title: Migration and career success: testing a time-sequenced model

authors: Tharmaseelan, Nithya

subjects: careers

abstract: Purpose – The paper seeks to determine whether different aspects of migrant pre-migration characteristics (human capital and motivation to migrate) and post-migration behaviour (social integration and career self-management) predict migrants' post-migration career success.

Design/methodology/approach – The research employed a survey questionnaire applied to a sample of 210 migrants who had migrated from Sri Lanka to New Zealand. Twenty-three independent and three dependent (career success – objective and subjective) variables were measured. Sequential multiple regression analysis was applied, mirroring the time-sequenced theory of career development.

Findings – Overall, migrants' occupational status had declined markedly following migration. Variables representing human capital, social integration and career self-management perspectives all contributed substantially to explaining variances in career success, especially objective career success, but motivation to migrate did not. Human capital variables were especially influential in determining pre-migration success, acculturation in the host country and education in the host country in post-migration success. Effects of career self-management behaviours on success were relatively small.

Research limitations/implications – A limitation is the cross-sectional design, and possible non-generalisability beyond a single migrant group and host country.

Practical implications – The paper discusses implications for migrants, policy makers and future research.

Originality/value – Migration, and interest in research on migrants' careers, is growing. This paper applies a wide range of predictor variables and a logical causal model to predicting migrant career success, indicates significant effects, and points to positive actions that may be taken by government, organisations and migrants.

text: Migration and career success: testing a time-sequenced model Purpose – The paper seeks to determine whether different aspects of migrant pre-migration characteristics (human capital and motivation to migrate) and post-migration behaviour (social integration and career self-management) predict migrants' post-migration career success.

Design/methodology/approach – The research employed a survey questionnaire applied to a sample of 210 migrants who had migrated from Sri Lanka to New Zealand. Twenty-three independent and three dependent (career success – objective and subjective) variables were measured. Sequential multiple regression analysis was applied, mirroring the time-sequenced theory of career development.

Findings – Overall, migrants' occupational status had declined markedly following migration. Variables representing human capital, social integration and career self-management perspectives all contributed substantially to explaining variances in career success, especially objective career success, but motivation to migrate did not. Human capital variables were especially influential in determining pre-migration success, acculturation in the host country and education in the host country in post-migration success. Effects of career self-management behaviours on success were relatively small.

Research limitations/implications – A limitation is the cross-sectional design, and possible non-generalisability beyond a single migrant group and host country.

Practical implications – The paper discusses implications for migrants, policy makers and future research.

Originality/value – Migration, and interest in research on migrants' careers, is growing. This paper applies a wide range of predictor variables and a logical causal model to predicting migrant career success, indicates significant effects, and points to positive actions that may be taken by government, organisations and migrants.

year: 2010

title: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study

authors: N-Garrett, Kerry

abstract: Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

text: Exploring shifts in teaching practice through the use of digital technology in the mathematics classroom: A qualitative study Abstract
Recent debates have highlighted the declining academic performance of New Zealand students in mathematics. This study explored the innovative use of digital technology in teaching practices to potentially enhance student performance. The aim of this study was to better understand year 7-10 mathematics teachers perceptions of the aspects that influence their use or not of digital technology. 

Using a qualitative methodology, specifically Interpretative  Phenomenological Analysis (IPA), the research allowed for open-ended exploration, providing narrative accounts that support teacher reflection and offer in-depth insights into their perspectives. 

Discussions focused on the influences affecting digital technology use and its actual and desired roles in teaching. Professional learning and development were considered to illustrate the dynamic nature of digital approaches in mathematics classrooms and how teacher perceptions have evolved. The study identified a fluid nature in teaching practices, reflecting educators’ commitment to meeting professional standards.

Literature debates the optimal use of digital technology for achieving educational outcomes, with some advocating for a one-size-fits-all student-centric approach. However, this study found that in secondary mathematics, out-of-field teaching is common, raising the profile of digital technology as a support tool, depending on the software used. This highlighted issues such as mathematics anxiety among teachers and a lack of content knowledge. Collective efficacy emerged as a strength in schools that maximised dedicated mathematics software to enhance student outcomes. The use of a qualitative methodology like IPA has allowed for the research undertaken to be open ended, where outcomes cannot be predicted or controlled. This approach provided the narrative account to support teacher reflective capacity and equally allowed the researcher to interpret teacher perspectives and develop indepth insights.

Discussion was undertaken reflecting the influences at play, and the actual and desired role of digital technology at the time of the research. Consideration of professional learning and development helped to illustrate the dynamic nature of a digital approach within the mathematics classroom, and subsequently how teacher perception of what is desirable has changed. These factors suggested the fluid nature of teaching practice as changes were undertaken that reflect the commitment made by educators as they addressed the requisite standards of the teaching profession.

