title: Evolving marine biosecurity in the Galapagos Islands

authors: Campbell, Marnie L.

abstract: Some of my co-authors and I have just returned from one of the paradises on earth and a natural history mecca – The Galapagos Islands, Ecuador. We participated in (MLC, CLH) or hosted (IK, TD, KC) the 1st Tropical Island Marine Bioinvasions Workshop convened at the Charles Darwin Research Station. From a terrestrial standpoint, the Ecuadorian government’s biosecurity for the most part is intelligent (but see Gardener et al. 2010), well organised and seems to be effective, with a number of publications detailing introduced terrestrial plant (e.g., Buddenhagen 2006; Jager and Kowarik 2010) and animal (e.g., Cruz et al. 2005; Carrion et al. 2011) eradications and impacts (e.g., Schofield 1989; Itow 2003; Renteria et al. 2012; Kueffer et al. 2010), invasion risks (e.g., Gottdenker et al. 2005), and ecosystem restoration, management and conservation (e.g., Gibbs et al. 1999; Causton et al. 2006). Yet, as with so many other systems, marine biosecurity lags behind (a quick review of the literature shows no marine introduction publications) and is consequently less well managed, but not for a lack of effort.

text: Evolving marine biosecurity in the Galapagos Islands Some of my co-authors and I have just returned from one of the paradises on earth and a natural history mecca – The Galapagos Islands, Ecuador. We participated in (MLC, CLH) or hosted (IK, TD, KC) the 1st Tropical Island Marine Bioinvasions Workshop convened at the Charles Darwin Research Station. From a terrestrial standpoint, the Ecuadorian government’s biosecurity for the most part is intelligent (but see Gardener et al. 2010), well organised and seems to be effective, with a number of publications detailing introduced terrestrial plant (e.g., Buddenhagen 2006; Jager and Kowarik 2010) and animal (e.g., Cruz et al. 2005; Carrion et al. 2011) eradications and impacts (e.g., Schofield 1989; Itow 2003; Renteria et al. 2012; Kueffer et al. 2010), invasion risks (e.g., Gottdenker et al. 2005), and ecosystem restoration, management and conservation (e.g., Gibbs et al. 1999; Causton et al. 2006). Yet, as with so many other systems, marine biosecurity lags behind (a quick review of the literature shows no marine introduction publications) and is consequently less well managed, but not for a lack of effort.

year: 2015-09

title: A framework for developing and implementing an online learning community

authors: Khoo, Elaine G.L.

subjects: adult learners

abstract: Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts.

text: A framework for developing and implementing an online learning community Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts.

year: 2011

title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978