title: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers

authors: Conning, Stacey Ashleigh

subjects: novice higher education teacher

abstract: Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

text: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

year: 2020

title: Tephrochronology in Aotearoa New Zealand

authors: Hopkins, Jenni L.

subjects: tephra

abstract: Tephra deposits in Aotearoa New Zealand (ANZ) have been studied for >180 years. The now-global discipline of tephrochronology, which has some developmental roots in ANZ, forms the basis of a powerful chronostratigraphic correlational tool and age-equivalent dating method for geological, volcanological, palaeoenvironmental, and archaeological research in ANZ. Its utility is founded on the key principle that tephras or cryptotephras provide widespread isochrons in many different environments. In the first part of this article, we summarise the history of tephra studies in ANZ and then describe how tephras have been mapped, characterised, and correlated using field and laboratory-based methods. We document advances in geochemical fingerprinting of glass; tephra/cryptotephra detection and correlation by sediment-core scanning methods (e.g. X-radiography, CT imaging, XRF elemental analysis, magnetic susceptibility); statistical correlation methods; and dating of tephras/cryptotephras. We discuss the advent of ANZ cryptotephra studies (from ~1980) and their recent growth. The second part comprises examples of applications of tephrochronology in ANZ: climate-event stratigraphy (NZ-INTIMATE project); eruptive-event stratigraphy in the Auckland Volcanic Field; developments in the marine tephra record; advances in identifying, correlating, and dating old (pre-50 ka) tephras and weathered-tephra deposits; forming soils/paleosols on tephras; tephras and archaeology; Kopouatai bog tephrostratigraphy and palaeoenvironments; and volcanic-hazard assessments.

text: Tephrochronology in Aotearoa New Zealand Tephra deposits in Aotearoa New Zealand (ANZ) have been studied for >180 years. The now-global discipline of tephrochronology, which has some developmental roots in ANZ, forms the basis of a powerful chronostratigraphic correlational tool and age-equivalent dating method for geological, volcanological, palaeoenvironmental, and archaeological research in ANZ. Its utility is founded on the key principle that tephras or cryptotephras provide widespread isochrons in many different environments. In the first part of this article, we summarise the history of tephra studies in ANZ and then describe how tephras have been mapped, characterised, and correlated using field and laboratory-based methods. We document advances in geochemical fingerprinting of glass; tephra/cryptotephra detection and correlation by sediment-core scanning methods (e.g. X-radiography, CT imaging, XRF elemental analysis, magnetic susceptibility); statistical correlation methods; and dating of tephras/cryptotephras. We discuss the advent of ANZ cryptotephra studies (from ~1980) and their recent growth. The second part comprises examples of applications of tephrochronology in ANZ: climate-event stratigraphy (NZ-INTIMATE project); eruptive-event stratigraphy in the Auckland Volcanic Field; developments in the marine tephra record; advances in identifying, correlating, and dating old (pre-50 ka) tephras and weathered-tephra deposits; forming soils/paleosols on tephras; tephras and archaeology; Kopouatai bog tephrostratigraphy and palaeoenvironments; and volcanic-hazard assessments.

year: 2021

title: Māori medium children’s views about learning mathematics: possibilities for future directions

authors: Hāwera, Ngārewa

subjects: New Zealand

abstract: Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

text: Māori medium children’s views about learning mathematics: possibilities for future directions Pre-European traditional Māori education in New Zealand was integrated and holistic. With Western influence many Maori children struggled to achieve at school. Māori medium education based on retaining Māori values, language and culture therefore emerged to provide an alternative avenue for education. A key element in this initiative is to increase children’s engagement with, and learning of, mathematics. Views from 61 Year 5-8 children in Māori medium contexts have been sought to provide insights about their mathematics education. This paper discusses some of these views and raises possibilities for future directions to support the momentum of this positive initiative.

year: 2011