title: Contrasting carbonate depositional systems for Pliocene cool-water limestones cropping out in central Hawke's Bay, New Zealand

authors: Caron, Vincent

subjects: cool-water limestones

abstract: Pliocene limestone formations in central Hawke's Bay (eastern North Island, New Zealand) accumulated on and near the margins of a narrow forearc basin seaway within the convergent Australia/Pacific plate boundary zone. The active tectonic setting and varied paleogeographic features of the limestone units investigated, in association with probable glacioeustatic sea-level fluctuations, resulted in complex stratigraphic architectures and contrasting types of carbonate accumulation on either side of the seaway. Here, we recognise recurring patterns of sedimentary facies, and sequences and systems tracts bounded by key physical surfaces within the limestone sheets. The facies types range from Bioclastic (B) to Siliciclastic (S) end-members via Mixed (M) carbonate-siliciclastic deposits. Skeletal components are typical cool-water associations dominated by epifaunal calcitic bivalves, bryozoans, and especially barnacles. Siliciclastic contents vary from one formation to another, and highlight siliciclastic-rich limestone units in the western ranges versus siliciclastic-poor limestone units in the eastern coastal hills. Heterogeneities in facies types, stratal patterns, and also in diagenetic pathways between eastern and western limestone units are considered to originate in the coeval occurrence in different parts of the forearc basin of two main morphodynamic carbonate systems over time.

text: Contrasting carbonate depositional systems for Pliocene cool-water limestones cropping out in central Hawke's Bay, New Zealand Pliocene limestone formations in central Hawke's Bay (eastern North Island, New Zealand) accumulated on and near the margins of a narrow forearc basin seaway within the convergent Australia/Pacific plate boundary zone. The active tectonic setting and varied paleogeographic features of the limestone units investigated, in association with probable glacioeustatic sea-level fluctuations, resulted in complex stratigraphic architectures and contrasting types of carbonate accumulation on either side of the seaway. Here, we recognise recurring patterns of sedimentary facies, and sequences and systems tracts bounded by key physical surfaces within the limestone sheets. The facies types range from Bioclastic (B) to Siliciclastic (S) end-members via Mixed (M) carbonate-siliciclastic deposits. Skeletal components are typical cool-water associations dominated by epifaunal calcitic bivalves, bryozoans, and especially barnacles. Siliciclastic contents vary from one formation to another, and highlight siliciclastic-rich limestone units in the western ranges versus siliciclastic-poor limestone units in the eastern coastal hills. Heterogeneities in facies types, stratal patterns, and also in diagenetic pathways between eastern and western limestone units are considered to originate in the coeval occurrence in different parts of the forearc basin of two main morphodynamic carbonate systems over time.

year: 2004-12-01

title: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute

authors: Vail, Heather

subjects: internationalisation

abstract: This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

text: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

year: 2017

title: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School

authors: Anderson, Diana

subjects: Harakeke

abstract: Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

text: Harakeke: Enhancing Māori Student Engagement and Achievement in a Mainstream Primary School Ministry of Education research indicates that the inclusion of culture and te reo
Māori in teaching can help improve Māori student education. If students can find
the links between what is being taught and the relevance to their own lives then
information will be easier to retain. Research has also shown that environmental
education provides relevant learning that can connect students to their world.
Māori indigenous knowledge (IK) and environmental education (EE) share many
commonalities. One such similarity is the relationship between tangata (people)
and nature. While the sometimes destructive nature of this relationship has lead to
global environmental issues, this study explores the combination of IK and EE to
enhance Māori student engagement and achievement in a mainstream primary
school.
An intervention unit based on harakeke was designed delivered in a Year 5/6
boys' only class in a suburban mainstream primary school, over a 10 week period.
The environmental and socio-cultural significance of harakeke enabled a range of
kaupapa (themes) to be included in the unit. This included; eeling and how to
make and use a hinaki (eel/fish trap), karakia (prayer) and the relevance when
harvesting kai (food) and resources. Each kaupapa also provided the opportunity
for students to increase their te reo Māori vocabulary, with the introduction of
kaupapa specific words. The Māori kaupapa also enabled the students to view EE
from a Māori perspective, including the introduction of rahui - a form of
conservation.
The findings indicated that the incorporation of a Māori kaupapa strengthened
student engagement, improved student use of te reo Māori, improved the selfesteem
and confidence for some students, increased students' awareness of
harakeke and the value and versatility of the plant, and increased their awareness
from a Māori perspective on sustainable harvesting.
Bringing Māori kaupapa into the classroom allowed the classroom teacher, who
was Māori, the opportunity to share her own lived experiences of IK, as these are
passed down from generation to generation, and people are born into them. The
Page | iii
familiarity of whanau offered the teacher the opportunity to bring this concept into
the classroom and teach values that could flow into all curriculum areas while
strengthening relationships between the teacher and student, student and student
and teacher and student whanau.
This study has shown that both IK and EE, while each complex in their own right,
have the ability to provide a holistic curriculum approach that can lead to
engagement and achievement by Māori students in a mainstream school.

year: 2009