title: Visual Perception of a Motion Aftereffect in Domestic Chickens (Gallus gallus): A Behavioural Analytic Approach

authors: Wan, Jennifer

subjects: motion aftereffect

abstract: The motion aftereffect (MAE) is an illusory motion in the opposite direction after the sudden halt of a prolonged moving visual stimulus. The human experience of the motion aftereffect has been extensively researched utilising many different experimental approaches. The ability of the avian species to perceive this motion illusion has not been so well researched and such a phenomenon has never been investigated in domestic chickens. The aim of the experiment reported in this thesis was to test whether domestic chickens can perceive a motion aftereffect. Xiao and Gunturkun (2008) carried out a study to investigate whether pigeons could perceive the motion aftereffect. After initially failing to obtain evidence for the effect they modified their procedure and found results that were better but still not strongly suggestive of a robust motion aftereffect. Their methodology was further refined for this thesis to see if evidence for the motion aftereffect could be found in chickens. The chickens received initial discrimination training to differentiate between static, upward and downward moving grating patterns. Once they reached the criterion for this task reliably, each subject underwent test trials where they were exposed to a static pattern after prolonged presentation of a moving grating stimulus. Results from the choice behaviour of the chickens indicated they did not experience a motion aftereffect. This thesis and the previous study would suggest there is not a reliable motion aftereffect for birds. Whether this reflects limitations of the research design or the nature of the avian visual system is still to be determined.

text: Visual Perception of a Motion Aftereffect in Domestic Chickens (Gallus gallus): A Behavioural Analytic Approach The motion aftereffect (MAE) is an illusory motion in the opposite direction after the sudden halt of a prolonged moving visual stimulus. The human experience of the motion aftereffect has been extensively researched utilising many different experimental approaches. The ability of the avian species to perceive this motion illusion has not been so well researched and such a phenomenon has never been investigated in domestic chickens. The aim of the experiment reported in this thesis was to test whether domestic chickens can perceive a motion aftereffect. Xiao and Gunturkun (2008) carried out a study to investigate whether pigeons could perceive the motion aftereffect. After initially failing to obtain evidence for the effect they modified their procedure and found results that were better but still not strongly suggestive of a robust motion aftereffect. Their methodology was further refined for this thesis to see if evidence for the motion aftereffect could be found in chickens. The chickens received initial discrimination training to differentiate between static, upward and downward moving grating patterns. Once they reached the criterion for this task reliably, each subject underwent test trials where they were exposed to a static pattern after prolonged presentation of a moving grating stimulus. Results from the choice behaviour of the chickens indicated they did not experience a motion aftereffect. This thesis and the previous study would suggest there is not a reliable motion aftereffect for birds. Whether this reflects limitations of the research design or the nature of the avian visual system is still to be determined.

year: 2016

title: Becoming a teacher: Experiences and perceptions of beginning teachers in Vanuatu secondary schools

authors: Tarosa, Gayleen Harrison

subjects: beginning secondary teachers

abstract: Entering into the teaching profession as a beginning teacher can be a complex and challenging experience. Research highlights that beginning teachers are more effective when they are supported in their roles as new teachers (Tickle, 1994; Hattie, 2003; Cameron, Lovett, & Berger, 2007; Kearney, 2014) and consideration must be given to the ways in which they are inducted into their formal teaching positions.
Much of the literature associated with induction of beginning teachers is framed from a Western world view in which some experiences are prioritised over others. In the context of the Republic of Vanuatu - a small island state in the South West Pacific, the professional support and induction experiences of beginning teachers remain under-researched.
This qualitative study sought to address this lack of attention and examined the induction and early career experiences of beginning secondary teachers as they entered into the school context as qualified teachers. The research approach was designed to include semi-structured interviews, reflective journals, and documentation analysis as core data sources. The participants were seven beginning secondary teachers and four secondary school principals.
Findings from the research highlighted the importance of understanding what motivated these beginning teachers to enter into the teaching profession and how this impacted on their perceptions of themselves as teachers. Further, contrary to formalised and documented policies, it was also significant that informal pathways to employment into schools, while they were varied, were numerous.
Once appointed to a position, the induction experiences of the beginning teachers highlighted high levels of anxiety as they entered their schools and were given charge of their classes. However, as the year progressed the beginning teachers demonstrated agency and resilience, encountering diverse problems, and seeking their own solutions to both pedagogical issues and gaps in their content knowledge. Interestingly, elements of induction that have been identified as important in other educational contexts were not necessarily identified by principals as being relevant to support their beginning teachers, and were thus missing from the induction experiences of the participants.
To theorise the research findings, Bronfenbrenner’s (1979) Ecological Systems Theory is drawn on. In seeking to further understand how beginning teachers in this context, Vanuatu, can be supported in their induction to the teaching profession, a contextualised model has emerged from the findings of this study. Understanding the induction experiences of beginning teachers as they become part of the profession of teaching is an important step in developing the necessary conditions which will enable them to be effective in their roles as educators. Developing contextualized induction programmes which can be sustained to enhance teachers’ professional learning and ultimately impact children’s learning positively in the future is an important recommendation. Thus, this research will add to the body of literature regarding the beginning teachers’ learning and development, induction, and the formation of professional teacher identity within the context of Vanuatu.

