title: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis

authors: Ewens, Sandra Jane

subjects: early childhood

abstract: The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

text: "You kind of have to be a bit superhuman" : early childhood teacher beliefs about what it takes to be a good teacher: A discourse analysis The early childhood teaching profession has developed into a community with its own language and culture (Cumming & Sumsion, 2014). Early childhood teacher beliefs and discourses have been developed and sustained within this context which is both influenced by, and influences these beliefs and subsequent teacher practice. This study explores these beliefs within a New Zealand context, and the discourses shaping them, and considers how these discourses have the potential to enable or constrain teacher practice. 
Over the past 30 years, there has been growing interest in, and acknowledgement of, the importance of early childhood education (ECE) in New Zealand at both government and societal levels.  While participation in ECE can lead to positive outcomes for children, the service must be of high quality.  Recent reports however, have identified there is significant variability across ECE services. Teacher practice can make a significant impact on the level of quality children experience therefore this study explores this variability by the examining the espoused beliefs of qualified ECE teachers, working in English medium, teacher-led, ECE centres; particularly in relation to what makes a ‘good’ teacher. Teacher beliefs have a significant role in driving teacher decision-making and practice but are generally invisible. 
Using poststructural feminist and critical discourse analysis, this study identifies three discourses shaping and being shaped by these beliefs; the dominant essential maternal and neo-liberal discourses, and the marginalised discourse of democratic professionalism. It explores these discourses at both the micro level and the macro level of national policy and considers how these beliefs and discourses have the potential to constrain or enable teacher practice. Through a poststructural feminist lens, this analysis makes the invisible visible, providing provocation for individual teachers to examine the discourses constituting their professional lives and either claim them or resist them. In addition, a critical lens recommends structural and policy changes for government and teacher education to help address the constraining effects of these discourses.

year: 2019

title: A note on the average propensity to consume, wealth and threshold adjustment

authors: Holmes, Mark J.

subjects: threshold error correction

abstract: We explore the connection between the average propensity to consume (APC) and wealth to income ratio (WY) in the US. We find evidence of a long-run relationship characterised by threshold error correction. It is the APC that responds to long-run disequilibrium where the speed of adjustment is asymmetric insofar as being most likely fastest in regimes characterised by a high APC and low WY.

text: A note on the average propensity to consume, wealth and threshold adjustment We explore the connection between the average propensity to consume (APC) and wealth to income ratio (WY) in the US. We find evidence of a long-run relationship characterised by threshold error correction. It is the APC that responds to long-run disequilibrium where the speed of adjustment is asymmetric insofar as being most likely fastest in regimes characterised by a high APC and low WY.

year: 2013

title: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori

authors: Kennedy, Nathan Charles Karaua

subjects: Kaitiakitanga

abstract: The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

text: Kaitiakitanga o te Taiao - Reconciling Legislative Provisions and Outcomes for Māori The Resource Management Act (1991) (RMA) was heralded as internationally ground-breaking for its integrated approach, and for cementing 'sustainable management' as its overarching purpose. It was ground-breaking also for its recognition of First Nations’ rights and values. This includes directing decision-makers to recognise and provide for the relationship of Māori and their culture and traditions with their ancestral lands, waters and treasured resources, to have particular regard to Māori customary practices, and to take into account the principles of the Treaty of Waitangi. The RMA provides for councils to transfer or delegate functions and powers to Māori, and for joint management arrangements.
In 16 years as environment officer for my iwi, I witnessed the failure of the RMA to protect Māori values and interests. This experience prompted me to undertake research to thoroughly investigate outcomes of the operation of the RMA for Māori. Two questions framed my research; the first asking whether kaitiaki have been empowered by the Māori provisions in the RMA, and the second seeking to determine overall outcomes for Māori from the Act.
Assessing such outcomes required an understanding of Māori values and interests, evaluation of the law, of the statutory plans that govern council administration of the RMA, implementation of these by councils and the Crown, and their treatment by the courts. To answer the two questions I present in this thesis a geographically focused study of two take (causes or significant issues) at Whangamatā, the construction of a marina, and the removal of mangroves.
I compare Ngāti Whanaunga experiences with those of Māori nationally. By doing so I provide the evidence base for an 'overall broad judgement' (as the RMA requires) that despite apparent empowerment by the Act and its statutory plans, Māori have suffered widespread and significantly negative outcomes under the RMA. Rather than being empowered, Māori struggle to participate in planning processes, and see ancestral values and interests eroded by waves of resource consent processes, in which effects on Māori are little considered.

year: 2017