title: Induction Experiences of Beginning Secondary Teachers in Solomon Islands

authors: Bosamata, James

subjects: induction

abstract: Research shows teacher induction programmes are crucial in supporting new teachers as they move into the profession. Widely implemented in different ways in many countries they have a shared purpose, which is to provide beginning teachers with an effective and supported transition into the teaching profession. In Solomon Islands, beginning teacher induction is yet to be made formal, standardised and systematic. This study investigated the induction experiences of beginning secondary teachers in Solomon Islands. While there is considerable research on beginning teacher induction in other countries, especially the developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Data was collected through semi-structured interviews. Five themes emerged as central to beginning secondary teacher induction in Solomon Islands: barriers to effective beginning teacher induction; lack of formal beginning teacher induction; mentoring as an induction approach; need for professional development; and the influence of school leadership. Beginning secondary teachers in Solomon Islands encounter significant problems and challenges during their first years of teaching and for many they become barriers to success. The absence of any kind of formal induction programme for beginning secondary teachers in Solomon Islands appears to be a major contributor to the creation of these barriers. However, there was evidence of mentoring being used as an informal induction approach along with varying degrees of professional guidance and support by some school leaders. The positive influence of school leadership support was identified as a further critical factor in the induction of beginning secondary teachers. The development of an effective induction programme has important implications for beginning teachers in Solomon Islands and those involved in their professional learning. It is recommended that Solomon Islands aim to develop a national beginning teacher induction programme with a strong commitment to ongoing professional development for all stakeholders and an emphasis on professional mentoring as an induction approach.

text: Induction Experiences of Beginning Secondary Teachers in Solomon Islands Research shows teacher induction programmes are crucial in supporting new teachers as they move into the profession. Widely implemented in different ways in many countries they have a shared purpose, which is to provide beginning teachers with an effective and supported transition into the teaching profession. In Solomon Islands, beginning teacher induction is yet to be made formal, standardised and systematic. This study investigated the induction experiences of beginning secondary teachers in Solomon Islands. While there is considerable research on beginning teacher induction in other countries, especially the developed countries, very little research has been carried out in Melanesian countries such as Solomon Islands. Data was collected through semi-structured interviews. Five themes emerged as central to beginning secondary teacher induction in Solomon Islands: barriers to effective beginning teacher induction; lack of formal beginning teacher induction; mentoring as an induction approach; need for professional development; and the influence of school leadership. Beginning secondary teachers in Solomon Islands encounter significant problems and challenges during their first years of teaching and for many they become barriers to success. The absence of any kind of formal induction programme for beginning secondary teachers in Solomon Islands appears to be a major contributor to the creation of these barriers. However, there was evidence of mentoring being used as an informal induction approach along with varying degrees of professional guidance and support by some school leaders. The positive influence of school leadership support was identified as a further critical factor in the induction of beginning secondary teachers. The development of an effective induction programme has important implications for beginning teachers in Solomon Islands and those involved in their professional learning. It is recommended that Solomon Islands aim to develop a national beginning teacher induction programme with a strong commitment to ongoing professional development for all stakeholders and an emphasis on professional mentoring as an induction approach.

year: 2011

title: Static techniques for reducing memory usage in the C implementation of Whiley programs

authors: Weng, Min-Hsien

subjects: Computer science

abstract: Languages that use call-by-value semantics, such as Whiley, can make program verification easier. But effcient implementation becomes harder, due to the overhead of copying and garbage collection. This paper describes how a mixture of static analysis and runtime-monitoring can be used to eliminate unnecessary copying and deallocate memory with- out garbage collection. We show that this allows Whiley programs to be translated into effcient C implementations.

text: Static techniques for reducing memory usage in the C implementation of Whiley programs Languages that use call-by-value semantics, such as Whiley, can make program verification easier. But effcient implementation becomes harder, due to the overhead of copying and garbage collection. This paper describes how a mixture of static analysis and runtime-monitoring can be used to eliminate unnecessary copying and deallocate memory with- out garbage collection. We show that this allows Whiley programs to be translated into effcient C implementations.

year: 2017

title: Indigenizing outdoor play in New Zealand: A conversation analysis approach

authors: Bateman, Amanda

abstract: This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

text: Indigenizing outdoor play in New Zealand: A conversation analysis approach This chapter focuses on a single case analysis of one trip to a local bush reserve in New Zealand. The observations included in this chapter begin by exploring the way in which a promise to the Maori God Tane Mahuta is managed by the teachers and children at the beginning of the excursion. The promise made is part of the mundane, everyday activity engaged in by these children and teachers during their weekly visit to the bush reserve, where every child is required to recite a phrase that promises not to hurt the creatures, animals or plants of Tane Mahuta when they are playing in the forest. In the first of the video-recorded episodes, explicit reference to Tane Mahuta is initially oriented through one of the children reciting the promise, unprompted, at the beginning of the recording. The second observation reveals one of the teachers explaining to a child the rules of entering the forest: that you have to ask permission from Tane Mahuta before you enter. When a child does not want to say the promise, he is encouraged to do so collaboratively with the teacher before entering the forest. Only once the child has said the promise does he enter, demonstrating the importance of the verbal commitment and participation in the accountable action of promise-making by the participants prior to entering the forest.

year: 2017