title: An ecological approach to Understanding assessment for learning in support of student Writing achievement

authors: Cowie, Bronwen

abstract: In this paper, we report on a project conducted in a New Zealand primary school that aimed to enhance the writing achievement of primary school boys who were achieving just below the national standard for their age or level through the use of peer feedback and information and communication technologies (ICTs). The project involved a teacher collaborative inquiry approach where all seven teachers in the school and the school prin- cipal participated to achieve the project aim. We adopt an ecological approach as a lens to offer a holistic and comprehensive view of how peer assessment and use of ICTs can be facilitated to improve writing achievement. Data were collected through teacher inter- views and written re ections of practice and student learning, teacher analysis of student work, team meeting notes, classroom observations, and student focus group interviews. Findings from the thematic analysis of textual data illustrate the potential of adopting an ecological approach to consider how teacher classroom practices are shaped by the school, community, and wider policy context. At the classroom level, our ecological analysis highlighted a productive synergy between commonplace writing pedagogy strategies and assessment for learning (AfL) practices as part of teacher orchestration of an ensemble of interdependent routines, tools, and activities. Diversity, redundancy, and local adaptations of resources to provide multiple pathways and opportunities—social and material and digital—emerged as important in fostering peer assessment and ICT use in support of writing achievement. Importantly, these practices were made explicit and taken up across the school and in the parent community because of whole staff involvement in the project. The wider policy context allowed for and supported teachers developing more effective pedagogy to impact student learning outcomes. We propose that an ecological orientation offers the eld a productive insight into the contextual dynamics of AfL as classroom practice that is connected to the wider community and that has long-term value for developing student independence and learning outcomes.

text: An ecological approach to Understanding assessment for learning in support of student Writing achievement In this paper, we report on a project conducted in a New Zealand primary school that aimed to enhance the writing achievement of primary school boys who were achieving just below the national standard for their age or level through the use of peer feedback and information and communication technologies (ICTs). The project involved a teacher collaborative inquiry approach where all seven teachers in the school and the school prin- cipal participated to achieve the project aim. We adopt an ecological approach as a lens to offer a holistic and comprehensive view of how peer assessment and use of ICTs can be facilitated to improve writing achievement. Data were collected through teacher inter- views and written re ections of practice and student learning, teacher analysis of student work, team meeting notes, classroom observations, and student focus group interviews. Findings from the thematic analysis of textual data illustrate the potential of adopting an ecological approach to consider how teacher classroom practices are shaped by the school, community, and wider policy context. At the classroom level, our ecological analysis highlighted a productive synergy between commonplace writing pedagogy strategies and assessment for learning (AfL) practices as part of teacher orchestration of an ensemble of interdependent routines, tools, and activities. Diversity, redundancy, and local adaptations of resources to provide multiple pathways and opportunities—social and material and digital—emerged as important in fostering peer assessment and ICT use in support of writing achievement. Importantly, these practices were made explicit and taken up across the school and in the parent community because of whole staff involvement in the project. The wider policy context allowed for and supported teachers developing more effective pedagogy to impact student learning outcomes. We propose that an ecological orientation offers the eld a productive insight into the contextual dynamics of AfL as classroom practice that is connected to the wider community and that has long-term value for developing student independence and learning outcomes.

year: 2018

title: Analysis of rheological behaviour of titanium feedstocks formulated with a water-soluble binder system for powder injection moulding

authors: Thavanayagam, Gnanavinthan

abstract: Binder selection and formulation are critical in powder injection moulding. Binders play a key role in controlling the rheological properties of a feedstock and influence whether the resulting feedstock can be successfully injection moulded, debound and sintered without defects. A four-step process was used to mix hydride-dehydride titanium alloy (processed) powder (Ti-6Al-4 V) with a polyethylene glycol (PEG) based water soluble binder system. The rheological properties, including flow behaviour index, flow activation energy, fluidity and melt flow index of the homogeneous feedstock, were determined with a capillary rheometer. All feedstock formulations exhibited shear thinning flow behaviour. The optimum feedstock consisting of 60 vol.% powder content, 32 vol.% PEG, 6 vol.% polyvinyl butyryl and 2 vol.% stearic acid was suitable for titanium injection moulding.

text: Analysis of rheological behaviour of titanium feedstocks formulated with a water-soluble binder system for powder injection moulding Binder selection and formulation are critical in powder injection moulding. Binders play a key role in controlling the rheological properties of a feedstock and influence whether the resulting feedstock can be successfully injection moulded, debound and sintered without defects. A four-step process was used to mix hydride-dehydride titanium alloy (processed) powder (Ti-6Al-4 V) with a polyethylene glycol (PEG) based water soluble binder system. The rheological properties, including flow behaviour index, flow activation energy, fluidity and melt flow index of the homogeneous feedstock, were determined with a capillary rheometer. All feedstock formulations exhibited shear thinning flow behaviour. The optimum feedstock consisting of 60 vol.% powder content, 32 vol.% PEG, 6 vol.% polyvinyl butyryl and 2 vol.% stearic acid was suitable for titanium injection moulding.

year: 2014-09

title: Te Mauri o te Kaitiaki - Exploring Te Ao Māori in environmental relations and kaitiakitanga  in Aotearoa New Zealand

authors: Wareka, Mona-Lisa

subjects: Te Ao Māori

abstract: Indigenous environmental empowerment is on the rise as humans look at ways to slow the adverse effects of anthropogenic environmental degradation. In the context of Aotearoa New Zealand, the concept and practice of ‘kaitiaki’ and ‘kaitiakitanga’, respectfully, play a significant role in the co-existence of Māori with the natural world. Previous research shows the innate connections and responsibilities encompassed in being kaitiaki which extend beyond the human element to encompass nonhumans and spiritual manifestations. This research aims to illustrate how Māori use cultural values, concepts and practices in local-level conservational practices through ethnographic research in Matapōuri. I investigate the conflicts and convergences of a rāhui recently placed on two cultural significant areas to the local hapū, and through this, I analyse the practical and spiritual application of kaitiakitanga. Based on this ethnography, I discuss a model for relating environmental degradation with the wellbeing of Māori within Aotearoa New Zealand today. Here, I wish to highlight the ecological and cultural threats present from continuing in the current system. Lastly, I argue that the assertion of kaitiakitanga at the local-level is also an assertion of Indigenous autonomy for Māori and the environment.

text: Te Mauri o te Kaitiaki - Exploring Te Ao Māori in environmental relations and kaitiakitanga  in Aotearoa New Zealand Indigenous environmental empowerment is on the rise as humans look at ways to slow the adverse effects of anthropogenic environmental degradation. In the context of Aotearoa New Zealand, the concept and practice of ‘kaitiaki’ and ‘kaitiakitanga’, respectfully, play a significant role in the co-existence of Māori with the natural world. Previous research shows the innate connections and responsibilities encompassed in being kaitiaki which extend beyond the human element to encompass nonhumans and spiritual manifestations. This research aims to illustrate how Māori use cultural values, concepts and practices in local-level conservational practices through ethnographic research in Matapōuri. I investigate the conflicts and convergences of a rāhui recently placed on two cultural significant areas to the local hapū, and through this, I analyse the practical and spiritual application of kaitiakitanga. Based on this ethnography, I discuss a model for relating environmental degradation with the wellbeing of Māori within Aotearoa New Zealand today. Here, I wish to highlight the ecological and cultural threats present from continuing in the current system. Lastly, I argue that the assertion of kaitiakitanga at the local-level is also an assertion of Indigenous autonomy for Māori and the environment.

year: 2020