title: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning

authors: Carlyon, Tracey

subjects: transition

abstract: This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

text: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

year: 2016

title: Consumption of submerged aquatic macrophytes by rudd (scardinius erythrophthalmus L.) in New Zealand

authors: Lake, Michael D.

subjects: aquatic macrophytes

abstract: In experiments in New Zealand, rudd (Scardinius erythrophthalmus L.) of 108–277mm fork length (FL) ate a wide range of native and introduced submerged aquatic macrophytes in captivity and in the field. Rudd consumed the native charophytes Chara globularis Thuill., Chara fibrosa Ag. ex Bruz., and Nitella spp., the native macrophytes Potamogeton ochreatus Raoul. and Myriophyllum propinquum A. Cunn., and the introduced macrophytes Elodea canadensis Michx., Egeria densa Planch., Lagarosiphon major L., and Ceratophyllum demersum L. Rudd consistently consumed the Nitella spp. and Potamogeton ochreatus before Ceratophyllum demersum. From the results of experiments in tanks and in the field, we found the order of highest to lowest palatability was: Nitella spp. > Potamogeton ochreatus > Elodea canadensis> Chara globularis = Chara fibrosa> Egeria densa = Lagarosiphon major > Myriophyllum propinquum > Ceratophyllum demersum. The order of consumption was subject to some variation with season, especially for Egeria densa, Lagarosiphon major, and Myriophyllum propinquum. Rudd
consumed up to 20% of their body weight per day of Egeria densa in spring, and 22% of their body weight per day of Nitella spp. in summer. Consumption rates were considerably lower in winter than in summer. The results of our field trial suggested that the order of consumption also applies in the field and that rudd are having a profound impact on vulnerable native aquatic plant communities in New Zealand. Nitella spp. and Potamogeton ochreatus are likely to be selectively eaten, and herbivory by rudd might prevent the re-establishment of these species in
restoration efforts.

text: Consumption of submerged aquatic macrophytes by rudd (scardinius erythrophthalmus L.) in New Zealand In experiments in New Zealand, rudd (Scardinius erythrophthalmus L.) of 108–277mm fork length (FL) ate a wide range of native and introduced submerged aquatic macrophytes in captivity and in the field. Rudd consumed the native charophytes Chara globularis Thuill., Chara fibrosa Ag. ex Bruz., and Nitella spp., the native macrophytes Potamogeton ochreatus Raoul. and Myriophyllum propinquum A. Cunn., and the introduced macrophytes Elodea canadensis Michx., Egeria densa Planch., Lagarosiphon major L., and Ceratophyllum demersum L. Rudd consistently consumed the Nitella spp. and Potamogeton ochreatus before Ceratophyllum demersum. From the results of experiments in tanks and in the field, we found the order of highest to lowest palatability was: Nitella spp. > Potamogeton ochreatus > Elodea canadensis> Chara globularis = Chara fibrosa> Egeria densa = Lagarosiphon major > Myriophyllum propinquum > Ceratophyllum demersum. The order of consumption was subject to some variation with season, especially for Egeria densa, Lagarosiphon major, and Myriophyllum propinquum. Rudd
consumed up to 20% of their body weight per day of Egeria densa in spring, and 22% of their body weight per day of Nitella spp. in summer. Consumption rates were considerably lower in winter than in summer. The results of our field trial suggested that the order of consumption also applies in the field and that rudd are having a profound impact on vulnerable native aquatic plant communities in New Zealand. Nitella spp. and Potamogeton ochreatus are likely to be selectively eaten, and herbivory by rudd might prevent the re-establishment of these species in
restoration efforts.

year: 2002

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013