title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978

title: Waitomo District: Demographic profile 1986-2031

authors: Jackson, Natalie

abstract: This report outlines the demographic changes that have occurred in Waitomo Region, as well as what trends are expected in the future.

text: Waitomo District: Demographic profile 1986-2031 This report outlines the demographic changes that have occurred in Waitomo Region, as well as what trends are expected in the future.

year: 2014

title: Stable isotope probing: Technical considerations when resolving ¹⁵N-labeled RNA in gradients

authors: Addison, Sarah Louise

subjects: bacteria

abstract: RNA based stable isotope probing (SIP) facilitates the detection and identification of active members of microbial populations that are involved in the assimilation of an isotopically labeled compound. ¹⁵N-RNA-SIP is a new method that has been discussed in recent literature but has not yet been tested. Herein, we define the limitations to using ¹⁵N-labeled substrates for SIP and propose modifications to compensate for some of these shortcomings. We have used ¹⁵N-RNA-SIP as a tool for analysing mixed bacterial populations that use nitrogen substrates. After incubating mixed microbial communities with ¹⁵N-ammonium chloride or ¹⁵N₂ we assessed the fractionation resolution of ¹⁵N-RNA by isopycnic centrifugation in caesium trifluoroacetate (CsTFA) gradients. We found that the more isotopic label incorporated, the further the buoyant density (BD) separation between ¹⁵N- and ¹⁴N-RNA, however it was not possible to resolve the labeled from unlabeled RNA definitively through gradient fractionation. Terminal-restriction fragment length polymorphism (T-RFLP) analysis of the extracted RNA and fluorescent in situ hybridisation (FISH) analysis of the enrichment cultures provided some insight into the organisms involved in nitrogen fixation. This approach is not without its limitations and will require further developments to assess its applicability to other nitrogen-fixing environments.

text: Stable isotope probing: Technical considerations when resolving ¹⁵N-labeled RNA in gradients RNA based stable isotope probing (SIP) facilitates the detection and identification of active members of microbial populations that are involved in the assimilation of an isotopically labeled compound. ¹⁵N-RNA-SIP is a new method that has been discussed in recent literature but has not yet been tested. Herein, we define the limitations to using ¹⁵N-labeled substrates for SIP and propose modifications to compensate for some of these shortcomings. We have used ¹⁵N-RNA-SIP as a tool for analysing mixed bacterial populations that use nitrogen substrates. After incubating mixed microbial communities with ¹⁵N-ammonium chloride or ¹⁵N₂ we assessed the fractionation resolution of ¹⁵N-RNA by isopycnic centrifugation in caesium trifluoroacetate (CsTFA) gradients. We found that the more isotopic label incorporated, the further the buoyant density (BD) separation between ¹⁵N- and ¹⁴N-RNA, however it was not possible to resolve the labeled from unlabeled RNA definitively through gradient fractionation. Terminal-restriction fragment length polymorphism (T-RFLP) analysis of the extracted RNA and fluorescent in situ hybridisation (FISH) analysis of the enrichment cultures provided some insight into the organisms involved in nitrogen fixation. This approach is not without its limitations and will require further developments to assess its applicability to other nitrogen-fixing environments.

year: 2010-01