title: Teacher professional learning and development research in Aotearoa New Zealand: A scoping review of literature, 2010–2023

authors: McChesney, Katrina

abstract: Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.

text: Teacher professional learning and development research in Aotearoa New Zealand: A scoping review of literature, 2010–2023 Teacher professional learning and development are critical to educational improvement efforts and teacher professional growth. Such learning and development can be facilitated in a range of ways, including more traditional ‘workshop style’ training programmes as well as coaching, mentoring, advisory support, teacher inquiry, and other activities that can contribute to teacher learning and change. Despite the extensive time, financial, and human resources invested in teacher professional learning and development in Aotearoa New Zealand every year, it is over 15 years since research on teacher development in this country was brought together in a published review. This paper presents a scoping review of n = 178 primary studies published in English in 2010–2023 that focus on teacher professional development in the Aotearoa New Zealand schooling sector. Looking across this body of literature, we provide a quantitative overview of characteristics of the literature base and identify shifts, trends, strengths, gaps, imbalances, and directions for future research. This paper offers a timely summary and synthesis of recent research on teacher professional development in Aotearoa New Zealand and also offers challenges and recommendations for researchers working in this area.

year: 2024

title: Students' Conceptions of Ionisation Energy: A Cross-cultural Study

authors: Tan, Kim Chwee Daniel

subjects: education

abstract: Previous studies have indicated that A-level students in the UK and Singapore have difficulty learning the topic of ionisation energy. A two-tier multiple-choice instrument developed in Singapore in an earlier study, the Ionisation Energy Diagnostic Instrument, was administered to A-level students in the UK, advanced placement high school students in the USA, and first-year university students in China, New Zealand, and Spain to determine whether the students from different countries and educational systems had similar conceptions and difficulties as the students in Singapore with the concepts assessed in the instrument. The results showed that, in general, the students in all six samples had similar alternative conceptions, which were grouped under the categories of octet rule framework, stable fully-filled and half-filled subshell conceptions, and conservation of force thinking. The students also resorted to relation-based thinking when answering items involving the trend of ionisation energies across Period 3. Implications for teaching and further research are discussed.

text: Students' Conceptions of Ionisation Energy: A Cross-cultural Study Previous studies have indicated that A-level students in the UK and Singapore have difficulty learning the topic of ionisation energy. A two-tier multiple-choice instrument developed in Singapore in an earlier study, the Ionisation Energy Diagnostic Instrument, was administered to A-level students in the UK, advanced placement high school students in the USA, and first-year university students in China, New Zealand, and Spain to determine whether the students from different countries and educational systems had similar conceptions and difficulties as the students in Singapore with the concepts assessed in the instrument. The results showed that, in general, the students in all six samples had similar alternative conceptions, which were grouped under the categories of octet rule framework, stable fully-filled and half-filled subshell conceptions, and conservation of force thinking. The students also resorted to relation-based thinking when answering items involving the trend of ionisation energies across Period 3. Implications for teaching and further research are discussed.

year: 2008

title: Proposed changes to Te Ture Whenua Maori

authors: Te Aho, Linda

abstract: This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

text: Proposed changes to Te Ture Whenua Maori This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

year: 2016