title: Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers

authors: Hume, Anne Christine

abstract: This article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s:
• orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice);
• knowledge of curriculum;
• knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice);
• knowledge of students’ understanding of science;
• knowledge of instructional strategies.

text: Using collaborative CoRe design in chemistry education to promote effective partnerships between associate and student teachers This article is a follow-up to my paper published in 2010 (Hume, 2010). In that paper I reported on the use of Content Representations (CoRes) in a chemistry education course to give student teachers insights into the professional knowledge of experienced practitioners: notably their pedagogical content knowledge (PCK), which is “… [the] understanding of how particular topics, problems, or issues are organised, represented, and adapted to the diverse interests and abilities of learning, and presented for instruction” (Shulman, 1987, p. 8). introduced by Shulman (1987) as an academic construct to describe a tacit category of teachers’ professional knowledge base, the exact nature of PCK has been extensively explored and debated. From this debate some agreement has emerged about the components that comprise a teacher’s PCK. This has been identified by Magnusson et al. (1999) as a teacher’s:
• orientations towards science teaching (since teachers’ knowledge and beliefs related to their teaching goals and approaches will influence their classroom practice);
• knowledge of curriculum;
• knowledge of assessment (since what is to be assessed, how and why also influences a teacher’s practice);
• knowledge of students’ understanding of science;
• knowledge of instructional strategies.

year: 2011

title: Does haste make waste? The human factors of overtaking land design

authors: Charlton, Samuel G.

subjects: lane design

abstract: The aim of this research was to improve overtaking safety and efficiency through improvements in road signage, markings, geometry and speed control associated with the placement and layout of passing lanes. The approach of the research was to explore the effects of several types of overtaking lane treatments in the safety and controlled environment of a state-of-the-art driving simulator. It was found that under the most benign conditions there were no differential effects of the three treatments. With poorer visibility or more taxing road geometry, the drivers relied more heavily on the road markings and signage and the effects of the treatments become more pronounced. The sensitivity to the more "challenging" situations was borne out by the greater speed differential between merge area sections at these sites.

text: Does haste make waste? The human factors of overtaking land design The aim of this research was to improve overtaking safety and efficiency through improvements in road signage, markings, geometry and speed control associated with the placement and layout of passing lanes. The approach of the research was to explore the effects of several types of overtaking lane treatments in the safety and controlled environment of a state-of-the-art driving simulator. It was found that under the most benign conditions there were no differential effects of the three treatments. With poorer visibility or more taxing road geometry, the drivers relied more heavily on the road markings and signage and the effects of the treatments become more pronounced. The sensitivity to the more "challenging" situations was borne out by the greater speed differential between merge area sections at these sites.

year: 2001

title: Cultural justice, ethics and teaching

authors: Nairn, Ray

subjects: Maori

abstract: Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

text: Cultural justice, ethics and teaching Te Tiriti o Waitangi provides both a basis for cultural justice in this society and an explication of the term; each of the articles identifying a significant aspect of cultural justice. First, there is the guarantee to the Maori signatories that the Crown would protect their independence - tino rangatiratanga, (also read as authority, autonomy or self-determination) [Article II]. In Article III Maori are promised that they will also have the “Rights and Privileges of British subjects”. Finally, in Article I, Maori cede to the Crown the right to govern, to make laws to protect all peoples from the evil consequences of lawlessness. The 1835 Declaration of Independence located legislative authority in the Wakaminenga (the gathered rangatira meeting in Congress); and in 1840, in the context of the Crown promises, Maori authorised the Crown to exercise that authority. For Maori Te Tiriti specifies cultural justice for interactions between Maori and settlers in the new society. Maori are guaranteed the right to self-determination (and the economic and social resources to make that practical) in their relations with New Zealand society. They are also entitled to the same opportunities as other citizens. The latter rights, embodied in local legislation and international covenants to which we are signatory, are not alternatives to the prior right of Maori people to their (cultural) autonomy. The exercise of legislative and organisational authority must be exercised in a manner consistent with the promises which clearly requires consultation and negotiation with Maori.

year: 1993