title: Positive Teaching: Challenges for Success

authors: Evans-McLeod, Alaina Kim

subjects: positive teaching

abstract: This research investigated the merits of including video footage in a training session for teachers. Training promoted ABA based principles of positive reinforcement as a strategy for classroom behaviour management. 17 secondary school teachers and their students were observed using the OPTIC schedule during 65 lessons which indicated that rates of positive and negative teacher feedback and levels of students' on task behaviour were the same as seen in previous research. Phase 1 of the study included results for 6 teachers who participated in non-video training and 1 teacher who participated in video-training. These results allow no clear conclusion to be made about the research hypothesis. Phase 2 included results for 2 teachers who received the video footage training and participated in post-training activities. Results for Phase 2 suggest that training outcomes were achieved and support the hypothesis that post-training activities contribute to a more effective training package. This study highlights the need for the consideration of elements beyond the training package itself in order to achieve effective training and enduring behaviour change in the classroom.

text: Positive Teaching: Challenges for Success This research investigated the merits of including video footage in a training session for teachers. Training promoted ABA based principles of positive reinforcement as a strategy for classroom behaviour management. 17 secondary school teachers and their students were observed using the OPTIC schedule during 65 lessons which indicated that rates of positive and negative teacher feedback and levels of students' on task behaviour were the same as seen in previous research. Phase 1 of the study included results for 6 teachers who participated in non-video training and 1 teacher who participated in video-training. These results allow no clear conclusion to be made about the research hypothesis. Phase 2 included results for 2 teachers who received the video footage training and participated in post-training activities. Results for Phase 2 suggest that training outcomes were achieved and support the hypothesis that post-training activities contribute to a more effective training package. This study highlights the need for the consideration of elements beyond the training package itself in order to achieve effective training and enduring behaviour change in the classroom.

year: 2008

title: In vitro electrical conductivity of seizing and non-seizing mouse brain slices at 10 kHz

authors: Elbohouty, Maher

subjects: electrical conductivity

abstract: The electrical conductivity of small samples of mouse cortex (in vitro) has been measured at 10 kHz through the four-electrode method of van der Pauw. Brain slices from three mice were prepared under seizing and non-seizing conditions by changing the concentration of magnesium in the artificial cerebrospinal fluid used to maintain the tissue. These slices provided 121 square samples of cortical tissue; the conductivity of these samples was measured with an Agilent E4980A four-point impedance monitor. Of these, 73 samples were considered acceptable on the grounds of having good electrical contact between electrodes and tissue excluding outlier measurements. Results show that there is a significant difference (p = 0.03) in the conductivities of the samples under the two conditions. The seizing and non-seizing samples have mean conductivities of 0.33 and 0.36 S m⁻¹, respectively; however, these quantitative values should be used with caution as they are both subject to similar systematic uncertainties due to non-ideal temperature conditions and non-ideal placement of electrodes. We hypothesize that the difference between them, which is more robust to uncertainty, is due to the changing gap junction connectivity during seizures.

text: In vitro electrical conductivity of seizing and non-seizing mouse brain slices at 10 kHz The electrical conductivity of small samples of mouse cortex (in vitro) has been measured at 10 kHz through the four-electrode method of van der Pauw. Brain slices from three mice were prepared under seizing and non-seizing conditions by changing the concentration of magnesium in the artificial cerebrospinal fluid used to maintain the tissue. These slices provided 121 square samples of cortical tissue; the conductivity of these samples was measured with an Agilent E4980A four-point impedance monitor. Of these, 73 samples were considered acceptable on the grounds of having good electrical contact between electrodes and tissue excluding outlier measurements. Results show that there is a significant difference (p = 0.03) in the conductivities of the samples under the two conditions. The seizing and non-seizing samples have mean conductivities of 0.33 and 0.36 S m⁻¹, respectively; however, these quantitative values should be used with caution as they are both subject to similar systematic uncertainties due to non-ideal temperature conditions and non-ideal placement of electrodes. We hypothesize that the difference between them, which is more robust to uncertainty, is due to the changing gap junction connectivity during seizures.

year: 2013

title: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori

authors: Flavell, William

subjects: Kaupapa Maori Research

abstract: Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

text: E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori Learning Languages is a new area in the 2007 New Zealand Curriculum.  However there have not been many studies in this subject.  Kura Kaupapa Māori, established in 1985 in New Zealand with over 6,000 students currently attending, have English language programmes (Hill, 2010), however few, if any, studies of the teaching of other languages have been conducted.  The purpose of this study was to describe and evaluate an additional international language programme at a Kura Kaupapa Māori.

This qualitative case study describes the views of the Principal, five teachers, five students and three parents of a Kura Kaupapa Māori about an additional Spanish language programme. The primary means of gathering data was through individual semi-structured interviews.  Interviews were used to collect data in the areas of identifying the attitudes of the participants towards learning an additional international language, the perceived benefits, if any, of learning an additional international language and if there is a relationship between the learning of an  additional international language, and Kaupapa Māori.  The narrative data was transcribed, coded and categorised into four themes related to the research questions.  

 The success of this Spanish language programme can be understood in terms of several factors such as whānau support, programme leadership, quality teachers, international excursions and positive attitudes to foreign language learning.  

These findings will contribute to literature concerning additional language learning programmes, specifically those based in indigenous language immersion settings and they will also provide useful information and ideas which other Kura Kaupapa Māori can take advantage of when implementing additional international language learning programmes.

year: 2012