title: Learning perspectives: Implications for pedagogy in science education

authors: Cowie, Bronwen

abstract: How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. In this paper I outline, albeit briefly, the implications for the relations between teaching and learning, for teacher roles and responsibilities, and for the goals of education and curriculum-making of the cognitive-constructivist and situated-social views of learning. The proposal here is not that either of the views is right or better but rather that each foregrounds different aspects of the teaching-learning process and supports particular ways of acting and interacting and hence learning and teaching.

text: Learning perspectives: Implications for pedagogy in science education How we understand learning has implications for the learning outcomes we value and how we seek to achieve them particularly when we want to do something about learning. In this paper I outline, albeit briefly, the implications for the relations between teaching and learning, for teacher roles and responsibilities, and for the goals of education and curriculum-making of the cognitive-constructivist and situated-social views of learning. The proposal here is not that either of the views is right or better but rather that each foregrounds different aspects of the teaching-learning process and supports particular ways of acting and interacting and hence learning and teaching.

year: 2015

title: Sorption of sulfamethoxazole, sulfachloropyridazine and sulfamethazine onto six New Zealand dairy farm soils

authors: Srinivasan, Prakash

subjects: partitioning coefficient

abstract: We have investigated the sorption potential of three sulfonamides (SAs) in six New Zealand dairy farming soils using a modified batch equilibrium method employing 0.005 M CaCl₂ as background solution. Both liquid and solid phases were extracted to analyse for the antibiotic concentrations in order to avoid underestimation that may arise a result of photolysis or biotic degradation. The experimental data were later used to construct Freundlich isotherms to determine the effective distribution coefficients. Low log Koc value for all SAs suggests considerable leaching potential for SAs under conditions that are conducive for leaching. The sorption affinity for all soils followed the trend SCP>SMZ>SMO.

text: Sorption of sulfamethoxazole, sulfachloropyridazine and sulfamethazine onto six New Zealand dairy farm soils We have investigated the sorption potential of three sulfonamides (SAs) in six New Zealand dairy farming soils using a modified batch equilibrium method employing 0.005 M CaCl₂ as background solution. Both liquid and solid phases were extracted to analyse for the antibiotic concentrations in order to avoid underestimation that may arise a result of photolysis or biotic degradation. The experimental data were later used to construct Freundlich isotherms to determine the effective distribution coefficients. Low log Koc value for all SAs suggests considerable leaching potential for SAs under conditions that are conducive for leaching. The sorption affinity for all soils followed the trend SCP>SMZ>SMO.

year: 2010

title: Navigating the evaluation space between schools and ERO in a transformative system

authors: Adams, Tracey

abstract: This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

text: Navigating the evaluation space between schools and ERO in a transformative system This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

year: 2023