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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 104 1 What counts as knowing Gandell, Robyn. - 2022 BASE Show details 2 What movement counts as students' mathematical knowing Gandell, Robyn. - 2022 BASE Show details 3 Acoustic features of dysphonic speech vs normal speech in New Zealand English speakers Erfanian Sabaee, Maryam; Sharifzadeh, Hamid. - : Computing and Information Technology Research and Education New Zealand (CITRENZ), 2022 BASE Show details 4 Puni Reo Poitarawhiti: Playing in te reo Māori Lee-Morgan, Jenny; Martin, J.; Mane, Jo. - : Otago Polytechnic, 2021 BASE Show details 5 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 6 Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer? Nehring, Natalia; Dacey, Simon. - : Unitec ePress, 2021 BASE Show details 7 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 8 Fostering group autonomy through collaborative learning in an online environment Zhong, Dr. Qunyan ( Maggie). - : Kanda University of International Studies (KUIS), Chiba, Japan, 2021 BASE Show details 9 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 10 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 11 Acoustic analysis and measurements of distorted speech in the NZ population Erfanian Sabaee, Maryam; Sharifzadeh, Hamid; Ardekani, Iman. - 2021 BASE Show details 12 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 13 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 14 Karawhiua the reo : unlease te reo and give it heaps Keighron, Carla; Keelan, Ra. - 2020 BASE Show details 15 Analysis of academic procrastination in professional students of a tertiary training programme Han, Binglan; Li, F.; Parsons, David. - 2019 BASE Show details 16 Factors that influence the efficacy of professional development in digital technologies for New Zealand primary school teachers Westcott, Toni. - 2019 BASE Show details 17 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 BASE Show details 18 Student perspectives of secondary to tertiary transitions : influences on the decision making process Sommerville, Sarah. - 2019 BASE Show details 19 Varied starting points and pathways : a duoethnographic exploration of 'diverse' students' uneven capacities to aspire to doctoral education Burford, J.; Mitchell, Cat. - : Høgskolen i Oslo og Akershus, 2019 Abstract: This article argues that the language of ‘diversity’ does multidirectional work – highlighting issues of social justice, as well as obscuring the varied experiences of those gathered underneath its umbrella (Ahmed, 2012). It builds on existing debates about widening participation in higher education, arguing that nuanced accounts of ‘diversity’ and doctoral aspiration are required. We present a duoethnographic text about two doctoral students’ pathways to study. While both students may be positioned as ‘diverse’ within their institution’s equity policy – as a sexuality minority student, and a working-class woman of Māori and European heritage – they reveal dissimilar expectations of what university study was, or could be. These histories of imagining the university shaped their trajectories into and through doctoral study. Drawing on Appadurai’s (2004) work, we argue that aspiration can be a transformative force for ‘diverse’ doctoral students, even if the map that informs aspiration is unevenly distributed. We then investigate why the idea of the ‘academic good life’ might have such aspirational pull for politically-engaged practitioners of minority discourse (Chuh, 2013). The article makes two primary contributions. First, we call for more multifaceted understandings of doctoral ‘diversity’, and for further reflection about the ways that social difference continues to shape academic aspiration. And second, we demonstrate the potential for duothenography to provide insights into the experiences of ourselves and an-Other through a shared examination of university imaginings Keyword: 130103 Higher Education; 130308 Gender; 130310 Māori Education (excl. Early Childhood and Primary Education); aspiration; diversity; doctoral education; doctorate students; duoethnography; first-generation students; indigenous students; Kaupapa rangahau; Kura tuatoru; LGBTQIA+; Māori students; New Zealand; research methodology; sexuality; Sexuality and Education; social class; Takatāpui; Tuhinga whakapae URL: https://hdl.handle.net/10652/4771 BASE Hide details 20 Student perspectives of secondary to tertiary transitions : influences on the decision making process Sommerville, Sarah. - 2019 BASE Show details Page: 1 2 3 4 5 6

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