title: Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning

authors: Petrie, Kirsten Culhane

subjects: physical education

abstract: Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to which resources mediate teacher learning, acting as enablers and limiters for changing teacher practice, potentially both reskilling and deskilling teachers. The design and use of curriculum materials needs to be re-imagined in order to better support teacher learning.

text: Enabling or limiting: the role of pre-packaged curriculum resources in shaping teacher learning Pre-packaged curriculum resources that are purportedly designed to support teachers to deliver physical education in primary school settings have become prolific internationally. While both teachers and teacher educators use curriculum resources extensively, there has been little exploration into the effectiveness of resources in supporting teacher learning. The use of curriculum resources in one PD programme is used to illustrate the extent to which resources mediate teacher learning, acting as enablers and limiters for changing teacher practice, potentially both reskilling and deskilling teachers. The design and use of curriculum materials needs to be re-imagined in order to better support teacher learning.

year: 2012

title: Near-automorphisms of Latin squares

authors: Cavenagh, Nicholas J.

subjects: intercalate

abstract: We define a near-automorphism α of a Latin square L to be an isomorphism such that L and αL differ only within a 2 × 2 subsquare. We prove that for all n≥2 except n∈{3, 4}, there exists a Latin square which exhibits a near-automorphism. We also show that if α has the cycle structure (2, n − 2), then L exists if and only if n≡2 (mod 4), and can be constructed from a special type of partial orthomorphism. Along the way, we generalize a theorem by Marshall Hall, which states that any Latin rectangle can be extended to a Latin square. We also show that if α has at least 2 fixed points, then L must contain two disjoint non-trivial subsquares.

text: Near-automorphisms of Latin squares We define a near-automorphism α of a Latin square L to be an isomorphism such that L and αL differ only within a 2 × 2 subsquare. We prove that for all n≥2 except n∈{3, 4}, there exists a Latin square which exhibits a near-automorphism. We also show that if α has the cycle structure (2, n − 2), then L exists if and only if n≡2 (mod 4), and can be constructed from a special type of partial orthomorphism. Along the way, we generalize a theorem by Marshall Hall, which states that any Latin rectangle can be extended to a Latin square. We also show that if α has at least 2 fixed points, then L must contain two disjoint non-trivial subsquares.

year: 2011

title: Mates at the school gates:Investigating peer relationships among rangatahi Māori

authors: Knowles, Anthea Heather

subjects: school attendance

abstract: As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

text: Mates at the school gates:Investigating peer relationships among rangatahi Māori As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

year: 2019