title: Limited role of climate change in extreme low rainfall associated with southern Madagascar food insecurity, 2019–21

authors: Harrington, Luke J.

abstract: Southern Madagascar recently experienced a severe food security crisis, made significantly worse by well below average rainfall from July 2019 to June 2021. This exceptional drought has affected a region with high pre-existing levels of vulnerability to food insecurity (subsistence agriculture and pastoralism in the region is rain-fed only), while impacts have been compounded further by COVID-19 restrictions and pest infestations. The rainy seasons of both 2019/20 and 2020/21 saw just 60% of normal rainfall across the Grand South region and was estimated as a 1-in-135 year dry event, only surpassed in severity by the devastating drought of 1990–92. Based on a combination of observations and climate modelling, the likelihood of experiencing such poor rains in the region was not significantly increased due to human-caused climate change: while the observations and models combine to indicate a small shift toward more droughts like the 2019–2021 event as a consequence of climate change, these trends remain overwhelmed by natural variability. This result is consistent with previous research, with the Intergovernmental Panel on Climate Change (IPCC)'s Sixth Assessment Report concluding that any perceptible changes in drought will only emerge in this region if global mean temperatures exceed 2 °C above pre-industrial levels.

text: Limited role of climate change in extreme low rainfall associated with southern Madagascar food insecurity, 2019–21 Southern Madagascar recently experienced a severe food security crisis, made significantly worse by well below average rainfall from July 2019 to June 2021. This exceptional drought has affected a region with high pre-existing levels of vulnerability to food insecurity (subsistence agriculture and pastoralism in the region is rain-fed only), while impacts have been compounded further by COVID-19 restrictions and pest infestations. The rainy seasons of both 2019/20 and 2020/21 saw just 60% of normal rainfall across the Grand South region and was estimated as a 1-in-135 year dry event, only surpassed in severity by the devastating drought of 1990–92. Based on a combination of observations and climate modelling, the likelihood of experiencing such poor rains in the region was not significantly increased due to human-caused climate change: while the observations and models combine to indicate a small shift toward more droughts like the 2019–2021 event as a consequence of climate change, these trends remain overwhelmed by natural variability. This result is consistent with previous research, with the Intergovernmental Panel on Climate Change (IPCC)'s Sixth Assessment Report concluding that any perceptible changes in drought will only emerge in this region if global mean temperatures exceed 2 °C above pre-industrial levels.

year: 2022-12-01

title: Professional learning in mathematics with primary-trained teachers:  A flipped approach

authors: Stensness, Angela Dorothy

subjects: Professional Learning

abstract: Teachers of mathematics in New Zealand are critical to the success of their students.  In order for teachers to improve student outcomes, it is important for them to have the necessary skills and knowledge relating to mathematics and mathematics pedagogy, but also a positive disposition towards mathematics.  Of concern are the many primary-trained teachers who enter their classrooms each day with negative dispositions towards mathematics, even fearing the subject area.  This often dates back to their own schooling experiences.  Changing these attitudes, along with levels of confidence and understanding, would appear to be crucial.  Professional learning is one method for achieving this outcome.   

Unfortunately, for teachers with low self-efficacy in mathematics, engaging in a professional learning experience relating to mathematics may be considered a threatening experience.  Therefore, the aim of this study was to explore the ways in which a flipped professional learning programme might improve these dispositions of primary-trained teachers, along with their skills and understanding in mathematics, termed “teacher capacity” by Zhang and Stephens (2013).  

This study adopted an action research approach, due to the alignment of this methodology with the desire to utilise volunteer participant teachers as co-researchers and for them to reflect on and change their practice.  Qualitative data collection methods were used as the four participants engaged in a flipped professional learning experience.  These qualitative data collection methods included semi-structured interviews with individual participants, blogs, and whole group participation in cluster meetings. 

Following from this study it was found that the use of this flipped professional learning experience increased the self-efficacy ratings of participants in the focus area of their intervention.  It was also found that the flipped approach to professional learning had the potential to allow for and encourage teachers to take greater control of their learning journey in and for the teaching of mathematics, thus encouraging teacher agency.  It also had the potential to allow for this learning to occur just-in-time, that is, as and when required by the teachers.  Therefore, it is the contention of this thesis that a flipped professional learning programme in mathematics could be beneficial to improving the teacher capacity of primary-trained teachers in mathematics.

text: Professional learning in mathematics with primary-trained teachers:  A flipped approach Teachers of mathematics in New Zealand are critical to the success of their students.  In order for teachers to improve student outcomes, it is important for them to have the necessary skills and knowledge relating to mathematics and mathematics pedagogy, but also a positive disposition towards mathematics.  Of concern are the many primary-trained teachers who enter their classrooms each day with negative dispositions towards mathematics, even fearing the subject area.  This often dates back to their own schooling experiences.  Changing these attitudes, along with levels of confidence and understanding, would appear to be crucial.  Professional learning is one method for achieving this outcome.   