Debate exists within literature about the use of digital technology and the role played in achieving the optimal outcomes, perhaps considered, but yet to be achieved. The delivery of quality instruction is now thought of as inclusive of the use of digital technology. Theory suggests a one-size-fits-all adoption of student-centric practice will enable the transformative potential of digital technology use to be optimised. Debate exists within literature of this one-size-fits-all approach. 
In a secondary mathematics environment, it is not unusual for teachers to teach out-of-field, raising the profile of the use of digital technology in teaching practice, as a possible support, depending on the software. This highlighted the issue of mathematics anxiety faced by teachers and discussed within this study. Both considerations related to a lack of knowledge content by teachers within the mathematics classroom. Collective efficacy became a strength developed over time within two of the schools of this study as they maximised the potential of the dedicated mathematics software available to enhance student outcomes. The COVID-19 pandemic, occurring during the study, emphasised the impact of immersive online teaching models, adding depth to the dialogue on digital technology use.

The conclusions support the need for teacher participation in decisions regarding digital platform resourcing and usage. Collaborative decision-making between leadership and teachers can alleviate anxiety related to transforming teaching practices. Teacher resilience, identity and agency were significant in the transformative use of digital technology. The study identified multiple influences on teaching practices and teachers’ choices regarding digital technology, suggesting that teachers are hybrid practitioners, employing both teacher and student-centric practices to achieve desire student outcomes.

year: 2025-05-11

title: The Aroha block to 1879

authors: Hart, Philip

abstract: Te Aroha was valued by Maori because of its strategic position as well as its healing hot springs, while Pakeha anticipated acquiring a large area (which shrank in size once surveyed) of fertile farming land. Before the Crown could acquire the block, the ownership of a disputed area fought over by the Marutuahu tribes (especially Ngati Maru) and Ngati Haua had to be determined. After the battle of Taumatawiwi of 1830, claimed as a victory by both sides, subsequent smaller battles continued for some years. In place of deciding ownership on this basis, the new land court struggled to make a judgment on the basis of  contradictory claims about ancestry, battles large and small, and occupation.
One part of the larger Aroha block, Ruakaka, was considered separately in 1869, resulting in the court allocating it to Ngati Haua. Also in that year, the first hearing of the Aroha Block was held, at Matamata, with the same outcome. Because of Maratuahu anger and threats of violence, Ngati Haua failed to survey the land as required, and a second hearing was held in Auckland, in 1871, at which Ngati Maru triumphed. Subsequently the block was occupied, but conflicts continued, notably when Ngati Haua gave a Pakeha permission to run cattle at Waiharakeke, further upriver. 
Starting in 1873, James Mackay slowly purchased the interests of individuals claiming ownership of the block, and paid off the Ngati Haua claimants. Then in December 1876, Ngati Tumutumu/Ngati Rahiri claimed the land for themselves, and in the following year the ownership of the Waitoki block, downstream from Te Aroha, was contested. In July 1878, a third hearing of the Aroha case commenced, resulting in Ngati Rahiri being allocated £3,000 and 7,500 acres, the remainder of the block going to Ngati Maru. Subsequently, the process of subdividing the owners’ interests proceeded, very slowly, and a small number of Pakeha settled and commenced farming or storekeeping.

text: The Aroha block to 1879 Te Aroha was valued by Maori because of its strategic position as well as its healing hot springs, while Pakeha anticipated acquiring a large area (which shrank in size once surveyed) of fertile farming land. Before the Crown could acquire the block, the ownership of a disputed area fought over by the Marutuahu tribes (especially Ngati Maru) and Ngati Haua had to be determined. After the battle of Taumatawiwi of 1830, claimed as a victory by both sides, subsequent smaller battles continued for some years. In place of deciding ownership on this basis, the new land court struggled to make a judgment on the basis of  contradictory claims about ancestry, battles large and small, and occupation.
One part of the larger Aroha block, Ruakaka, was considered separately in 1869, resulting in the court allocating it to Ngati Haua. Also in that year, the first hearing of the Aroha Block was held, at Matamata, with the same outcome. Because of Maratuahu anger and threats of violence, Ngati Haua failed to survey the land as required, and a second hearing was held in Auckland, in 1871, at which Ngati Maru triumphed. Subsequently the block was occupied, but conflicts continued, notably when Ngati Haua gave a Pakeha permission to run cattle at Waiharakeke, further upriver. 
Starting in 1873, James Mackay slowly purchased the interests of individuals claiming ownership of the block, and paid off the Ngati Haua claimants. Then in December 1876, Ngati Tumutumu/Ngati Rahiri claimed the land for themselves, and in the following year the ownership of the Waitoki block, downstream from Te Aroha, was contested. In July 1878, a third hearing of the Aroha case commenced, resulting in Ngati Rahiri being allocated £3,000 and 7,500 acres, the remainder of the block going to Ngati Maru. Subsequently, the process of subdividing the owners’ interests proceeded, very slowly, and a small number of Pakeha settled and commenced farming or storekeeping.

year: 2016