believed in and were committed to their staff, research, and coaching, creating a psychologically safe, learner-focused environment that supported the ECTs’ sense of autonomy, competence, and relatedness. School-embedded coaching requires effective communication, a clear purpose, aligned policies and procedures, and defined roles. In addition to teaching experience and coaching training, the coaches’ dispositions facilitated the essential trust-based coaching relationship. All schools exhibited contextual coaching by analysing current issues and evaluating the benefits and barriers to determine whether the purpose and program needed modification or expansion. The evidence suggests that contextual coaching demands collective responsibility, including collaborative efforts and funding from entities beyond the school, as time was a significant constraint. The extra support and funding safeguard time for coaching and contribute to nurturing ECTs’ motivation, learning, and wellbeing to enhance their professional growth.