title: Stronger together: Holistic learning through Education for Sustainability

authors: Wood, Benjamin Alexander

subjects: Education for Sustainability

abstract: Students in New Zealand secondary schools are more stressed and anxious about assessments than any other nation in the Organisation for Economic Co-operation and Development (OECD). There is also low engagement and enjoyment in learning leading to negative repercussions on behaviour, health and achievement. In previous studies, Education for Sustainability (EfS) has shown strong potential as an engaging and enjoyable education system, in ways that align with the values of the New Zealand Curriculum. It is possible that EfS could also have potential to reduce stress in secondary assessment and yet engage students to achieve. 

This piece of action research explored the student experience of learning through EfS using a theoretical framework drawn from Outdoor Learning, Place Responsive Education and Issues Based Education. The framework puts emphasis on student wellbeing, embedding confidence in students, engaging students in democracy and providing avenues for them to participate within their culture, society, environment and economy in a positive way. 

The framework was manifest in an intervention: a 10-day ‘Sustainability camp’ in the context of a local mining issue within the Kaimai-Mamaku Forest Park, New Zealand. On the camp were 13 Year 10 students (14-15 years old) and three teachers. An interpretive methodology was engaged to explore the student experiences and outcomes of the camp. The forms of data collection used were: pre-post questionnaires, a post focus group interview and participant observations. Data analysis consisted of collating, averaging and graphing data from the questionnaire and coding data from focus group interviews and observations into seven categories (Sustainability values, Sustainability intentions, Knowledge, Connection to place, Social connections, Engagement & Enjoyment of learning).

Findings indicated that the intervention resulted in a stress free, enjoyable and engaging learning experience for students. An ethic of care for the area was indicated by many students, as was a connection to the place itself. Strong friendships were cultivated due to the breaking down of social barriers and the communal nature of camp living. Student knowledge of the context increased and achievement was retained at a high level. Sustainability Literacy increased in a number of areas and there was a marginal increase in Action Competence indicators. A worrying finding was that students commented on their low confidence in democracy within society. Ways to improve the student experience, student achievement, Sustainability Literacy and Action Competence via modifications to the intervention are put forth for the consideration of EfS practitioners.

text: Stronger together: Holistic learning through Education for Sustainability Students in New Zealand secondary schools are more stressed and anxious about assessments than any other nation in the Organisation for Economic Co-operation and Development (OECD). There is also low engagement and enjoyment in learning leading to negative repercussions on behaviour, health and achievement. In previous studies, Education for Sustainability (EfS) has shown strong potential as an engaging and enjoyable education system, in ways that align with the values of the New Zealand Curriculum. It is possible that EfS could also have potential to reduce stress in secondary assessment and yet engage students to achieve. 

This piece of action research explored the student experience of learning through EfS using a theoretical framework drawn from Outdoor Learning, Place Responsive Education and Issues Based Education. The framework puts emphasis on student wellbeing, embedding confidence in students, engaging students in democracy and providing avenues for them to participate within their culture, society, environment and economy in a positive way. 

The framework was manifest in an intervention: a 10-day ‘Sustainability camp’ in the context of a local mining issue within the Kaimai-Mamaku Forest Park, New Zealand. On the camp were 13 Year 10 students (14-15 years old) and three teachers. An interpretive methodology was engaged to explore the student experiences and outcomes of the camp. The forms of data collection used were: pre-post questionnaires, a post focus group interview and participant observations. Data analysis consisted of collating, averaging and graphing data from the questionnaire and coding data from focus group interviews and observations into seven categories (Sustainability values, Sustainability intentions, Knowledge, Connection to place, Social connections, Engagement & Enjoyment of learning).

Findings indicated that the intervention resulted in a stress free, enjoyable and engaging learning experience for students. An ethic of care for the area was indicated by many students, as was a connection to the place itself. Strong friendships were cultivated due to the breaking down of social barriers and the communal nature of camp living. Student knowledge of the context increased and achievement was retained at a high level. Sustainability Literacy increased in a number of areas and there was a marginal increase in Action Competence indicators. A worrying finding was that students commented on their low confidence in democracy within society. Ways to improve the student experience, student achievement, Sustainability Literacy and Action Competence via modifications to the intervention are put forth for the consideration of EfS practitioners.

year: 2019

title: Video observations of beach cusp morphodynamics

authors: Almar, Rafael

subjects: beach cusps

abstract: Beach cusps are a common feature of steep reflective and intermediate beaches. Although many observations of beach cusp spacing exist, there are few observations quantifying the incipient formation, evolution and eventual destruction of these features. Beach cusp morphodynamics were analyzed using a 3-year dataset of video images collected at Tairua Beach (New Zealand). Twenty-four beach cusp episodes were selected to monitor the cycle of beach face changes, from planar to the appearance of the cusp patterns and back to planar again. Observations show that beach cusp disappearance can be ascribed not only to the erosive influence of storms but also to the persistence of accretionary conditions leading to the infilling of beach cusp bays and the development of an alongshore continuous berm. We also report observations of changes in beach cusp spacing over time which can be attributed to the merging of adjacent cusps within the cusp field, with the overall cusp spacing re-adjusting to accommodate the disappearance of a horn. Although the self-organization theory provides a better fit to the data and theory, we were unable to conclusively refute any of the mechanisms causing beach cusp formation since both existing theories, subharmonic standing edge wave and self-organization, can predict the trend in the observed beach cusp spacing. These observations show that initial beach cusp formation primarily occurs (around 70% of the episodes analyzed) under mildly accretionary conditions and, when accretion persists, the pattern disappearance is likely to occur as a result of bay infilling to form a featureless berm.

text: Video observations of beach cusp morphodynamics Beach cusps are a common feature of steep reflective and intermediate beaches. Although many observations of beach cusp spacing exist, there are few observations quantifying the incipient formation, evolution and eventual destruction of these features. Beach cusp morphodynamics were analyzed using a 3-year dataset of video images collected at Tairua Beach (New Zealand). Twenty-four beach cusp episodes were selected to monitor the cycle of beach face changes, from planar to the appearance of the cusp patterns and back to planar again. Observations show that beach cusp disappearance can be ascribed not only to the erosive influence of storms but also to the persistence of accretionary conditions leading to the infilling of beach cusp bays and the development of an alongshore continuous berm. We also report observations of changes in beach cusp spacing over time which can be attributed to the merging of adjacent cusps within the cusp field, with the overall cusp spacing re-adjusting to accommodate the disappearance of a horn. Although the self-organization theory provides a better fit to the data and theory, we were unable to conclusively refute any of the mechanisms causing beach cusp formation since both existing theories, subharmonic standing edge wave and self-organization, can predict the trend in the observed beach cusp spacing. These observations show that initial beach cusp formation primarily occurs (around 70% of the episodes analyzed) under mildly accretionary conditions and, when accretion persists, the pattern disappearance is likely to occur as a result of bay infilling to form a featureless berm.

year: 2008

title: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies

authors: Simpson, Mary Louisa

subjects: Early childhood

abstract: This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

text: Te tuangi (the clam): A metaphor for teaching, learning and the key competencies This article explores the shift from “essential skills” to “key competencies” in the school curriculum. Drawing on information gathered from teacher interviews and observations at a New Zealand primary school, this article suggests that culture and context strongly shape and influence the interpretation of key competencies. The authors develop a metaphor—te tuangi—to theorise the relationship between a learner (akonga) and a teacher (kaiako) in a cultural and social context.

year: 2011