title: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact

authors: McChesney, Katrina

subjects: Social Sciences

abstract: Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

text: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

year: 2019

title: Understanding the transition to university

authors: Clifton, Katie Naomi

abstract: The current study aimed to provide an understanding of the transition to university for students and the factors that are associated with both positive and negative transitions. The research aimed to identify what coping strategies and resources students accessed during this time. Participants consisted of 135 first-year university students at the University of Waikato. Participants completed an online survey which included measures of change, psychological distress, significant life events, alcohol use, coping strategies, resource access and general demographics. 

The majority of students in the study were experiencing psychological distress that was considered within the normal range. However, approximately two in five students were experiencing distress above a normal range. Students who were living out of the family home for the first time, those who reported more significant life events, and those using avoidant emotion and active emotion coping were more likely to report higher levels of overall distress. However, avoidant emotion coping was the only factor that significantly predicted distress. Students self identified overall level of change was related to overall distress, which suggests that it may be students perceived overall level of change that impacts on their well-being rather than the specific changes itself.

Thirty percent of the students in the study identified alcohol use of a hazardous level. However, no relationship was seen between alcohol use and psychological distress. Instead, it appears that alcohol use in university consists of a social factor rather than a way of coping. 
Student reported low use of services and many students reported not knowing about the service they could access. Students who were experiencing psychological distress above a normal range were not more likely to access students support services than students who were reported in the normal range. 

The results of the study should be taken into account when considering transitioning students into university life and the services that are offered to students. Students need support during the transition to university. However, not all students are aware of or access the supports that are available. The consideration of students’ experience at only one point of their university journey was a limitation of the current study. Future research could examine the experience of university students over there time at university using a longitudinal approach. This would allow for an understanding of how distress and coping may change.

text: Understanding the transition to university The current study aimed to provide an understanding of the transition to university for students and the factors that are associated with both positive and negative transitions. The research aimed to identify what coping strategies and resources students accessed during this time. Participants consisted of 135 first-year university students at the University of Waikato. Participants completed an online survey which included measures of change, psychological distress, significant life events, alcohol use, coping strategies, resource access and general demographics. 

The majority of students in the study were experiencing psychological distress that was considered within the normal range. However, approximately two in five students were experiencing distress above a normal range. Students who were living out of the family home for the first time, those who reported more significant life events, and those using avoidant emotion and active emotion coping were more likely to report higher levels of overall distress. However, avoidant emotion coping was the only factor that significantly predicted distress. Students self identified overall level of change was related to overall distress, which suggests that it may be students perceived overall level of change that impacts on their well-being rather than the specific changes itself.

Thirty percent of the students in the study identified alcohol use of a hazardous level. However, no relationship was seen between alcohol use and psychological distress. Instead, it appears that alcohol use in university consists of a social factor rather than a way of coping. 
Student reported low use of services and many students reported not knowing about the service they could access. Students who were experiencing psychological distress above a normal range were not more likely to access students support services than students who were reported in the normal range. 

The results of the study should be taken into account when considering transitioning students into university life and the services that are offered to students. Students need support during the transition to university. However, not all students are aware of or access the supports that are available. The consideration of students’ experience at only one point of their university journey was a limitation of the current study. Future research could examine the experience of university students over there time at university using a longitudinal approach. This would allow for an understanding of how distress and coping may change.

year: 2017

title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012