title: Preface: Global tephra studies: John Westgate and Andrei Sarna-Wojcicki commemorative volume

authors: Froese, Duane G.

subjects: tephras

abstract: Tephras (from the Greek word tephra, meaning ‘ashes’) are the explosively erupted pyroclastic (fragmental) products of volcanic eruptions. They encompass all grain sizes ranging from fine dust (ash) to large blocks or bombs. Unless reworked, a tephra layer has the same age wherever it occurs and thus, once characterized or ‘fingerprinted’ by its mineralogical and geochemical properties, provides a time-parallel stratigraphic marker bed or isochron. Tephrochronology is the use of tephra layers as isochrons to connect sequences in different places by providing precise chronostratigraphic tie-points, and to transfer relative or numerical ages to such sequences where the tephras have been dated by radiometric, incremental, or age-equivalent dating methods (Alloway et al., 2006 B.V. Alloway, G. Larsen, D.J. Lowe, P.A.R. Shane and J.A. Westgate, Tephrochronology, S.A. Elias, Editor, Encyclopaedia of Quaternary Science, Elsevier, London (2006), pp. 2869–2898. Alloway et al., 2006).

text: Preface: Global tephra studies: John Westgate and Andrei Sarna-Wojcicki commemorative volume Tephras (from the Greek word tephra, meaning ‘ashes’) are the explosively erupted pyroclastic (fragmental) products of volcanic eruptions. They encompass all grain sizes ranging from fine dust (ash) to large blocks or bombs. Unless reworked, a tephra layer has the same age wherever it occurs and thus, once characterized or ‘fingerprinted’ by its mineralogical and geochemical properties, provides a time-parallel stratigraphic marker bed or isochron. Tephrochronology is the use of tephra layers as isochrons to connect sequences in different places by providing precise chronostratigraphic tie-points, and to transfer relative or numerical ages to such sequences where the tephras have been dated by radiometric, incremental, or age-equivalent dating methods (Alloway et al., 2006 B.V. Alloway, G. Larsen, D.J. Lowe, P.A.R. Shane and J.A. Westgate, Tephrochronology, S.A. Elias, Editor, Encyclopaedia of Quaternary Science, Elsevier, London (2006), pp. 2869–2898. Alloway et al., 2006).

year: 2008

title: Children's reading of text on interactive whiteboards

authors: Vanderschantz, Nicholas

subjects: computer science

abstract: The development and adoption of technology for the classroom is changing the way education is delivered and perceived by students. The availability of Interactive Whiteboard (IWB) technology in New Zealand classrooms is increasing. With this change in technology comes a change in the way educational resource material is presented to students. Significantly, there is a paucity of scholarly research regarding the presentation of typographic information that is efficient and effective for children's' reading and learning on screen. This research assisted in gaining an overview of the types of material and resources being used on IWB in New Zealand classrooms and the quality, readability and legibility of the typographic content of this material. This paper seeks to propose cursory considerations for typographic presentation on IWB as discovered through both interviews with students and the observations of the researcher. This experiment seeks to identify whether typographic factors are being used effectively when displaying text for children's reading on IWB's and to investigate children's preferences and issues with typographic elements.

text: Children's reading of text on interactive whiteboards The development and adoption of technology for the classroom is changing the way education is delivered and perceived by students. The availability of Interactive Whiteboard (IWB) technology in New Zealand classrooms is increasing. With this change in technology comes a change in the way educational resource material is presented to students. Significantly, there is a paucity of scholarly research regarding the presentation of typographic information that is efficient and effective for children's' reading and learning on screen. This research assisted in gaining an overview of the types of material and resources being used on IWB in New Zealand classrooms and the quality, readability and legibility of the typographic content of this material. This paper seeks to propose cursory considerations for typographic presentation on IWB as discovered through both interviews with students and the observations of the researcher. This experiment seeks to identify whether typographic factors are being used effectively when displaying text for children's reading on IWB's and to investigate children's preferences and issues with typographic elements.

year: 2012

title: The centrality of relationships for pedagogy: The Whanaungatanga Thesis

authors: Bishop, Russell

subjects: addressing educational disparities

abstract: Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

text: The centrality of relationships for pedagogy: The Whanaungatanga Thesis Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence of the impact of the project on teachers’ practice and the associated gains made by Māori students has been published previously, in order for the work of Te Kotahitanga to contribute to the broader educational research community, its pedagogical premises require empirical verification. To do so, we must first establish the validity of the pedagogical data by addressing two questions: (a) To what degree can the data gathered in the collaborative processes of Te Kotahitanga be used as a measure of pedagogical quality? and (b) Do these data support the foundational hypothesis of the project, that “extended family” relationships, as understood by Māori people when using the Māori term, whanaungatanga, are a central necessary component of overall pedagogical quality? This article provides an account of the context of this work then presents an analysis directed to these questions in turn. First, our analysis of the observational data gathered during the Te Kotahitanga professional development process is presented, followed by the measures that were developed for each of the main dimensions of pedagogy addressed in this work. Second, using these measures we present our analysis of the inter-relation among these dimensions of pedagogy to test the Whanaungatanga pedagogical thesis.

year: 2013