title: A manganese carbonyl complex derived from the P,N-bonding ligand (2-aminophenyl)diphenylphosphine

authors: Fester, Victor D.

subjects: manganese carbonyl

abstract: Thermal reaction of [H₃Mn₃(CO)₁₂] with Ph₂PC₆H₄NH₂-2 gives good yields of [Mn₂(CO)₆(PPh₂C₆H₄NH)₂], an X-ray single crystal structure determination of which reveals a P,N-chelating ligand with each of the NH groups, formed by deprotonation of the amine groups, bridging the two metal atoms.

text: A manganese carbonyl complex derived from the P,N-bonding ligand (2-aminophenyl)diphenylphosphine Thermal reaction of [H₃Mn₃(CO)₁₂] with Ph₂PC₆H₄NH₂-2 gives good yields of [Mn₂(CO)₆(PPh₂C₆H₄NH)₂], an X-ray single crystal structure determination of which reveals a P,N-chelating ligand with each of the NH groups, formed by deprotonation of the amine groups, bridging the two metal atoms.

year: 2007-01-01

title: Gifted and talented education in New Zealand schools: A decade later

authors: Bicknell, Brenda

subjects: Gifted education

abstract: In 2004, the Ministry of Education released research investigating identification of and provisions for gifted and talented students in New Zealand Schools (Riley, Bevan-Brown, Bicknell, Carroll-Lind, & Kearney, 2004). This was landmark research: the first national study of gifted and talented education funded by the Ministry and released alongside a range of initiatives for students and those who identify and educate them in the schooling sector. The research comprised a comprehensive review of the literature, a national survey of schools, and ten case studies of best practice, with an aim of creating “a roadmap for future research and initiatives” (2004, p. 36).

text: Gifted and talented education in New Zealand schools: A decade later In 2004, the Ministry of Education released research investigating identification of and provisions for gifted and talented students in New Zealand Schools (Riley, Bevan-Brown, Bicknell, Carroll-Lind, & Kearney, 2004). This was landmark research: the first national study of gifted and talented education funded by the Ministry and released alongside a range of initiatives for students and those who identify and educate them in the schooling sector. The research comprised a comprehensive review of the literature, a national survey of schools, and ten case studies of best practice, with an aim of creating “a roadmap for future research and initiatives” (2004, p. 36).

year: 2013

title: The Te Kotahitanga observation tool: Development, use, reliability and validity

authors: Berryman, Mere

subjects: School reform

abstract: Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

text: The Te Kotahitanga observation tool: Development, use, reliability and validity Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

year: 2015