title: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning

authors: Carlyon, Tracey

subjects: transition

abstract: This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

text: Exploring teacher transition in New Zealand primary schools: The impact of changing class levels on teacher professional learning This thesis provides an in-depth understanding of teacher transition and the impact of this on teacher professional learning. The focus is on the transition that occurs when a teacher changes from teaching in one class level to another in New Zealand primary schools. Of particular interest is learning more about how teachers’ perceptions of transition are developed, the outcomes that are generated for them and other stakeholders, how teachers negotiate transition, and the role of school leadership in teacher transition. 
This research uses case study methodology, and although it is primarily qualitative in nature, a mixed methods approach was applied to gather both qualitative and quantitative data. Data were collected from 536 teachers via an online survey and from four teachers by means of a semi-structured interview. By converging and comparing broad numeric trends that emerged from the quantitative data with the detail from the qualitative data, I was able to gain a more in-depth understanding of teacher transition and the impact of this on teacher professional learning.
Findings from this study suggest that there are significant benefits for teachers and other stakeholders when teachers transition. These highlight that transition has a very significant impact on teacher learning, and stimulates the interplay between a teacher’s professional learning and professional identity which can result in changes in practice and pedagogy. The influence from these changes is shown to strengthen a teacher’s professional identity, bring about more effective teaching and extended professionality. Those theories which suggest that teacher development occurs in sequential stages and that all teachers progress through these stages in a linear fashion as they become more experienced, are challenged, and the suggestion that teachers require opportunities, such as transition at different times during their careers for professional development and learning, is supported. 
There are four major implications for teacher education that have emerged from the findings of this study. First, they suggest that cognisance be taken of the opportunity that transition provides for teacher learning and that transition is conceptualised as a form of professional learning and development. Secondly, they indicate that when tensions are acknowledged and clearly understood, teachers are better placed to see transition as a positive opportunity for professional learning and development. The third set of implications concern teachers being given sufficient opportunities to prepare, both mentally and physically, for transition. Finally, the study shows that the success of teacher transition is fundamentally dependent on the action of school leadership to ensure that school cultures and systems are conducive for teachers to change class levels successfully.
The new information from this study gives support to initial teacher educators, student teachers, teachers, school leaders, schools, Boards of Trustees and policy makers to ensure all teachers can successfully transition. In an effort to build knowledge about teacher transition, this study advocates that all teachers are given the chance to take full advantage of the unique opportunity for rich professional learning and development that transition between class levels offers.

year: 2016

title: Nature, Distribution, Origin and Economics of Glauconite in Carbonate-Phosphate-Glauconite Surficial Deposits on Central Chatham Rise, Southwest Pacific

authors: Lawless, Anna Shanti

subjects: Glauconite

abstract: Chatham Rise is a broad, elongated submarine platform that extends 1100 km out into the Southwest Pacific off eastern South Island. The surficial sediments on the central portion of the Rise at depths of 200-500 m include significant concentrations of the mineral glauconite (10-80 wt%) associated with skeletal carbonate, fine terrigenous material and locally abundant phosphatic nodules. This is the first study to fully analyse the nature, origin and economic potential of the glauconite component. Sub-bottom 3.5 kHz profiles have established the distribution, geometry and thickness (10-200 cm) of the surficial deposits, which overlie partially indurated Oligocene chalk of probable Whaingaroan age (~34-27 Ma). 137 grab, dredge or piston core samples have been analysed for their texture, mineralogy and geochemistry, which has produced a new surficial sediment map for the central Chatham Rise.

Glauconite most commonly occurs as dark green to black, very fine to fine sand-sized (0.2 mm), polished ovoidal and lobate pellets, and less commonly as infills within foraminiferal tests or as variably replaced rock fragments and phosphatic clasts. Full physical analysis reveals seven morphological types of glauconite including, in order of decreasing abundance, ovoidal, lobate, composite, internal molds, fossil casts, pigmentary, tabular and pellets within rock fragments. Their internal fabrics are dominated by random microcrystalline varieties with some oriented fibroradiating rim and skeletal infill types. Other notable features of some glauconite pellets include their expansion cracks, opaque inclusions and variable degrees of limonitisation. XRF/XRD analyses reveal mainly diagenetically mature varieties having elevated K2O (7-9 wt%) and Fe2O3 (19-23 wt%) values, and a dominant 10Å glauconitic mica structure involving from 10-20% expandable smectite layers.

