title: Probability models and uncertainty in hydrology: Some personal reflections

authors: Bardsley, W. Earl

abstract: Even minimal hydrological information can be of value with uncertainty. Probability distribution models provide a unified approach to a range of hydrological analyses.

text: Probability models and uncertainty in hydrology: Some personal reflections Even minimal hydrological information can be of value with uncertainty. Probability distribution models provide a unified approach to a range of hydrological analyses.

year: 2012

title: Developing Social and Emotional Learning in Physical Education: The Contextualised Appropriation of Sport Education

authors: Ang, Swee Chong

subjects: Physical Education

abstract: Social and emotional learning (SEL) is increasingly recognised as beneficial for students’ mental health and academic learning. Despite the growing SEL research in general education, SEL remains largely under-explored and under-researched in the Health and Physical Education (HPE) field. This research has been focused primarily on how SEL could be addressed in Physical Education (PE). Currently, there is a lack of research to inform teachers’ pedagogical decisions relating to how to embed teaching of SEL within PE. My Masters study investigated these issues in an Australian context. It explored the potential of the Sport Education teaching model to enable PE teachers to focus on SEL outcomes. My doctoral research sought to extend this line of research within the context of a low socio-economic middle school (ages 11 to 14) in Aotearoa New Zealand. It has examined ways in which two teachers were able to utilise this pedagogy to promote SEL in their Year 7/8 classes. Taking the dual role of researcher and co-teacher, with the teachers, I planned and implemented a year-long Sport Education-based PE curriculum, aimed at progressing SEL outcomes. This study investigates the facilitation of SEL by observing the changes in two classes of Years 7 and 8 students and teachers’ participation in a series of Sport Education experiences. The research has employed a critical ethnographic case study methodology to generate qualitative data over four research cycles.  Findings revealed that in order for SEL to be effectively foregrounded in a Sport Education learning context, SEL outcomes have to be prioritised in the unit plan and explicitly taught using a flexible and contextually responsive season structure. As this curriculum development and enactment process was highly demanding and pedagogically sophisticated, a contextualised, collaborative professional development approach was found to be pivotal in supporting the teacher participants to develop the beliefs and capacities in advancing the SEL of their students. The results of the study contribute to an understanding of the dynamic process of enacting a SEL-integrated, Sport Education-based PE curriculum. In addition to suggestions for pedagogy and teacher professional learning, recommendations for future research to extend the present study are made.

text: Developing Social and Emotional Learning in Physical Education: The Contextualised Appropriation of Sport Education Social and emotional learning (SEL) is increasingly recognised as beneficial for students’ mental health and academic learning. Despite the growing SEL research in general education, SEL remains largely under-explored and under-researched in the Health and Physical Education (HPE) field. This research has been focused primarily on how SEL could be addressed in Physical Education (PE). Currently, there is a lack of research to inform teachers’ pedagogical decisions relating to how to embed teaching of SEL within PE. My Masters study investigated these issues in an Australian context. It explored the potential of the Sport Education teaching model to enable PE teachers to focus on SEL outcomes. My doctoral research sought to extend this line of research within the context of a low socio-economic middle school (ages 11 to 14) in Aotearoa New Zealand. It has examined ways in which two teachers were able to utilise this pedagogy to promote SEL in their Year 7/8 classes. Taking the dual role of researcher and co-teacher, with the teachers, I planned and implemented a year-long Sport Education-based PE curriculum, aimed at progressing SEL outcomes. This study investigates the facilitation of SEL by observing the changes in two classes of Years 7 and 8 students and teachers’ participation in a series of Sport Education experiences. The research has employed a critical ethnographic case study methodology to generate qualitative data over four research cycles.  Findings revealed that in order for SEL to be effectively foregrounded in a Sport Education learning context, SEL outcomes have to be prioritised in the unit plan and explicitly taught using a flexible and contextually responsive season structure. As this curriculum development and enactment process was highly demanding and pedagogically sophisticated, a contextualised, collaborative professional development approach was found to be pivotal in supporting the teacher participants to develop the beliefs and capacities in advancing the SEL of their students. The results of the study contribute to an understanding of the dynamic process of enacting a SEL-integrated, Sport Education-based PE curriculum. In addition to suggestions for pedagogy and teacher professional learning, recommendations for future research to extend the present study are made.

year: 2015

title: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies

authors: Graham, Judith Ann

subjects: key competencies

abstract: This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

text: Incidental teacher<->student moments in an Aotearoa New Zealand secondary school: Entangled encounters with key competencies This study focuses on the performance of Key Competencies of the New Zealand curriculum in incidental teacher<->student moments. It makes visible a significant and often taken-for-granted portion of teachers’ daily work. Situated in one Aotearoa New Zealand secondary school, the research material of this study was generated in two cycles of conversations with teachers. In these conversations the teachers spoke about ordinary, unplanned moments with students. As the school is composed of more than 50% Māori students, I spoke first with individual Māori teachers at the school, inquiring into their knowledge of key competencies, and how that pedagogical knowledge related to knowledge and practice from whakaaro Māori. In the second cycle of generating research material, a collaborative group of Māori and Pākehā teachers engaged in a recursive process of inquiring together into stories participants told of everyday encounters with students. In this inquiry the names of key competency categories were put in the background as the group focused their inquiry on the teacher’s values, knowledges and beliefs that were contributing to action in the moment.
My analysis of the research material is situated in the field of posthuman philosophy and relational<->materialist theorising. Drawing on the work of Deleuze and Guattari, Massumi, Barad and Bennett, I applied Barad’s methodology of diffractive analysis and paid attention to multiple material and discursive forces and intensities at play in each story. In this analysis, diverse forces such as colonised histories, educational discourse, human and more-than-human materialities, whakaaro Māori, hope and belief, were evidenced intra-acting together. I noticed how these forces invited the mobilisation and performance of key competency actions in the service of becoming and relating with the world.
This study shifts thinking with key competencies from the reductionist territory of the individual human and re-territorialises them as dynamic performances of becoming. It contributes to a re-thinking of subjectivity and potentiality in the place of schooling in Aotearoa New Zealand. As the multi-dimensional entangled complexity of day-to-day pedagogical encounters is disclosed, teacher<->student intra-actions become known as ripe opportunities for performances of actions that come under the umbrella of key competencies. The study opens new ways of thinking about how key competency learning is produced in secondary schools, and how the placetimemattering of the school shapes that learning.
I explore diffractive patterns as key competencies entangle with posthumanism and with whakaaro Māori in everyday teacher<->student encounters. I present a way of thinking with key competencies that aligns closely with whakaaro Māori and posthumanism, and offers a creative and ethical orientation to life and learning. I think with the teacher<->student relational moment as a significant site of learning, and how knowledge of affect and relational-practices of knowing and recognition might contribute to teachers’ professional adaptive expertise.

year: 2019