title: Towards industrial Al-Nb-B master alloys for grain refining Al-Si alloys

authors: Bolzoni, Leandro

abstract: It has long been known that foundry Al-Si alloys cannot reliably and consistently be grain refined by means of Ti-containing master alloys due to reaction between Ti and Si. Over the last years we developed and studied new Nb-based grain refiners consistently demonstrating the effectiveness of Nb + B inoculation on foundry alloys studying various Al-Si compositions solidified under different cooling conditions. Most of our studies focused on achieving the finest possible grain size using a lab made Al-2Nb-2B master alloy. This work presents the results, issues, and advancements made from the early stages of development to the first pilot scale trial. Moreover, the results of the present study are a further justification of the choice of the Al-2Nb-2B nominal composition, which was primarily dictated by the poor yield/recovery of Nb and B from their raw materials at lab scale. In the present work, emphasis is put on addressing the unanswered question about the effect of Nb to B ratio considering the inoculation of an Al-10Si alloys via the addition of Al-Nb-B master alloys with different stoichiometries.

text: Towards industrial Al-Nb-B master alloys for grain refining Al-Si alloys It has long been known that foundry Al-Si alloys cannot reliably and consistently be grain refined by means of Ti-containing master alloys due to reaction between Ti and Si. Over the last years we developed and studied new Nb-based grain refiners consistently demonstrating the effectiveness of Nb + B inoculation on foundry alloys studying various Al-Si compositions solidified under different cooling conditions. Most of our studies focused on achieving the finest possible grain size using a lab made Al-2Nb-2B master alloy. This work presents the results, issues, and advancements made from the early stages of development to the first pilot scale trial. Moreover, the results of the present study are a further justification of the choice of the Al-2Nb-2B nominal composition, which was primarily dictated by the poor yield/recovery of Nb and B from their raw materials at lab scale. In the present work, emphasis is put on addressing the unanswered question about the effect of Nb to B ratio considering the inoculation of an Al-10Si alloys via the addition of Al-Nb-B master alloys with different stoichiometries.

year: 2019

title: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry.

authors: Bewley, Sue

subjects: Distributed leadership

abstract: This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

text: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

year: 2012

title: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato

authors: Diamond, Danielle Jade

subjects: Social Supports

abstract: Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

text: Investigating the Social Supports of Successful Māori Undergraduate Appellants at the University of Waikato Educational disparities between Māori and non-Māori tertiary students are evident in regards to participation, retention, and completion rates at secondary and tertiary levels. Instead of focusing on negative statistics, it was of interest to investigate Māori students who had failed sufficient papers to initially be denied re-entry to university study, yet continued to attain their degrees, as a result of a successful appeal. Māori undergraduate students, who had successfully appealed from 2003-2012, were recruited for my research. The availability and utilisation of social supports were investigated, along with the decision to make an appeal, the role of cultural expectations, and barriers experienced by participants. A mixed method approach was utilised in this research through use of an adapted overarching Kaupapa Māori framework, statistical analysis, and 13 interviews. My research found that social supports were beneficial for participants throughout their appeal, as they provided: emotional, instrumental, appraisal, and informational support. Although the social supports utilised by participants were satisfactory, barriers to accessing formal supports were also found, which included: perceived stigma having failed their papers, pride, as well as being whakamā. The appeal process was a beneficial intervention from the University of Waikato, which provided participants another opportunity to overcome the factors that contributed to their initial failure. Post appeal, participants implemented strategies to address and reduce their factors in order to become academically engaged. Participants were deemed to be resilient from their continued pursuit of degree attainment, implementation of their strategies, and their use of perceived social supports.

year: 2013