title: Evidence for individual variation and the role of personality in the assessment strategies of Teleogryllus commodus contests

authors: Mills, Lara

subjects: Teleogryllus commodus

abstract: Evolutionary game theory and assessment strategy models have been used to try to understand animal decision making processes during male-male contests. However, this has often led to mixed or inconclusive results. This may be due to various factors including that current analysis frameworks are unable to detect individual variation in assessment strategy use, that personality may affect assessment strategy use via underlying mechanisms/ behavioural syndromes, or that animals are able to switch assessment strategies as contests escalate. However, these possible explanations for individual and population variation in contest dynamics have yet to be extensively explored. In this thesis I firstly assessed whether Australian black field crickets (Teleogryllus commodus) display consistent inter-individual variation (personality) in four different contexts. I then assessed whether these four behaviours are linked, forming a behavioural syndrome. The four behaviours measured were general activity, boldness in a novel environment, boldness after a predation-risk event and aggression towards a conspecific. Inter-individual variation was repeatable for general activity, boldness in a novel environment and aggressiveness, but not for boldness after a predation risk. Therefore, there was evidence for personality in T. commodus. However, none of the behaviours were correlated across contexts, indicating that there is no behavioural syndrome linking these four particular behaviours. Next, I assessed which assessment strategy Australian black field crickets (Teleogryllus commodus) use during male-male conflict, and whether there is any individual variation in the use of assessment strategy within the population. I then assessed whether T. commodus switch assessment strategies during contests by analysing each phase of the contest individually. Finally, I assessed whether boldness affects the assessment strategy employed by individuals during conflict. To assess the assessment strategy used by T. commodus I used novel methodology proposed by Chapin et al., (2019), and compared the results to those when using the more traditional methodology proposed by Taylor and Elwood (2003). The results from the Taylor and Elwood (2003) analysis were inconclusive. However, the Chapin et al., (2019) analysis clearly showed that T. commodus uses a mix of assessment strategies, that there is individual variation in assessment strategy use in my population of T. commodus and that switching of assessment strategy is possibly occurring between phases of the contest. Boldness also did not appear to have an effect on the assessment strategy used in this population. As the first study to empirically apply the Chapin et al., (2019) methodology, my results demonstrate how the methodology can be applied to real animals and the improvements this could provide to the field. I believe this thesis demonstrates how important it may be to assess for individual variation in assessment strategy use, switching of assessment strategies between phases of conflict and the effect of personality on individual assessment strategy use, particularly in species that have previously had inconclusive results.

text: Evidence for individual variation and the role of personality in the assessment strategies of Teleogryllus commodus contests Evolutionary game theory and assessment strategy models have been used to try to understand animal decision making processes during male-male contests. However, this has often led to mixed or inconclusive results. This may be due to various factors including that current analysis frameworks are unable to detect individual variation in assessment strategy use, that personality may affect assessment strategy use via underlying mechanisms/ behavioural syndromes, or that animals are able to switch assessment strategies as contests escalate. However, these possible explanations for individual and population variation in contest dynamics have yet to be extensively explored. In this thesis I firstly assessed whether Australian black field crickets (Teleogryllus commodus) display consistent inter-individual variation (personality) in four different contexts. I then assessed whether these four behaviours are linked, forming a behavioural syndrome. The four behaviours measured were general activity, boldness in a novel environment, boldness after a predation-risk event and aggression towards a conspecific. Inter-individual variation was repeatable for general activity, boldness in a novel environment and aggressiveness, but not for boldness after a predation risk. Therefore, there was evidence for personality in T. commodus. However, none of the behaviours were correlated across contexts, indicating that there is no behavioural syndrome linking these four particular behaviours. Next, I assessed which assessment strategy Australian black field crickets (Teleogryllus commodus) use during male-male conflict, and whether there is any individual variation in the use of assessment strategy within the population. I then assessed whether T. commodus switch assessment strategies during contests by analysing each phase of the contest individually. Finally, I assessed whether boldness affects the assessment strategy employed by individuals during conflict. To assess the assessment strategy used by T. commodus I used novel methodology proposed by Chapin et al., (2019), and compared the results to those when using the more traditional methodology proposed by Taylor and Elwood (2003). The results from the Taylor and Elwood (2003) analysis were inconclusive. However, the Chapin et al., (2019) analysis clearly showed that T. commodus uses a mix of assessment strategies, that there is individual variation in assessment strategy use in my population of T. commodus and that switching of assessment strategy is possibly occurring between phases of the contest. Boldness also did not appear to have an effect on the assessment strategy used in this population. As the first study to empirically apply the Chapin et al., (2019) methodology, my results demonstrate how the methodology can be applied to real animals and the improvements this could provide to the field. I believe this thesis demonstrates how important it may be to assess for individual variation in assessment strategy use, switching of assessment strategies between phases of conflict and the effect of personality on individual assessment strategy use, particularly in species that have previously had inconclusive results.

