title: The role of mangrove fringe areas in providing feeding habitat for the New Zealand eagle ray (Myliobatis tenuicaudatus)

authors: Cadwallader, Helen Frances

abstract: This report details the results of an investigation into the use of mangrove fringe habitat by the eagle ray Myliobatis tenuicaudatus. The study was conducted in Matua estuary, Tauranga Harbour, and examined differences in the use of natural mangrove fringe vs. trimmed (mangrove removal and maintenance) mangrove fringe areas by rays. The use of these areas as feeding habitat was determined by quantification of feeding excavations.

text: The role of mangrove fringe areas in providing feeding habitat for the New Zealand eagle ray (Myliobatis tenuicaudatus) This report details the results of an investigation into the use of mangrove fringe habitat by the eagle ray Myliobatis tenuicaudatus. The study was conducted in Matua estuary, Tauranga Harbour, and examined differences in the use of natural mangrove fringe vs. trimmed (mangrove removal and maintenance) mangrove fringe areas by rays. The use of these areas as feeding habitat was determined by quantification of feeding excavations.

year: 2018

title: Sustaining effective literacy practices over time in secondary schools: School organisational and change issues

authors: May, Stephen

subjects: literacy

abstract: The effective, sustained implementation of literacy across the curriculum in secondary schools is still a relatively rare phenomenon. This is because such an approach to literacy requires secondary schools to undergo extensive and complex processes of school change, involving altering teachers’ thinking, attitudes and behaviour in relation to literacy and pedagogy, and establishing andmaintaining organisational processes that support teachers’ change processes and their impact on student learning. Such changes take time, not least because they often run counter to traditional organisational and pedagogical approaches in secondary schools. Drawing on our research evaluation of the Secondary  Schools’ Literacy Initiative (SSLI) in New Zealand, this paper examines the medium to long term implications of school change processes for secondary schools undertaking a cross-curricular literacy focus. In so doing, it identifies three key phases that secondary schools may undergo in order to achieve and sustain effective literacy practices over time and suggests that these phases, and their characteristics, may well have wider applicability.

text: Sustaining effective literacy practices over time in secondary schools: School organisational and change issues The effective, sustained implementation of literacy across the curriculum in secondary schools is still a relatively rare phenomenon. This is because such an approach to literacy requires secondary schools to undergo extensive and complex processes of school change, involving altering teachers’ thinking, attitudes and behaviour in relation to literacy and pedagogy, and establishing andmaintaining organisational processes that support teachers’ change processes and their impact on student learning. Such changes take time, not least because they often run counter to traditional organisational and pedagogical approaches in secondary schools. Drawing on our research evaluation of the Secondary  Schools’ Literacy Initiative (SSLI) in New Zealand, this paper examines the medium to long term implications of school change processes for secondary schools undertaking a cross-curricular literacy focus. In so doing, it identifies three key phases that secondary schools may undergo in order to achieve and sustain effective literacy practices over time and suggests that these phases, and their characteristics, may well have wider applicability.

year: 2007

title: Popoia te reo kia penapena: Nurture the language

authors: Berryman, Mere

subjects: Maori language

abstract: Research to develop a Māori language screening tool (Specialist Education Services, 2001), identified that students entering Māori Medium at five, could be classified into one of four Māori language competency, groups. Concurrently, teachers raised their need to identify the Māori language proficiency of five year olds entering Māori Medium so that more appropriate teaching strategies could be incorporated in preparation for literacy.
Accordingly, three Māori oral-language assessment tools, to help identify the Māori language competency of students entering Māori Medium settings at five years of age and provide formative information, were developed in response to this need. This paper details the development and trial of these tools.

text: Popoia te reo kia penapena: Nurture the language Research to develop a Māori language screening tool (Specialist Education Services, 2001), identified that students entering Māori Medium at five, could be classified into one of four Māori language competency, groups. Concurrently, teachers raised their need to identify the Māori language proficiency of five year olds entering Māori Medium so that more appropriate teaching strategies could be incorporated in preparation for literacy.
Accordingly, three Māori oral-language assessment tools, to help identify the Māori language competency of students entering Māori Medium settings at five years of age and provide formative information, were developed in response to this need. This paper details the development and trial of these tools.

year: 2009