title: Personalising Learning: Principals' Perspectives

authors: Hargreaves, Patrick John

subjects: personalising learning

abstract: This research project explores the perspectives of four New Zealand secondary school principals in regard to the concept of personalised learning. Using semi-structured interviews, their opinions were sought around three main questions; firstly, how do they conceptualise personalised learning? Secondly, how is personalised learning enacted within their schools currently and lastly, how do they intend leading transformational changes for the future? The findings suggest that personalised learning is comprised of three essential principles; partnerships, meta-cognition and student centricity. In practice it appears that personalised learning is occurring at the fringes of educational practice and has yet to be fully implemented within New Zealand secondary schools. The principals are clear that a transformational shift is currently occurring within education and that there are three main areas of leadership that they need to be consistently working at; Firstly, a collective vision is required, secondly a rigorous research base must underpin all decisions and thirdly, having both time and patience for change. In concluding, this research critiques current practices of personalised learning, suggests areas for improvement and puts forward an alternative organisational structure to support New Zealand secondary schools in personalising learning for students.

text: Personalising Learning: Principals' Perspectives This research project explores the perspectives of four New Zealand secondary school principals in regard to the concept of personalised learning. Using semi-structured interviews, their opinions were sought around three main questions; firstly, how do they conceptualise personalised learning? Secondly, how is personalised learning enacted within their schools currently and lastly, how do they intend leading transformational changes for the future? The findings suggest that personalised learning is comprised of three essential principles; partnerships, meta-cognition and student centricity. In practice it appears that personalised learning is occurring at the fringes of educational practice and has yet to be fully implemented within New Zealand secondary schools. The principals are clear that a transformational shift is currently occurring within education and that there are three main areas of leadership that they need to be consistently working at; Firstly, a collective vision is required, secondly a rigorous research base must underpin all decisions and thirdly, having both time and patience for change. In concluding, this research critiques current practices of personalised learning, suggests areas for improvement and puts forward an alternative organisational structure to support New Zealand secondary schools in personalising learning for students.

year: 2010

title: Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers

authors: Ryan, Barbara Elizabeth

subjects: ethics in primary science

abstract: The work presented in this thesis focuses on teaching ethics in primary science classrooms. Such teaching is important because it engages students not only in the human aspects of science, but also in science more generally, leading to enhanced scientific literacy and ultimately contributing to responsible citizenship. Teaching ethics in science also presents opportunities for developing students’ argumentation, critical thinking and decision-making skills, and helps students become more ethically aware, knowledgeable and discerning in science. Ethics in science has a prominent role in the New Zealand Curriculum within the ‘nature of science’ strand in the science learning area. However, there is a paucity of research demonstrating how this might be implemented with primary-age students. This work determines firstly whether primary students can engage in ethical discussions in science. Secondly, it focuses on the question of support needed for primary teachers and whether it is helpful for teachers to use a subject-specific planner for teaching ethics in science. The research adopted a sociocultural view of learning, in which learning is understood to be of a social and collaborative nature. The research involved two teacher development sessions, where three teachers were introduced to ethics concepts, examples on how they could be taught in a science context, and an ethics-in-science planner. Teachers subsequently developed and implemented an ethics in science programme using the ethics-in-science planner in their classrooms. The data for this research were collected from three teachers within the same school. Document analysis, interviews and classroom observation provided data triangulation. The findings suggest that young students can engage in ethical discussions in science – and do so, enthusiastically. They also confirm that primary teachers need support to teach ethics in science. For example, all three teachers reported the development sessions were necessary to help them understand ethics concepts and to give them ideas and strategies for teaching ethics in science. This is supported by research demonstrating that intervention in the form of teacher development and planning is vital for teachers to develop pedagogical content knowledge in a new area. In particular, teachers reported that the ethics-in-science planner helped them consider the classroom interactions on which they wanted to focus the outcomes, demonstrating that ethics in science can be meaningfully taught in the primary classroom. This raises the issue of teacher development and how this would be funded and implemented for the purpose of developing the pedagogical content knowledge of primary teachers for the teaching of ethics in science.