K-Ar dates on pellets indicate a Late Miocene age (av. 5.75 Ma). This “old” age, as well as the clear evidence of reworking shown by the dominance of smooth polished ovoidal grains, mean that the central Chatham Rise glauconites are predominantly allogenic (i.e. derived/reworked), and neither strictly authigenic nor in situ, despite occurring in “modern” seafloor deposits. The formation of glauconite is linked to prominent upwelling within the Subtropical Front (STF) zone over the Rise in the Late Miocene, and the attendant heightened primary productivity, bacterial activity and nutrients associated with widespread biogenic blooms at that time. The source of the smectite required for glauconite formation could have been from the devitrification of volcanic ash from diverse eruptive centres, or through “neoformation”/authigenic precipitation within pore water solutions of carbonate-rich waters in the Oligocene/Miocene chalk substrate. Glauconite formation largely ceased after the Late Miocene due to an increase in terrigenous input, a reduced smectite source, and a major period of lowered sea level associated with Antarctic ice sheet growth. The “modern” Chatham glauconite pellets were sourced from submarine erosion of the former Late Miocene sediments and have been dispersed by intensified bottom current circulation at times of lowered sea level within the complex STF over Chatham Rise, and possibly ice scouring. Effectively there exists a widespread “Chatham unconformity” (mid-Oligocene to Recent) which cuts out most of the last 30 myr of the sedimentary record on central Chatham Rise, except for the highly condensed surficial deposits whose glauconite grains formed 5-6 Ma, in the Late Miocene. This long-lasting “Chatham unconformity” is a greatly extended version of the well documented Oligocene Marshall Paraconformity.

The thickness of the surficial sediment cover on central Chatham Rise ranges from 0.06-1.35 m. By using a conservative estimate of 0.5 m thick, and the wt% of glauconite within the sediment cover, a resource estimate of the glauconite has been made for various areas. In the most glauconite-rich area (>50 wt% glauconite) in the vicinity of Reserve Bank in 200-300 m water depths, which has an aerial extend of 4,500 km2, the glauconite resource amounts to about 2 Bt. The Chatham Rise glauconites have substantial economic potential as a potash fertiliser in support of the strong agricultural-based economy of New Zealand.

Glauconite is widespread in many Late Cretaceous-Cenozoic sedimentary deposits in the New Zealand rock record and the Chatham Rise occurrences provide a useful uniformitarian analogue for at least some of these.

text: Nature, Distribution, Origin and Economics of Glauconite in Carbonate-Phosphate-Glauconite Surficial Deposits on Central Chatham Rise, Southwest Pacific Chatham Rise is a broad, elongated submarine platform that extends 1100 km out into the Southwest Pacific off eastern South Island. The surficial sediments on the central portion of the Rise at depths of 200-500 m include significant concentrations of the mineral glauconite (10-80 wt%) associated with skeletal carbonate, fine terrigenous material and locally abundant phosphatic nodules. This is the first study to fully analyse the nature, origin and economic potential of the glauconite component. Sub-bottom 3.5 kHz profiles have established the distribution, geometry and thickness (10-200 cm) of the surficial deposits, which overlie partially indurated Oligocene chalk of probable Whaingaroan age (~34-27 Ma). 137 grab, dredge or piston core samples have been analysed for their texture, mineralogy and geochemistry, which has produced a new surficial sediment map for the central Chatham Rise.

Glauconite most commonly occurs as dark green to black, very fine to fine sand-sized (0.2 mm), polished ovoidal and lobate pellets, and less commonly as infills within foraminiferal tests or as variably replaced rock fragments and phosphatic clasts. Full physical analysis reveals seven morphological types of glauconite including, in order of decreasing abundance, ovoidal, lobate, composite, internal molds, fossil casts, pigmentary, tabular and pellets within rock fragments. Their internal fabrics are dominated by random microcrystalline varieties with some oriented fibroradiating rim and skeletal infill types. Other notable features of some glauconite pellets include their expansion cracks, opaque inclusions and variable degrees of limonitisation. XRF/XRD analyses reveal mainly diagenetically mature varieties having elevated K2O (7-9 wt%) and Fe2O3 (19-23 wt%) values, and a dominant 10Å glauconitic mica structure involving from 10-20% expandable smectite layers.