Unfortunately, for teachers with low self-efficacy in mathematics, engaging in a professional learning experience relating to mathematics may be considered a threatening experience.  Therefore, the aim of this study was to explore the ways in which a flipped professional learning programme might improve these dispositions of primary-trained teachers, along with their skills and understanding in mathematics, termed “teacher capacity” by Zhang and Stephens (2013).  

This study adopted an action research approach, due to the alignment of this methodology with the desire to utilise volunteer participant teachers as co-researchers and for them to reflect on and change their practice.  Qualitative data collection methods were used as the four participants engaged in a flipped professional learning experience.  These qualitative data collection methods included semi-structured interviews with individual participants, blogs, and whole group participation in cluster meetings. 

Following from this study it was found that the use of this flipped professional learning experience increased the self-efficacy ratings of participants in the focus area of their intervention.  It was also found that the flipped approach to professional learning had the potential to allow for and encourage teachers to take greater control of their learning journey in and for the teaching of mathematics, thus encouraging teacher agency.  It also had the potential to allow for this learning to occur just-in-time, that is, as and when required by the teachers.  Therefore, it is the contention of this thesis that a flipped professional learning programme in mathematics could be beneficial to improving the teacher capacity of primary-trained teachers in mathematics.

year: 2018

title: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand

authors: Ritchie, Jenny

abstract: This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

text: “It’s becoming part of their knowing”: a study of bicultural development in an early childhood teacher education setting in Aotearoa/New Zealand This study is an exploration of the implementation of bicultural development within a university-based early childhood teacher education programme in Aotearoa/New Zealand, which can be considered to be a bicultural country (Walker, 1987, p. 221). Bicultural development is a process in line with obligations contained within the Te Tiriti o Waitangi/The Treaty of Waitangi, which are reflected within the New Zealand Ministry of Education’s Revised Statement of Desirable Objectives and Practices (Ministry of Education, 1996a) and the early childhood curriculum, Te Whāriki (Ministry of Education, 1996b). The study adopts a critical, transformative theoretical paradigm, and employed an eclectic and emergent qualitative methodological approach, that reflected aspects from ethnographic, narrative and grounded theory methodologies. Interviews with university lecturers, early childhood care and education teachers, and professional development facilitators within the early childhood field; observations within early childhood care and education centres; audio taping of university class discussions; samples of university student assignments; and a written survey of graduates of the university teacher education programme provide the sources of data for the study. Central to the methodological process is a commitment to ethical care for participants, which involves attentive accountability to the interpretations that they place on the material that they contribute to the study and to the overall theorising of the significance of the findings. 

Key research questions of the study were to define ‘bicultural development’ in the context of early childhood care and education in this country; to identify key components of the bicultural development implementation process employed within the university teacher early childhood education programme; to distinguish some useful ‘indicators’ of bicultural development within early childhood centres; and to consider the implications for the teacher education programme in terms of preparing graduates to facilitate bicultural development within their future work in early childhood education. 

A significant finding of the study was the identification of a range of strategies for implementing bicultural development in early childhood education teacher education and care and education settings. The key strategies include Tiriti-based partnership models of teaching whereby Māori and Pākehā work alongside each other, enabling the paralleling of Māori and Western perspectives within both university teacher education and early childhood care and education programmes. It was considered essential that universities employ Māori lecturers to enable Māori content within the teacher education programme to be adequately provisioned. Since there are few Māori educators employed in mainstream early childhood services, it was suggested that teachers might seek to employ a “whanaungatanga” approach. This involves the early childhood centre staff creating a climate and environment in which Māori families/whānau are comfortable to participate fully in programme planning, implementation, and evaluation, which will enable all children attending to access Māori perspectives alongside the Western curriculum content. This approach is consistent with Article Two of Te Tiriti o Waitangi, which guaranteed to Māori their tino rangatiratanga, or self-determination. 

An implication for management and staff of early childhood teacher education programmes in Aotearoa/New Zealand is the need to equip graduates with the knowledge bases and commitment that will enable them to implement bicultural development, ideally through adopting, a whanaungatanga approach. This involves facilitating teacher education students to move beyond the dysconscious racism (King, 1994) that is deeply embedded in mainstream Pākehā culture in this country, to the position where they are able to adopt a critical, transformative stance that is humble, respectful and responsive to cultural difference. This stance includes valuing the inclusion of te reo me ōna tikanga throughout early childhood programmes, in a partnership initiated by teachers, but one in which whānau Māori are then able to take the lead in determining the nature and application of Māori content.

year: 2002