text: Teaching Ethics in the Primary Science Classroom: Planning Support for Teachers The work presented in this thesis focuses on teaching ethics in primary science classrooms. Such teaching is important because it engages students not only in the human aspects of science, but also in science more generally, leading to enhanced scientific literacy and ultimately contributing to responsible citizenship. Teaching ethics in science also presents opportunities for developing students’ argumentation, critical thinking and decision-making skills, and helps students become more ethically aware, knowledgeable and discerning in science. Ethics in science has a prominent role in the New Zealand Curriculum within the ‘nature of science’ strand in the science learning area. However, there is a paucity of research demonstrating how this might be implemented with primary-age students. This work determines firstly whether primary students can engage in ethical discussions in science. Secondly, it focuses on the question of support needed for primary teachers and whether it is helpful for teachers to use a subject-specific planner for teaching ethics in science. The research adopted a sociocultural view of learning, in which learning is understood to be of a social and collaborative nature. The research involved two teacher development sessions, where three teachers were introduced to ethics concepts, examples on how they could be taught in a science context, and an ethics-in-science planner. Teachers subsequently developed and implemented an ethics in science programme using the ethics-in-science planner in their classrooms. The data for this research were collected from three teachers within the same school. Document analysis, interviews and classroom observation provided data triangulation. The findings suggest that young students can engage in ethical discussions in science – and do so, enthusiastically. They also confirm that primary teachers need support to teach ethics in science. For example, all three teachers reported the development sessions were necessary to help them understand ethics concepts and to give them ideas and strategies for teaching ethics in science. This is supported by research demonstrating that intervention in the form of teacher development and planning is vital for teachers to develop pedagogical content knowledge in a new area. In particular, teachers reported that the ethics-in-science planner helped them consider the classroom interactions on which they wanted to focus the outcomes, demonstrating that ethics in science can be meaningfully taught in the primary classroom. This raises the issue of teacher development and how this would be funded and implemented for the purpose of developing the pedagogical content knowledge of primary teachers for the teaching of ethics in science.

year: 2011

title: Materials for enhancing denitrification performance in partially saturated vertical flow wetlands for marae

authors: Liu, Lucian XiaoRan

abstract: There are upwards of 773 marae in New Zealand which are responsible for many key events for the indigenous people, Māori, many of which are located rurally and have inadequate on-site wastewater treatment mostly comprising of a septic tank followed by land application. Māori have many strong beliefs about water and subsequently criteria surround the treatment of wastewater due to the effects it can have on people and environment. One proposed solution that meets criteria are treatment wetlands, more specifically partially saturated vertical flow wetlands which require a smaller footprint and produce better effluent than traditional wetland designs. NIWA (National Institute of Water and Atmospheric Research) has experimented with mesocosm scale versions of this design and has encountered issues with denitrification in the saturated zone.

This research is therefore directed at enhancing denitrification in the saturated zone with materials that are able to supplement organic carbon for denitrification. Several woodchip materials (Eastern Cottonwood, Mahogany, Manuka, Eucalyptus, Crack Willow, Princess Tree and Pine) along with two industry by-product materials (Brewers Spent Grain and Slum gum) and Coir (Coconut derivative) were examined for denitrification capabilities and to serve in producing a leachate for dosing the proposed system to supplement organic carbon for denitrification.

The research is split into three phases; the first examines the ability of materials to release organic carbon into water over 60 days, the second examines the same but over three 10 day cycles, and the third quantifies denitrification performance of the materials at lab scale.

Results showed that producing a suitable leachate is not possible without the use of fresh material for each batch. By-product materials had great capacity for releasing organic carbon into water and denitrification (up to 85.5% nitrate removal) but had limited lifespans as media. While woodchip materials did not exhibit as great carbon release, they achieved comparable denitrification (74.2-74.5% nitrate removal) with long lifespans. Therefore, a woodchip and industry by-product mix could be the solution. Alternatively, there are many woodchip species, some which could have better denitrification capacity or suitable industry by-products with longer useful lifespans.

text: Materials for enhancing denitrification performance in partially saturated vertical flow wetlands for marae There are upwards of 773 marae in New Zealand which are responsible for many key events for the indigenous people, Māori, many of which are located rurally and have inadequate on-site wastewater treatment mostly comprising of a septic tank followed by land application. Māori have many strong beliefs about water and subsequently criteria surround the treatment of wastewater due to the effects it can have on people and environment. One proposed solution that meets criteria are treatment wetlands, more specifically partially saturated vertical flow wetlands which require a smaller footprint and produce better effluent than traditional wetland designs. NIWA (National Institute of Water and Atmospheric Research) has experimented with mesocosm scale versions of this design and has encountered issues with denitrification in the saturated zone.

This research is therefore directed at enhancing denitrification in the saturated zone with materials that are able to supplement organic carbon for denitrification. Several woodchip materials (Eastern Cottonwood, Mahogany, Manuka, Eucalyptus, Crack Willow, Princess Tree and Pine) along with two industry by-product materials (Brewers Spent Grain and Slum gum) and Coir (Coconut derivative) were examined for denitrification capabilities and to serve in producing a leachate for dosing the proposed system to supplement organic carbon for denitrification.

The research is split into three phases; the first examines the ability of materials to release organic carbon into water over 60 days, the second examines the same but over three 10 day cycles, and the third quantifies denitrification performance of the materials at lab scale.

Results showed that producing a suitable leachate is not possible without the use of fresh material for each batch. By-product materials had great capacity for releasing organic carbon into water and denitrification (up to 85.5% nitrate removal) but had limited lifespans as media. While woodchip materials did not exhibit as great carbon release, they achieved comparable denitrification (74.2-74.5% nitrate removal) with long lifespans. Therefore, a woodchip and industry by-product mix could be the solution. Alternatively, there are many woodchip species, some which could have better denitrification capacity or suitable industry by-products with longer useful lifespans.

year: 2023