title: The influence of peer group response: Building a teacher and student expertise in the writing classroom

authors: Dix, Stephanie Margaret

subjects: writing

abstract: New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice.

text: The influence of peer group response: Building a teacher and student expertise in the writing classroom New Zealand students in the middle and upper school achieve better results in reading than they do in writing. This claim is evident in national assessment data reporting on students’ literacy achievement. Research findings also state that teachers report a lack of confidence when teaching writing. Drawing on the National Writing Project developed in the USA, a team of researchers from the University of Waikato (New Zealand) and teachers from primary and secondary schools in the region collaborated to “talk” and “do” writing by building a community of practice. The effects of writing workshop experiences and the transformation this has on teachers’ professional identities, self-efficacy, and their students’ learning provided the research focus. This paper draws mostly on data collected during the first cycle of the two-year project. It discusses the influence of peer group response – a case study teacher’s workshop experiences that transformed her professional identity, building her confidence and deepening her understandings of self as writer and ultimately transforming this expertise into her writing classroom practice.

year: 2011

title: Feminizing world power: A new constellation of women in politics?

authors: Peters, Michael A.

abstract: This article charts the emergence of women leaders currently in power, the highest it has ever been with 22 female heads of state and political leaders in 2015. It canvases Fukuyama's (1988) sociobiology arguments and those of feminists on questions of women's political representation. It briefly investigates the "critical mass" argument of Kanter (1977) and others to ask whether there is a new constellation of women in politics, especially with Hillary Clinton's possible ascendancy to the US presidency, leading to the possibility of feminizing world power.

text: Feminizing world power: A new constellation of women in politics? This article charts the emergence of women leaders currently in power, the highest it has ever been with 22 female heads of state and political leaders in 2015. It canvases Fukuyama's (1988) sociobiology arguments and those of feminists on questions of women's political representation. It briefly investigates the "critical mass" argument of Kanter (1977) and others to ask whether there is a new constellation of women in politics, especially with Hillary Clinton's possible ascendancy to the US presidency, leading to the possibility of feminizing world power.

year: 2016

title: Chief’s Mana in action; a study investigating the team’s perspective.

authors: Howarth, Joelene

subjects: Sports psychology

abstract: Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

text: Chief’s Mana in action; a study investigating the team’s perspective. Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

year: 2016