title: The first year of teaching: a grounded theory study

authors: Battersby, David

abstract: The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

text: The first year of teaching: a grounded theory study The objectives of this study were two-fold: to present an indepth and systematic view of the day-to-day experiences of a group of beginning primary school teachers (N=38) during their first year of teaching, and, to derive from this, a theory which would elaborate and clarify the process of socialisation for these teachers. Throughout the 1979 school year, data was collected from this sample of teachers, and from their Principals, Senior Teachers, colleagues and Inspectors, using a selection of case study research techniques (e.g., interviews, diary accounts, questionnaires) in conjunction with a strategy for theory construction known as “grounded theory”. The outcome of using these two approaches in tandem was the development of a low level theory about the socialisation of these beginning teachers grounded in data relating to their day-to-day experiences during the first year of teaching. This grounded theory was comprised of seven major categories: Pupil-Teacher Influences, Parent-Teacher Interaction, The Role of the Principal, Guidance from the Senior Teacher, Associating with Colleagues, Inspectorial Visits, and Management and Organisation Patterns. These seven categories represented the over-riding factors, which were able to be identified, in the process of socialisation for this sample of Year One teachers. Within each of these categories, a set of suggestive, generalisable propositions about the socialising situations and influences which may be experienced by first year primary school teachers was formulated.

The uses and implications of this grounded theory are wide ranging, and in the concluding sections of this report these are discussed. It is suggested, for instance, that the theory may be of use to at least four groups of people: school personnel, such as those who have a direct interest in the welfare of beginning teachers (e.g., Principals, Senior Teachers and Inspectors); beginning teachers and students in training; teacher educators; and, researchers interested in studying first year teachers and the teacher socialisation process. As well, the grounded theory has implications for the professional development of Year One teachers. For example, it is recommended, on the basis of this study, that teacher training institutions should endeavour to increase the level of awareness student teachers have about the first year of teaching, and that provisions should be made for a formalised preservice orientation programme and on-the-job training for first year teachers. Another implication arising from the grounded theory is that little support can be given to the lock-step, input/output models and theories of teacher socialisation which are prevalent in the literature. Finally, in the area of methodology, especially in relation to doing fieldwork in schools and in using the grounded theory strategy, this study has had several pay-offs. In particular, some of the dilemmas and pitfalls associated with data collection, the fieldworker being a participant, the influence of researcher bias in developing theory, and the mechanics of data analysis, have been highlighted.

year: 1981

title: A supercapacitor technique for efficiency improvement in linear regulators

authors: Kularatna, Nihal

subjects: engineering

abstract: Paper describes a novel supercapacitor based approach to recover the wasted energy in linear regulators. In this US patent pending technique, a single supercapacitor or an array of supercapacitors could be coupled with a linear series or shunt regulator, where the supercapacitors are charged by the input current of the regulator. This supercapacitor technique, by maintaining the dropout voltage limit before a new capacitor is placed in the series path, recovers the energy and does not use the supercapacitors for voltage conversion. Average efficiency of the overall circuit is improved by a significant amount, while maintaining the useful hall marks of a linear regulator. An example of a 12 to 5 volt proof of concept circuit is detailed with an overall efficiency improvement from 42% to over 78%. The technique is versatile, and, can be developed further to compete with the higher efficiency switching power supplies.

text: A supercapacitor technique for efficiency improvement in linear regulators Paper describes a novel supercapacitor based approach to recover the wasted energy in linear regulators. In this US patent pending technique, a single supercapacitor or an array of supercapacitors could be coupled with a linear series or shunt regulator, where the supercapacitors are charged by the input current of the regulator. This supercapacitor technique, by maintaining the dropout voltage limit before a new capacitor is placed in the series path, recovers the energy and does not use the supercapacitors for voltage conversion. Average efficiency of the overall circuit is improved by a significant amount, while maintaining the useful hall marks of a linear regulator. An example of a 12 to 5 volt proof of concept circuit is detailed with an overall efficiency improvement from 42% to over 78%. The technique is versatile, and, can be developed further to compete with the higher efficiency switching power supplies.

