title: The Eureka mine at Waiorongomai

authors: Hart, Philip

abstract: High on the mountainside, the Eureka was developed by two experienced miners for two and a half years before its ore was first crushed. Its owners were sustained during that long wait by anticipations that their ore was payable, working steadily and erecting an aerial tramway to link with the county tramway. A company, typically under-capitalized, was formed to meet expenses.
After the ore was first treated, in mid-1884, it quickly proved to be unpayable, and the mine was sold to the Battery Company, which abandoned it in the following year. The fundamental problem was that the gold was so fine that only 35 per cent was saved when treated. During the mining boom of the 1890s, when the Great Western Company reworked the ground, erecting another aerial tramway and a small battery, once again the mine proved unprofitable and was quickly abandoned.

text: The Eureka mine at Waiorongomai High on the mountainside, the Eureka was developed by two experienced miners for two and a half years before its ore was first crushed. Its owners were sustained during that long wait by anticipations that their ore was payable, working steadily and erecting an aerial tramway to link with the county tramway. A company, typically under-capitalized, was formed to meet expenses.
After the ore was first treated, in mid-1884, it quickly proved to be unpayable, and the mine was sold to the Battery Company, which abandoned it in the following year. The fundamental problem was that the gold was so fine that only 35 per cent was saved when treated. During the mining boom of the 1890s, when the Great Western Company reworked the ground, erecting another aerial tramway and a small battery, once again the mine proved unprofitable and was quickly abandoned.

year: 2016

title: Teacher appraisal - its relationship to motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand

authors: Shorter, Tanya

subjects: teacher appraisal

abstract: A continuing challenge for organisations, management and teachers in early childhood centres in Aotearoa New Zealand is the development, implementation, and sustainability of teacher appraisal systems as mechanisms for supporting learning opportunities for all participants.

The Ministry of Education (1998) states that “an effective appraisal system is a positive means of improving the performance of a service’s management and educators and, ultimately, the quality of the service itself” (p. 76). This raises an important question for early childhood leaders to contemplate: What characteristics of appraisal systems support learning opportunities for both teachers and children within an early childhood context in Aotearoa New Zealand?

The research project presented in this thesis examines two different systems of teacher appraisal and their relationship to teacher motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand. This qualitative inquiry was conducted within a socio constructionist framework, and used an interview approach to explore teachers’ experiences of two differing teacher appraisal systems. Data included interviews from four head teachers and five teachers, and their appraisal data over several years.

The literature reviewed highlighted that bureaucratic systems of teacher appraisal are likely to have been contrived from a political era where government reform significantly shaped an era of distrust. Approaches to appraisal systems tend to be defined as either ‘professional’ or ‘bureaucratic’ depending on their philosophical differences, and the way in which summative and formative evaluation are used within them. A range of signposts were identified which suggest, that when combined, they contribute to effective appraisal systems.

The findings indicate that appraisal systems can have a significant impact on the personal and professional lives of teachers. The ways in which teachers are positioned and valued in relation to their capacity to make professional judgements and evaluate their own teaching can generate negative or positive attitudes to teacher appraisal systems, creating high or low levels of motivation. A system of appraisal using predominantly summative assessment to measure teachers’ competency contributed to the deterioration of collegial relationships, feelings of mistrust, fear, nervousness, and tension around ‘periods’ of appraisal. A system with an emphasis on teacher development, rather than judgement, supported a culture of teacher collaboration, professional dialogue, interpersonal security, and trust. Analysis identified a series of themes and factors within a responsive system of appraisal which contributed to teacher motivation, collegial relationships, and pedagogical change.

This study offers stimulus for reflection and dialogue amongst early childhood leaders who aim to improve the performance of teachers, and the service itself. This study does, however, indicate that further investigation into teacher appraisal systems within a range of early childhood organisations and centres is required in order to provide a more extensive examination of ways in which teacher appraisal can be utilized as a means of inspiring teacher professional growth.

text: Teacher appraisal - its relationship to motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand A continuing challenge for organisations, management and teachers in early childhood centres in Aotearoa New Zealand is the development, implementation, and sustainability of teacher appraisal systems as mechanisms for supporting learning opportunities for all participants.

