Mandia Mentis
Biographic Data
| ID | 5054130 |
|---|---|
| NAME | Mandia Mentis |
| GIVEN NAMES | Mandia |
| FAMILY NAME | Mentis |
| SIGNATURE | MENTIS M |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0003-4208-1403 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 2 |
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Māwhai
Analyzing tensions within a professional learning and development initiative for teachers
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
A Psycholinguistic Perspective on Bilinguals' Discrepant Questionnaire Responses
The Finding That Bilinguals Sometimes Respond Differently To The Same Item In Different Language Versions Of Questionnaires Is Usually Interpreted In Terms Of Social Psychological Processes Such As Accommodation, Ethnic Affirmation, Or Social Desirability. However, The Discrepant Responses Of Bilinguals May Be A Function Of The Way In Which The Languages Have Been Acquired. In Terms Of The Dual-Coding Model, Compound Bilinguals Should Have The Sa…
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
Māwhai
A Psycholinguistic Perspective on Bilinguals' Discrepant Questionnaire Responses
The Finding That Bilinguals Sometimes Respond Differently To The Same Item In Different Language Versions Of Questionnaires Is Usually Interpreted In Terms Of Social Psychological Processes Such As Accommodation, Ethnic Affirmation, Or Social Desirability. However, The Discrepant Responses Of Bilinguals May Be A Function Of The Way In Which The Languages Have Been Acquired. In Terms Of The Dual-Coding Model, Compound Bilinguals Should Have The Sa…
A Psycholinguistic Perspective on Bilinguals' Discrepant Questionnaire Responses
The Finding That Bilinguals Sometimes Respond Differently To The Same Item In Different Language Versions Of Questionnaires Is Usually Interpreted In Terms Of Social Psychological Processes Such As Accommodation, Ethnic Affirmation, Or Social Desirability. However, The Discrepant Responses Of Bilinguals May Be A Function Of The Way In Which The Languages Have Been Acquired. In Terms Of The Dual-Coding Model, Compound Bilinguals Should Have The Sa…
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
Analyzing tensions within a professional learning and development initiative for teachers
Māwhai
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Pedagogy (5 works) · Psychology (5 works) · Sociology (4 works) · Mathematics education (3 works) · Medical education (3 works) · Medicine (3 works) · Political science (3 works) · Assessment for learning (2 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works)