year: 2009

title: Introduction to tephra-derived soils, North Island, New Zealand: University of Waikato and University of Wisconsin-Platteville post-conference Andisol excursion, 21-23 December, 2016

authors: Lowe, David J.

abstract: Provisional itinerary DAY 1 Wednesday 21 December: Mamaku Plateau-Rerewhakaaitu-Lake Tarawera: 1 Goodwin Farm, Tapapa Rd, Tapapa: welded ignimbrite, tephras, loess, buried soils (Tirau soil) - stratigraphy of sequence (230 ka and younger) and upbuilding pedogenesis - Tirau silt loam 2 Brett Rd, Rerewhakaaitu: Holocene tephras and buried soil (Rotomahana soil) - Volcanic landscape, historical importance of area for NZ soil survey - Stratigraphy of sequence (~9.5 cal ka to 10 June 1886 Tarawera eruption) and upbuilding pedogenesis - Rotomahana sandy loam, 3 Ash Pit Rd, Rerewhakaaitu: tephras and buried soils (Matahina soil) - Matahina gravel - buried spodic/podzol soil features, 4 Okareka Loop Rd tephra section with proximal Rotorua Tephra and buried soils, loess, Buried Village Museum, Te Wairoa, Lake Tarawera (Stoney Point). DAY 2 Thursday 22 December: Otorohanga-Waitomo Caves -Pirongia Mountain: 1 Raynes Road section: Ultisol in composite tephra sequence (Kainui soil), 2 Otorohanga Kiwi House, 3 Waitomo Caves,, 4 Pirongia Mountain: Mangakara forest walk, 5 Evening meal on an Andisol. DAY 3 Friday 23 December: Hobbiton, Hamilton gardens including Te Parapara (ancient Maori garden): 1. Hobbiton tour 10.15 am (2 hrs), 2. Hamilton Gardens incl. Te Parapara Garden and human-modified soils (Tamahere soil).

text: Introduction to tephra-derived soils, North Island, New Zealand: University of Waikato and University of Wisconsin-Platteville post-conference Andisol excursion, 21-23 December, 2016 Provisional itinerary DAY 1 Wednesday 21 December: Mamaku Plateau-Rerewhakaaitu-Lake Tarawera: 1 Goodwin Farm, Tapapa Rd, Tapapa: welded ignimbrite, tephras, loess, buried soils (Tirau soil) - stratigraphy of sequence (230 ka and younger) and upbuilding pedogenesis - Tirau silt loam 2 Brett Rd, Rerewhakaaitu: Holocene tephras and buried soil (Rotomahana soil) - Volcanic landscape, historical importance of area for NZ soil survey - Stratigraphy of sequence (~9.5 cal ka to 10 June 1886 Tarawera eruption) and upbuilding pedogenesis - Rotomahana sandy loam, 3 Ash Pit Rd, Rerewhakaaitu: tephras and buried soils (Matahina soil) - Matahina gravel - buried spodic/podzol soil features, 4 Okareka Loop Rd tephra section with proximal Rotorua Tephra and buried soils, loess, Buried Village Museum, Te Wairoa, Lake Tarawera (Stoney Point). DAY 2 Thursday 22 December: Otorohanga-Waitomo Caves -Pirongia Mountain: 1 Raynes Road section: Ultisol in composite tephra sequence (Kainui soil), 2 Otorohanga Kiwi House, 3 Waitomo Caves,, 4 Pirongia Mountain: Mangakara forest walk, 5 Evening meal on an Andisol. DAY 3 Friday 23 December: Hobbiton, Hamilton gardens including Te Parapara (ancient Maori garden): 1. Hobbiton tour 10.15 am (2 hrs), 2. Hamilton Gardens incl. Te Parapara Garden and human-modified soils (Tamahere soil).

year: 2016-12-21