year: 2022

title: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand

authors: Butcher, Jane

subjects: overseas trained teacher

abstract: This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

text: Overseas Trained Teachers' Experiences of Professional Socialisation in New Zealand This research traces the early experiences of overseas trained teachers (OTTs) recommencing their careers in urban secondary schools in New Zealand. The teachers’ professional lives during the first three terms of their employment are explored through their experiences. Participants’ share their perceptions and interpretations of the new situations, processes and events they encounter in their schools and beyond. 

The purpose of this research is to discover how immigrant teachers experience the systems and processes required to become members of their professional community. Aspects of participants’ experiences of national systems for immigration, qualification recognition, teacher registration, and salary assessment are discussed. School systems for teacher induction and professional learning are also critiqued.

The research contributes to the debate about the role and integration of OTTs in New Zealand schools. It will be of interest to national agencies, school principals and those with responsibility for teacher supply, teacher education and the provision of ongoing professional learning for teachers. The research also contributes to greater understanding of the lived experiences of migrant professionals in New Zealand. 

An interpretive research paradigm has been followed and a hermeneutic phenomenological methodological approach chosen to capture the lived experiences of the participants through their journeys towards professional socialisation. The research is guided by the philosophical thinking of Heidegger, Gadamer and van Manen. 

Ten participants shared their lived experiences through reports and anecdotes of events, relationships, emotions, and subjectivities as they occurred within the structures, institutions, and policies of their new environments. The findings revealed OTTs’ negative experiences with multilayered systems as they strove to establish their private and professional identities. 

The findings have uncovered systemic failure by agencies and schools to provide the necessary formal induction and ongoing assistance to meet the perceived needs of OTTs and facilitate their transition into New Zealand classrooms. It is shown that schools and their OTTs rely heavily on informal arrangements between colleagues to overcome knowledge gaps and communicate information. The progress of immigrant teachers towards professional socialisation is affected by their positioning and that of their schools. It is also shown to be aided by involvement with extra-curricula activities and the resumption of familiar hobbies, sports and interests. 

The research raises concern for the sustenance of OTTs in the New Zealand teaching community. It indicates that there is need for a wider study, and the follow up of teachers who immigrate to New Zealand to inform the systems and procedures for their professional socialisation.

year: 2012

title: Editorial

authors: Clarkin-Phillips, Jeanette

abstract: As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

text: Editorial As New Zealand contemplates wholesale review of the formal schooling system and the leadership implications thereof, the winds of educational change begin to swirl. Not the persistent, yet gentle flutter of change that evolves the educational landscape in almost imperceptible ways, but tumultuous paradigmatic gales that potentially change it beyond all recognition. Heralded by politicians, economists and capitalists, there is little doubt that the 1989 neoliberal tempest wrought havoc on notions of community and profession. The whirlwind shift from social democracy to market competition, managerialism and performativity saw critical voices silenced and educators disparagingly positioned as self-interested providers. In the rush to legislate Tomorrow’s Schools, 18,000 submissions remained unanalysed and therein lies a crucial lesson: we ignore research at our peril. As educators, we have a moral obligation to generate, disseminate and critique understandings of leadership, policy and practice; to remain open to counter perspectives; and to contribute positively and hopefully to research that empowers and emancipates. Consistent with JELPP’s commitment to honouring diversity in leadership focus, setting, and authorship, articles in this year’s general edition offer fresh insight into topics of interconnected and perennial importance: native knowledge, instructional leadership, indigenous teachers, appraisal, professional values, and safe schools.

year: 2019