K-Ar dates on pellets indicate a Late Miocene age (av. 5.75 Ma). This “old” age, as well as the clear evidence of reworking shown by the dominance of smooth polished ovoidal grains, mean that the central Chatham Rise glauconites are predominantly allogenic (i.e. derived/reworked), and neither strictly authigenic nor in situ, despite occurring in “modern” seafloor deposits. The formation of glauconite is linked to prominent upwelling within the Subtropical Front (STF) zone over the Rise in the Late Miocene, and the attendant heightened primary productivity, bacterial activity and nutrients associated with widespread biogenic blooms at that time. The source of the smectite required for glauconite formation could have been from the devitrification of volcanic ash from diverse eruptive centres, or through “neoformation”/authigenic precipitation within pore water solutions of carbonate-rich waters in the Oligocene/Miocene chalk substrate. Glauconite formation largely ceased after the Late Miocene due to an increase in terrigenous input, a reduced smectite source, and a major period of lowered sea level associated with Antarctic ice sheet growth. The “modern” Chatham glauconite pellets were sourced from submarine erosion of the former Late Miocene sediments and have been dispersed by intensified bottom current circulation at times of lowered sea level within the complex STF over Chatham Rise, and possibly ice scouring. Effectively there exists a widespread “Chatham unconformity” (mid-Oligocene to Recent) which cuts out most of the last 30 myr of the sedimentary record on central Chatham Rise, except for the highly condensed surficial deposits whose glauconite grains formed 5-6 Ma, in the Late Miocene. This long-lasting “Chatham unconformity” is a greatly extended version of the well documented Oligocene Marshall Paraconformity.

The thickness of the surficial sediment cover on central Chatham Rise ranges from 0.06-1.35 m. By using a conservative estimate of 0.5 m thick, and the wt% of glauconite within the sediment cover, a resource estimate of the glauconite has been made for various areas. In the most glauconite-rich area (>50 wt% glauconite) in the vicinity of Reserve Bank in 200-300 m water depths, which has an aerial extend of 4,500 km2, the glauconite resource amounts to about 2 Bt. The Chatham Rise glauconites have substantial economic potential as a potash fertiliser in support of the strong agricultural-based economy of New Zealand.

Glauconite is widespread in many Late Cretaceous-Cenozoic sedimentary deposits in the New Zealand rock record and the Chatham Rise occurrences provide a useful uniformitarian analogue for at least some of these.

year: 2012

title: He waipuna koropupū: Taranaki Māori wellbeing and suicide prevention

authors: Cameron, Ngaropi

abstract: The research project He Waipuna Koropupū aimed to explore and share a knowledge base that could inform practice in relation to Taranaki Māori suicide. The project was grounded upon the notion that through Taranaki knowledge and information we can make significant changes in our approach to life and to our whānau relationships. The project was primarily about whānau ora and the wellbeing of future generations; through the reclamation and sharing of Taranaki Māori knowledge that can support intergenerational change and transformation. Taranaki Māori whānau (extended family groupings), hapū (subtribal grouping) and iwi (tribal grouping) deserve access to Kaupapa Māori approaches in order to help reclaim and inform decision making processes.

text: He waipuna koropupū: Taranaki Māori wellbeing and suicide prevention The research project He Waipuna Koropupū aimed to explore and share a knowledge base that could inform practice in relation to Taranaki Māori suicide. The project was grounded upon the notion that through Taranaki knowledge and information we can make significant changes in our approach to life and to our whānau relationships. The project was primarily about whānau ora and the wellbeing of future generations; through the reclamation and sharing of Taranaki Māori knowledge that can support intergenerational change and transformation. Taranaki Māori whānau (extended family groupings), hapū (subtribal grouping) and iwi (tribal grouping) deserve access to Kaupapa Māori approaches in order to help reclaim and inform decision making processes.

year: 2017