The Ministry of Education (1998) states that “an effective appraisal system is a positive means of improving the performance of a service’s management and educators and, ultimately, the quality of the service itself” (p. 76). This raises an important question for early childhood leaders to contemplate: What characteristics of appraisal systems support learning opportunities for both teachers and children within an early childhood context in Aotearoa New Zealand?

The research project presented in this thesis examines two different systems of teacher appraisal and their relationship to teacher motivation, collegial relationships, and pedagogical change in an early childhood context in Aotearoa New Zealand. This qualitative inquiry was conducted within a socio constructionist framework, and used an interview approach to explore teachers’ experiences of two differing teacher appraisal systems. Data included interviews from four head teachers and five teachers, and their appraisal data over several years.

The literature reviewed highlighted that bureaucratic systems of teacher appraisal are likely to have been contrived from a political era where government reform significantly shaped an era of distrust. Approaches to appraisal systems tend to be defined as either ‘professional’ or ‘bureaucratic’ depending on their philosophical differences, and the way in which summative and formative evaluation are used within them. A range of signposts were identified which suggest, that when combined, they contribute to effective appraisal systems.

The findings indicate that appraisal systems can have a significant impact on the personal and professional lives of teachers. The ways in which teachers are positioned and valued in relation to their capacity to make professional judgements and evaluate their own teaching can generate negative or positive attitudes to teacher appraisal systems, creating high or low levels of motivation. A system of appraisal using predominantly summative assessment to measure teachers’ competency contributed to the deterioration of collegial relationships, feelings of mistrust, fear, nervousness, and tension around ‘periods’ of appraisal. A system with an emphasis on teacher development, rather than judgement, supported a culture of teacher collaboration, professional dialogue, interpersonal security, and trust. Analysis identified a series of themes and factors within a responsive system of appraisal which contributed to teacher motivation, collegial relationships, and pedagogical change.

This study offers stimulus for reflection and dialogue amongst early childhood leaders who aim to improve the performance of teachers, and the service itself. This study does, however, indicate that further investigation into teacher appraisal systems within a range of early childhood organisations and centres is required in order to provide a more extensive examination of ways in which teacher appraisal can be utilized as a means of inspiring teacher professional growth.

year: 2013

title: Wāhine Māori engagement with literacies

authors: Masters-Awatere, Bridgette

subjects: Literacy

abstract: Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

text: Wāhine Māori engagement with literacies Wāhine Māori engagement with literacies (2023) is a case study report in collaboration with Te Whakaruruhau. It has been undertaken as part of a larger project, The expression, experience and transcendence of low skills in Aotearoa New Zealand (2019–2024), the aim of which is to provide policy recommendations to improve life-course trajectories and socio-economic outcomes for adults with low literacy and numeracy skills in Aotearoa New Zealand. Broadly speaking, Wāhine Māori engagement with literacy examines the framing and application of literacy measures in contemporary New Zealand culture. More specifically, it is about the lives and learning of wāhine (women) Māori (the indigenous peoples of Aotearoa New Zealand) within that culture and their attitudes towards, and complex relationships with, literacy as it is defined in their own lives and in the current setting. The study aims for a holistic understanding of lived literacies in driving the development of educational policies by public institutions and private groups. Reframing literacy as literacies is posited as a means to empower marginalised groups and to challenge the dominance of the Eurocentric education paradigm. Formal learning in English-language schools cannot be the extent of national literacy standards as it disregards Māori epistemological and ontological realities and can discount wāhine, many of whom may prioritise other modes of literacy. Centring their perspectives will bring about a more culturally inclusive future, one that makes space for the development of emotional and cultural literacies—as well as other forms such as digital, media, visual, financial, and health literacies—alongside the conventional version of literacy that has a monopoly in the present system.

year: 2023-09-28