title: Learning communities for curriculum change: key factors in an educational change process in New Zealand

authors: Edwards, Frances

subjects: professional development

abstract: Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

text: Learning communities for curriculum change: key factors in an educational change process in New Zealand Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

year: 2011

title: The effect of powder sintering method on the densification and microstructure of pewter alloys

authors: Ariff, Tasnim Firdaus Binti Mohamed

subjects: microwave sintering

abstract: Pewter alloys made from tin, copper and antimony powders were sintered using microwave and conventional vacuum sintering. Three different compositions of the pewter alloy were used; 91Sn6Cu3Sb, 94Sn4Cu2Sb and 97Sn2Cu1Sb. The effect of densification and microstructure of the pewter alloys from varying sintering time and sintering mode were examined and compared. Samples were compacted at 40kN and sintered at 220°C. Samples in the conventional furnace were sintered 60 minutes and 120 minutes, while samples in the microwave furnace were sintered for 15 and 30 minutes. Samples sintered at longer sintering times resulted in higher density for both sintering methods. Microwave sintering produced samples with slightly smaller grain size than the conventionally sintered samples resulting in a better densification. There were no new phases formed from the sintering of pewter alloy.

text: The effect of powder sintering method on the densification and microstructure of pewter alloys Pewter alloys made from tin, copper and antimony powders were sintered using microwave and conventional vacuum sintering. Three different compositions of the pewter alloy were used; 91Sn6Cu3Sb, 94Sn4Cu2Sb and 97Sn2Cu1Sb. The effect of densification and microstructure of the pewter alloys from varying sintering time and sintering mode were examined and compared. Samples were compacted at 40kN and sintered at 220°C. Samples in the conventional furnace were sintered 60 minutes and 120 minutes, while samples in the microwave furnace were sintered for 15 and 30 minutes. Samples sintered at longer sintering times resulted in higher density for both sintering methods. Microwave sintering produced samples with slightly smaller grain size than the conventionally sintered samples resulting in a better densification. There were no new phases formed from the sintering of pewter alloy.

year: 2009

title: Anti-racism Allyship Amongst Psychologists and Students in Psychology Training in Aotearoa New Zealand

authors: Tan, Kyle K. H.

abstract: Racism is a well-established social determinant of health, impacting Māori, Pacific, and Asian communities in Aotearoa New Zealand. However, few scholarly studies have focused on racial justice allyship in Aotearoa, particularly within the psychology discipline. This study examines demographic and attitudinal factors associated with anti-racism allyship among psychologists and students in psychology training amidst escalating racist rhetoric and opposition to Māori self-determination in Aotearoa. Drawing data from an online anonymous survey (n = 280), we assessed participants’ responses on three scales: 1) Attitudes towards aspects of Māori (taha Māori); 2) Attitudes towards acknowledging the existence of racism and settler colonialism 3) Anti-racist allyship. Certain demographic groups (Pākehā, Asian, older-aged, male, or those who entered training decades ago) scored lower on these scales, indicating the need for targeted training. Regression analyses showed both ‘Attitudes towards taha Māori’ and ‘Attitudes towards racism and colonisation’ scales were significantly correlated with anti-racist allyship. Our findings call for a sustained investment in training anti-racist psychologists who are competent in providing culturally safe care and capable of challenging racial injustices. Future research is required on the development of a racial justice allyship model across all institutions that train, employ and regulate psychologists in Aotearoa that is informed by Te Tiriti o Waitangi.

text: Anti-racism Allyship Amongst Psychologists and Students in Psychology Training in Aotearoa New Zealand Racism is a well-established social determinant of health, impacting Māori, Pacific, and Asian communities in Aotearoa New Zealand. However, few scholarly studies have focused on racial justice allyship in Aotearoa, particularly within the psychology discipline. This study examines demographic and attitudinal factors associated with anti-racism allyship among psychologists and students in psychology training amidst escalating racist rhetoric and opposition to Māori self-determination in Aotearoa. Drawing data from an online anonymous survey (n = 280), we assessed participants’ responses on three scales: 1) Attitudes towards aspects of Māori (taha Māori); 2) Attitudes towards acknowledging the existence of racism and settler colonialism 3) Anti-racist allyship. Certain demographic groups (Pākehā, Asian, older-aged, male, or those who entered training decades ago) scored lower on these scales, indicating the need for targeted training. Regression analyses showed both ‘Attitudes towards taha Māori’ and ‘Attitudes towards racism and colonisation’ scales were significantly correlated with anti-racist allyship. Our findings call for a sustained investment in training anti-racist psychologists who are competent in providing culturally safe care and capable of challenging racial injustices. Future research is required on the development of a racial justice allyship model across all institutions that train, employ and regulate psychologists in Aotearoa that is informed by Te Tiriti o Waitangi.

year: 2025