title: Carbon leaching from undisturbed soil cores treated with dairy cow urine

authors: Lambie, Suzanne Margaret

subjects: acid neutralising capacity forcing

abstract: Solubilisation of soil carbon (C) under cow urine patches may lead to losses of soil C by priming or leaching. We investigated the solubilisation and bioavailability of soil C in undisturbed pasture soil treated with urine. We also studied the contribution of acid-neutralising capacity (ANC) forcing and aggregate disruption as mechanisms of soil C solubilisation. Undisturbed soil cores (0–5 cm; Typic Udivitrand) were treated with water or δ¹³C-enriched urine and subsequently leached. Urine deposition increased total C and dissolved organic C leaching by 8 g C m⁻² compared with water. Soil C contributed 28.1 ± 0.9% of the C in the leachate from urine-treated cores (ULeachate). ANC forcing of urine was 11.8 meq L⁻¹ and may have contributed to soil C leaching, but aggregate disruption was unlikely to have contributed. The bioavailability of organic C in ULeachate was four times greater than in both cow urine and water leachate. It is possible that ULeachate may lead to priming of soil C decomposition lower in the profile. Further testing under field conditions would determine the long-term contribution of urine deposition to dissolved organic C leaching and the fate of solubilised C in pastoral soils.

text: Carbon leaching from undisturbed soil cores treated with dairy cow urine Solubilisation of soil carbon (C) under cow urine patches may lead to losses of soil C by priming or leaching. We investigated the solubilisation and bioavailability of soil C in undisturbed pasture soil treated with urine. We also studied the contribution of acid-neutralising capacity (ANC) forcing and aggregate disruption as mechanisms of soil C solubilisation. Undisturbed soil cores (0–5 cm; Typic Udivitrand) were treated with water or δ¹³C-enriched urine and subsequently leached. Urine deposition increased total C and dissolved organic C leaching by 8 g C m⁻² compared with water. Soil C contributed 28.1 ± 0.9% of the C in the leachate from urine-treated cores (ULeachate). ANC forcing of urine was 11.8 meq L⁻¹ and may have contributed to soil C leaching, but aggregate disruption was unlikely to have contributed. The bioavailability of organic C in ULeachate was four times greater than in both cow urine and water leachate. It is possible that ULeachate may lead to priming of soil C decomposition lower in the profile. Further testing under field conditions would determine the long-term contribution of urine deposition to dissolved organic C leaching and the fate of solubilised C in pastoral soils.

year: 2012

title: Oral Interaction in Technology Education

authors: Fox-Turnbull, Wendy

abstract: This chapter explores perspective of a teacher educator in technology education. It identifies technology education as being very different from educational technology. Technology education is about the informed design and development of technological outcomes to meet identified needs. On the other hand educational technologies are the tools and related pedagogies of using technology to facilitate and enhance student learning. Oral interaction plays a special role in technology education. In technology there is no one right answer, with multiple solutions possible although some solutions will be more successful than others. Technology education draws on considered strategies to assist student learning. The Technology Observation and Conversation framework assist this process and facilitates teacher professional development to enhance the quality of classroom interaction. Understanding the nature of and facilitating intercognitive conversations assists this endeavour. The Technology and Observation Framework provides teachers with a bank of rich questions and observation points across key aspects of curriculum and desirable technology behaviours. Awareness of and understanding the role and values of students’ funds of knowledge, assist teachers in making connections with students and ensures the taking of specific steps to provide an inclusive safe classroom where students are comfortable to take risks and fail. Using strategies such as talking partners and ‘no-hands-up within this safe environment enables students the freedom to explore their thinking orally and learn in a non-judgmental manner thus enabling them to articulate and shift thinking if necessary thus sparking cognitive growth.

text: Oral Interaction in Technology Education This chapter explores perspective of a teacher educator in technology education. It identifies technology education as being very different from educational technology. Technology education is about the informed design and development of technological outcomes to meet identified needs. On the other hand educational technologies are the tools and related pedagogies of using technology to facilitate and enhance student learning. Oral interaction plays a special role in technology education. In technology there is no one right answer, with multiple solutions possible although some solutions will be more successful than others. Technology education draws on considered strategies to assist student learning. The Technology Observation and Conversation framework assist this process and facilitates teacher professional development to enhance the quality of classroom interaction. Understanding the nature of and facilitating intercognitive conversations assists this endeavour. The Technology and Observation Framework provides teachers with a bank of rich questions and observation points across key aspects of curriculum and desirable technology behaviours. Awareness of and understanding the role and values of students’ funds of knowledge, assist teachers in making connections with students and ensures the taking of specific steps to provide an inclusive safe classroom where students are comfortable to take risks and fail. Using strategies such as talking partners and ‘no-hands-up within this safe environment enables students the freedom to explore their thinking orally and learn in a non-judgmental manner thus enabling them to articulate and shift thinking if necessary thus sparking cognitive growth.

year: 2021

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017