title: Investigating transitions in mathematics from multiple perspectives

authors: Bicknell, Brenda

subjects: transition

abstract: This paper reports on school transition for 15 mathematically gifted Year 6 and Year 8 students. The data are extracted from a longitudinal qualitative study that examined student and parent perspectives, and programme provision for mathematically gifted and talented students before and after a change of schools. The students moved from primary school to intermediate school (Years 7 and 8) or to a Years 7–13 secondary school. Another group of students moved from intermediate school to secondary school. The students’, their parents’, and their teachers’ perceptions of the transitions are described. The students report an expectation for a greater level of mathematical challenge in their new school and to continue to work with like-minded peers. Some schools practise ‘fresh start’ indicating mistrust between sectors. Successful transitions occur when there is a strong interrelationship with students, parents, and teachers.

text: Investigating transitions in mathematics from multiple perspectives This paper reports on school transition for 15 mathematically gifted Year 6 and Year 8 students. The data are extracted from a longitudinal qualitative study that examined student and parent perspectives, and programme provision for mathematically gifted and talented students before and after a change of schools. The students moved from primary school to intermediate school (Years 7 and 8) or to a Years 7–13 secondary school. Another group of students moved from intermediate school to secondary school. The students’, their parents’, and their teachers’ perceptions of the transitions are described. The students report an expectation for a greater level of mathematical challenge in their new school and to continue to work with like-minded peers. Some schools practise ‘fresh start’ indicating mistrust between sectors. Successful transitions occur when there is a strong interrelationship with students, parents, and teachers.

year: 2012

title: Towards a pre-service technology teacher education resource for New Zealand

authors: Forret, Michael

subjects: technology education

abstract: The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

text: Towards a pre-service technology teacher education resource for New Zealand The Pre-service Technology Teacher Education Resource (PTTER) was developed as a cross-institutional resource to support the development of initial technology teacher education programmes in New Zealand. The PTTER was developed through collaboration involving representatives from each of the six New Zealand university teacher education providers, Massey University, University of Auckland, University of Canterbury, University of Otago, Victoria University and University of Waikato, working with the National Technology Professional Development Manager. The framework for PTTER is built on four key elements considered to be essential to the education of technology teachers. The four elements are: philosophy of technology, rationale for technology education, technology in the New Zealand curriculum, and teaching technology. The PTTER is a web-based resource aimed at assisting technology teacher educators in the development of their teacher education programmes. The framework is a statement of shared philosophy, purpose and intent and is located on the Techlink website (www.techlink.org.nz). PTTER contains a range of teaching resources and strategies located within an overall framework for initial technology teacher education programmes. This paper describes the rationale for the PTTER framework, the process through which it was developed, explanation of each of the framework’s elements, and concludes with discussion of the framework’s implementation and future development.

year: 2013

title: Stemming the colonial environmental tide – Ecosystem-based management and shared Crown-Māori co-governance for sustaining our marine coastal estate in Aotearoa New Zealand – Summary report

authors: Joseph, Robert

subjects: Co-governance and ecosystem-based management, shared Crown-Maori governance jurisdiction over the coastal marine estate, ecosystem-based management

abstract: This summary report was prepared by Dr Robert Joseph from Te Mata Hautū Taketake – the Māori and Indigenous Governance Centre, Te Piringa Faculty of Law at the University of Waikato for the National Science Challenge Sustainable Seas Ko Ngā Moana Whakauka Project.

text: Stemming the colonial environmental tide – Ecosystem-based management and shared Crown-Māori co-governance for sustaining our marine coastal estate in Aotearoa New Zealand – Summary report This summary report was prepared by Dr Robert Joseph from Te Mata Hautū Taketake – the Māori and Indigenous Governance Centre, Te Piringa Faculty of Law at the University of Waikato for the National Science Challenge Sustainable Seas Ko Ngā Moana Whakauka Project.

year: 2023-12