STed Talks
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STED TALKS Keynote Sessions
Get your late afternoon beverage of choice and join the Teaching Team for an afternoon presentation. Tuesday and Thursday's presentations have been pre-recorded and Wednesday's sessions are live.
| WEDNESDAY 9 FEB 4-5pm - LIVE KEYNOTE PRESENTATIONS |
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4-4.30pm - Sonja Macfarlane Cultural Enhancement Framework This presentation explores a cultural enhancement framework that is premised on the analogy of the marae as a metaphor for culturally responsive engagement and programme implementation. The framework includes a planning and review template to enable specialist teachers to explore a set of key Māori cultural components, and to then strategise any steps that will need to be taken to ensure that the programme is culturally appropriate.
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4.30-5pm - Alison Kearney Equity in Education It is generally accepted that peoples’ opportunities in life are strongly influenced by the quality of their education. The OECD (2017) have reported that, compared to those who are well-educated, people who experience limited educational opportunities have, over the course of their life, worse health, lower incomes, higher risks of unemployment and greater difficulties adapting to rapidly changing knowledge-based societies. They also engage less in the social and democratic aspects of a society and generally have less access to the affordances and rewards that come with living in the modern world. However, one of the critical issues that countries are grappling with is the serious disparities and discrepancies between the educational access, participation and outcomes of some groups of students compared to others. This presentation explores the notion of ‘equity in education’. |
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TUESDAY 8 FEB and THURSDAY 10 FEB 4-5pm PRE-RECORDED SESSIONS |
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Panel Q&A 4.45-5pm Please pick and choose from the range of pre-recorded presentations that are available below for Tuesday or Thursday. There will be a panel Q&A with all the presenters from 4.45-5pm. |
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Wendy Holley-Boen Job Crafting This presentation draws on Wendy’s doctoral research as well as ST team research into the lifelong practice journeys of Specialist Teachers. In both studies, resource teachers crafted their roles – in terms of tasks, relationships and meaning – to make their practice more meaningful and impactful. Wendy will overview the notion of job crafting, with examples of resource teachers of how this looks in their daily work. |
Mike Sleeman Identifying Dyslexia and other Reading Difficulties What is dyslexia? How does it vary from other reading difficulties? How are reading difficulties identified? This session addresses these questions and other questions related to the identification and support of children with reading difficulties with reference to recent New Zealand research. It concludes by providing viewers with an opportunity to apply what they have learnt to two sets of student data. |
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Jo Arnold Systems Work as part of your Daily Practice In this presentation, Jo highlights some of the different ways you as resource teachers can support systems work within your endorsement area. Through her presentation, you will have the opportunity to reflect on the ways you can ensure that systems work is an integral part of your learning journey and not something ‘extra’ just for study. |
Nicola McDowell Cerebral Visual Impairment (CVI) Related Visual Issues Cerebral visual impairment is the most common cause of vision impairment affecting children in the developed world, with a prevalence rate of 3.4% in mainstream education. Historically, children with CVI have been supported by RTV, but with a large portion of the 3.4% having normal or near normal visual acuity, all specialists teachers working in learning support need to be aware of CVI related visual issues. This short presentation outlines what CVI related visual issues are and how they impact a child in an educational context. |
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Maximiliano Pierret Neurodiversity - Reflections and Considerations Neurodiversity is a complex and ever-evolving concept that is hard to summarise in one single definition. In this presentation, Maximiliano Pierret who comes from a practitioner's background but is also basing a good part of his research on Neurodiversity as it relates to inclusive education, gives his take on this important and unresolved question: What is Neurodiversity? Please note: This presentation is preferably for year two students. Year one students will see the same content in a live presentation Max is doing during the contact workshop. |
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Philippa Butler Challenging “one in five”: How many children have additional needs? There is very little understanding in Aotearoa New Zealand of exactly how many children have additional or complex needs, or whether this number has changed over time. In this presentation, Philippa describes research that used Ministry of Education and Health data to try and reach an understanding of the prevalence of additional needs. The research challenges the common notion that “one in five” children in New Zealand schools have some kind of additional need. |
Deb Walker From Practitioner to Researcher: a journey into gifted education and research This presentation shares a journey from a classroom teacher in a low-socioeconomic Intermediate school to a University employee embarking on their PhD. Deb’s journey, although set in a gifted education context, the journey unpacks the opportunities opened once a specialist teaching pathway was undertaken. Deb also unpacks her Masters research which focused on gifted leaners in a withdrawal programme like-minds together and the value this adds to learning and wellbeing. |
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Rosina Prasad (followed by Q&A with Malia Tuala) A Pacific Approach To Research In this presentation Rosina Prasad discusses her Masters research from a Pacific perspective. A talanoa approach was used to inquire into Pacific teachers' use of humour with Pacific students in Auckland secondary schools. However, the “good intention” of applying talanoa to research was met with a personal and indigenous dilemma: how to balance “doing talanoa” with doing traditional academic research. Listen to Rosina as she talks about the findings of her small scale research from her Pacific perspective. |
Eru Findlay Ngā Kōti Rangatahi and it's Impact on Rangatahi and Whānau Wellbeing In this presentation Eru Findlay discusses his PhD research on the way in which Ngā Kōti Rangatahi or Marae Youth Courts engage with rangatahi (Māori youth aged 14 – 16 years) and their whānau. Ngā Kōti Rangatahi has been running since 2008 and is a judicial forum held on marae throughout Aotearoa New Zealand that observes Māori protocol and practice. In his PhD research Eru specifically explored the effects of Ngā Kōti Rangatahi on the health and wellbeing of rangatahi and their whānau. |