title: Early childhood student teachers’ beliefs about the role of the teacher and how young children learn

authors: Mitchell, Jill Winifred

abstract: The purpose of this research was, firstly, to explore early childhood student teachers’ beliefs about the role of the teacher and how young children learn. Secondly, it was to examine formative influences on participants’ beliefs and, thirdly, to ascertain any changes or modifications over a three-year period. Seventeen students completed five questionnaires and of these seven, who were the case study students, were interviewed and observed on teaching practice. Stories were written with each of these seven participants and their case studies prepared. Data were coded, analysed and grouped into themes. Changes or modifications to beliefs were charted for group and individual data for all 17 students. The results indicated that the beliefs student teachers’ construct are powerfully informed by experiences prior to the teacher education programme and that the family is perceived as particularly influential.
Beliefs were dynamic; they developed and changed over a three-year period. Some of these beliefs were reflected in practice. To demonstrate the dynamic nature of beliefs, a taxonomy was developed to explain the status of the different beliefs held by students. It is argued that it is simplistic to speak of student beliefs as though they all have the same degree of tenacity, power and influence over how a student teacher thinks and acts. Implications for teacher education and further research were discussed.

text: Early childhood student teachers’ beliefs about the role of the teacher and how young children learn The purpose of this research was, firstly, to explore early childhood student teachers’ beliefs about the role of the teacher and how young children learn. Secondly, it was to examine formative influences on participants’ beliefs and, thirdly, to ascertain any changes or modifications over a three-year period. Seventeen students completed five questionnaires and of these seven, who were the case study students, were interviewed and observed on teaching practice. Stories were written with each of these seven participants and their case studies prepared. Data were coded, analysed and grouped into themes. Changes or modifications to beliefs were charted for group and individual data for all 17 students. The results indicated that the beliefs student teachers’ construct are powerfully informed by experiences prior to the teacher education programme and that the family is perceived as particularly influential.
Beliefs were dynamic; they developed and changed over a three-year period. Some of these beliefs were reflected in practice. To demonstrate the dynamic nature of beliefs, a taxonomy was developed to explain the status of the different beliefs held by students. It is argued that it is simplistic to speak of student beliefs as though they all have the same degree of tenacity, power and influence over how a student teacher thinks and acts. Implications for teacher education and further research were discussed.

year: 2001

title: Aluminium content in near-shore sediments of Lake Rotorua

authors: Tempero, Grant Wayne

abstract: The application of alum (aluminium sulphate) is widely used for lake restoration. Aluminium binds dissolved reactive phosphate (DRP), reducing its availability to phytoplankton and inhibiting algal blooms. The Bay of Plenty Regional Council has conducted continuous alum dosing of the Utuhina Stream since 2006 and the Puarenga Stream from 2010 to 2018. This has resulted in the addition of more than 730 tonnes of aluminium to Lake Rotorua. Improvements in Lake Rotorua water quality occurred concurrently with peak alum dosing, although sediment surveys conducted in 2012 and 2015 were unable to locate significant depositional areas of aluminium floc in the main basin of Lake Rotorua.

Elevated amorphous aluminium (i.e., recently deposited aluminium) was reported at sites closest to the Utuhina and Puarenga discharge points in the 2015 sediment survey, indicating that aluminium was potentially accumulating in the nearshore zone. The University of Waikato was contracted by the Bay of Plenty Regional Council to conduct a follow-up survey of near-shore sites along the southern edge of Lake Rotorua. In addition to sediment total and amorphous aluminium content, total phosphorus content was also determined. Amorphous aluminium is recognised as the fraction of total aluminium able to adsorb dissolved phosphorus, sequestering it from the water column. For this study it was assumed that increased proportions of amorphous aluminium were primarily derived from alum dosing.

text: Aluminium content in near-shore sediments of Lake Rotorua The application of alum (aluminium sulphate) is widely used for lake restoration. Aluminium binds dissolved reactive phosphate (DRP), reducing its availability to phytoplankton and inhibiting algal blooms. The Bay of Plenty Regional Council has conducted continuous alum dosing of the Utuhina Stream since 2006 and the Puarenga Stream from 2010 to 2018. This has resulted in the addition of more than 730 tonnes of aluminium to Lake Rotorua. Improvements in Lake Rotorua water quality occurred concurrently with peak alum dosing, although sediment surveys conducted in 2012 and 2015 were unable to locate significant depositional areas of aluminium floc in the main basin of Lake Rotorua.

Elevated amorphous aluminium (i.e., recently deposited aluminium) was reported at sites closest to the Utuhina and Puarenga discharge points in the 2015 sediment survey, indicating that aluminium was potentially accumulating in the nearshore zone. The University of Waikato was contracted by the Bay of Plenty Regional Council to conduct a follow-up survey of near-shore sites along the southern edge of Lake Rotorua. In addition to sediment total and amorphous aluminium content, total phosphorus content was also determined. Amorphous aluminium is recognised as the fraction of total aluminium able to adsorb dissolved phosphorus, sequestering it from the water column. For this study it was assumed that increased proportions of amorphous aluminium were primarily derived from alum dosing.

year: 2019

title: Māori and indigenous views on R and R: Resistance and Resilience

authors: Penehira, Mera

subjects: resilience

abstract: This article explores the development of Mäori and Indigenous frameworks of resilience, considering the impact of engaging with largely State- led notions of resilience on Mäori development. We highlight the closely linked notion of resistance, asserting the necessity of a fi rm political analysis from Indigenous researchers engaged in this discourse. One of the Indigenous criticisms of resilience theories is that by defi nition they assume an acceptance of responsibility for our position as disadvantaged individuals. That is, by examining and developing theories and models of resilience we buy into the idea that this is the way it is and we need simply to get better at bouncing back and being resilient. Resistance, however, represents an approach of collective fi ght- back, exposing the inequitable distribution of power, and actively opposing negative social, political and economic infl uences. This article represents a Mäori Indigenous political response to the resilience discourse.

text: Māori and indigenous views on R and R: Resistance and Resilience This article explores the development of Mäori and Indigenous frameworks of resilience, considering the impact of engaging with largely State- led notions of resilience on Mäori development. We highlight the closely linked notion of resistance, asserting the necessity of a fi rm political analysis from Indigenous researchers engaged in this discourse. One of the Indigenous criticisms of resilience theories is that by defi nition they assume an acceptance of responsibility for our position as disadvantaged individuals. That is, by examining and developing theories and models of resilience we buy into the idea that this is the way it is and we need simply to get better at bouncing back and being resilient. Resistance, however, represents an approach of collective fi ght- back, exposing the inequitable distribution of power, and actively opposing negative social, political and economic infl uences. This article represents a Mäori Indigenous political response to the resilience discourse.

year: 2014