text: Becoming a teacher: Experiences and perceptions of beginning teachers in Vanuatu secondary schools Entering into the teaching profession as a beginning teacher can be a complex and challenging experience. Research highlights that beginning teachers are more effective when they are supported in their roles as new teachers (Tickle, 1994; Hattie, 2003; Cameron, Lovett, & Berger, 2007; Kearney, 2014) and consideration must be given to the ways in which they are inducted into their formal teaching positions.
Much of the literature associated with induction of beginning teachers is framed from a Western world view in which some experiences are prioritised over others. In the context of the Republic of Vanuatu - a small island state in the South West Pacific, the professional support and induction experiences of beginning teachers remain under-researched.
This qualitative study sought to address this lack of attention and examined the induction and early career experiences of beginning secondary teachers as they entered into the school context as qualified teachers. The research approach was designed to include semi-structured interviews, reflective journals, and documentation analysis as core data sources. The participants were seven beginning secondary teachers and four secondary school principals.
Findings from the research highlighted the importance of understanding what motivated these beginning teachers to enter into the teaching profession and how this impacted on their perceptions of themselves as teachers. Further, contrary to formalised and documented policies, it was also significant that informal pathways to employment into schools, while they were varied, were numerous.
Once appointed to a position, the induction experiences of the beginning teachers highlighted high levels of anxiety as they entered their schools and were given charge of their classes. However, as the year progressed the beginning teachers demonstrated agency and resilience, encountering diverse problems, and seeking their own solutions to both pedagogical issues and gaps in their content knowledge. Interestingly, elements of induction that have been identified as important in other educational contexts were not necessarily identified by principals as being relevant to support their beginning teachers, and were thus missing from the induction experiences of the participants.
To theorise the research findings, Bronfenbrenner’s (1979) Ecological Systems Theory is drawn on. In seeking to further understand how beginning teachers in this context, Vanuatu, can be supported in their induction to the teaching profession, a contextualised model has emerged from the findings of this study. Understanding the induction experiences of beginning teachers as they become part of the profession of teaching is an important step in developing the necessary conditions which will enable them to be effective in their roles as educators. Developing contextualized induction programmes which can be sustained to enhance teachers’ professional learning and ultimately impact children’s learning positively in the future is an important recommendation. Thus, this research will add to the body of literature regarding the beginning teachers’ learning and development, induction, and the formation of professional teacher identity within the context of Vanuatu.

year: 2020

title: School leadership for Māori succeeding as Māori: A Mataatua perspective

authors: Barrett, Te Arani

subjects: tribal leadership

abstract: This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

text: School leadership for Māori succeeding as Māori: A Mataatua perspective This thesis recounts how Ngāti Awa leadership principles from the past became evident in Te Kotahitanga schools. The thesis discusses Principals’ actions and reflections of fostering Māori students’ success as Māori in secondary schooling. Through case studies, it identifies the strategies engaged by these effective leaders and explores their undertakings in achieving successful outcomes for Māori with whom they have worked.
This study is an imperative to addressing the long-term levels of education under-achievement for Māori as indigenous people of New Zealand. The nexus for the study comes from Robinson (2007) who identified that ‘in many ways the question of how much impact [school] leaders have on student outcomes is a flawed one, because the answer surely depends on what it is that leaders do’. Marzano et al  (2005) also identifies ‘the relative paucity of empirical studies’ and ‘little specific guidance as to effective practices in school leadership’.
The purpose of this study is to identify the contribution effective leaders have made towards realising Durie’s (2001) landmark goals for Māori advancement, that is, for self-determining prosperity, good health and global participation. Identifying exceptional outcomes for Māori in a range of contexts establishes the criteria for selecting the case studies and therefore the foundation for the study. Successful outcomes include increased participation, better retention, improved academic achievement results and lesser disparities within the selected education sites.

year: 2018