title: Developing classroom‐focused research in technology education

authors: Jones, Alister

abstract: During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light of what needs to be done. Past research has tended to focus on curriculum issues and the defining of the subject. If technology education is to advance as a curriculum area of worth and as a focus of research, then much more of our research effort must be on student and teacher learning in technology. This paper argues that classroom‐based research must become the focus of research over the next 10 years. While there is published research on what students do when involved in technological activities, we still lack significant research on students’ learning in technology and on ways in which this learning can be enhanced. Teacher and student conceptualization of technology is a complex issue and requires an understanding of the many factors that influence it. Classroom culture and student expectations appear to influence strongly the way in which students carry out their technological activities. Student learning in technology can be enhanced by effective formative interactions occurring between teacher and student and between student and student. Part of technology assessment should provide evidence of progression in learning, about which we currently know very little. This paper describes some fruitful areas of classroom‐based research that could inform technology curriculum development.

text: Developing classroom‐focused research in technology education During the last 10 years, curriculum documents in Australia, the United Kingdom, the United States, Canada, Hong Kong, and New Zealand have emphasized the importance of students’ developing technological literacy. In utilizing research findings to consider future curriculum needs, there is the danger that the field may come to be understood in light of the research undertaken, not in light of what needs to be done. Past research has tended to focus on curriculum issues and the defining of the subject. If technology education is to advance as a curriculum area of worth and as a focus of research, then much more of our research effort must be on student and teacher learning in technology. This paper argues that classroom‐based research must become the focus of research over the next 10 years. While there is published research on what students do when involved in technological activities, we still lack significant research on students’ learning in technology and on ways in which this learning can be enhanced. Teacher and student conceptualization of technology is a complex issue and requires an understanding of the many factors that influence it. Classroom culture and student expectations appear to influence strongly the way in which students carry out their technological activities. Student learning in technology can be enhanced by effective formative interactions occurring between teacher and student and between student and student. Part of technology assessment should provide evidence of progression in learning, about which we currently know very little. This paper describes some fruitful areas of classroom‐based research that could inform technology curriculum development.

year: 2003

title: Restorative practice and behaviour management in schools: discipline meets care.

authors: Drewery, Wendy

subjects: restorative practices

abstract: The history of restorative practices in New Zealand schools is directly related to projects such as the Suspension Reduction Initiative (SRI) and the more recent Student Engagement Initiative (SEI); thus the origins of restorative practices in schools are linked with behaviour management and school discipline. During the same period, teachers' work has become more complex: They are working with an increasingly diverse range of students, which in turn requires epistemologically diverse teaching and relationship-building approaches to ensure maximum participation for all. Teachers are looking for new and better ways to interact with students in their classrooms, and those responsible for disciplinary systems are looking to restorative practice for new ways to resolve the increasing range and number of difficulties between teachers and students, students and other students, and between the school and parents. Restorative practices (RP) are currently seen as a way of achieving all this, so they carry a huge burden of hope. Relationship skills are a key competency in the new curriculum, and the philosophy of restoration offers both a basis for understanding and a process for putting this agenda into practice. In effect, it means educating for citizenship in a diverse world, including teaching the skills of conflict resolution. If we accept this philosophy, the curriculum for teacher education will require significant changes in what students are taught about behaviour and classroom management.

text: Restorative practice and behaviour management in schools: discipline meets care. The history of restorative practices in New Zealand schools is directly related to projects such as the Suspension Reduction Initiative (SRI) and the more recent Student Engagement Initiative (SEI); thus the origins of restorative practices in schools are linked with behaviour management and school discipline. During the same period, teachers' work has become more complex: They are working with an increasingly diverse range of students, which in turn requires epistemologically diverse teaching and relationship-building approaches to ensure maximum participation for all. Teachers are looking for new and better ways to interact with students in their classrooms, and those responsible for disciplinary systems are looking to restorative practice for new ways to resolve the increasing range and number of difficulties between teachers and students, students and other students, and between the school and parents. Restorative practices (RP) are currently seen as a way of achieving all this, so they carry a huge burden of hope. Relationship skills are a key competency in the new curriculum, and the philosophy of restoration offers both a basis for understanding and a process for putting this agenda into practice. In effect, it means educating for citizenship in a diverse world, including teaching the skills of conflict resolution. If we accept this philosophy, the curriculum for teacher education will require significant changes in what students are taught about behaviour and classroom management.

year: 2010

title: Spot sampling of nutrient concentrations in the Puarenga catchment, Rotorua

authors: Abell, Jonathan Michael

subjects: New Zealand

abstract: The Centre for Biodiversity and Ecology Research was approached by Tūhourangi Tribal Authority for assistance with measuring water quality in streams in the Puarenga Stream catchment. Water sampling was subsequently undertaken on 18 July 2011 and samples were analysed to determine concentrations of total and dissolved fractions of nitrogen and phosphorus. 
Nitrogen and phosphorus are both essential plant nutrients which, when present in excess, can cause eutrophication and associated water quality decline of freshwaters. High concentrations of dissolved forms of nitrogen can also be toxic to aquatic organisms. Excessive nitrogen and phosphorus concentrations are typically the result of pollution due to human activities, although groundwater in the Central Volcanic Plateau region can have elevated concentrations of phosphorus arising from natural geological sources.
This report summarises the methods used, presents the results and places measured concentrations in context by drawing comparisons with both guideline and regional mean values.

text: Spot sampling of nutrient concentrations in the Puarenga catchment, Rotorua The Centre for Biodiversity and Ecology Research was approached by Tūhourangi Tribal Authority for assistance with measuring water quality in streams in the Puarenga Stream catchment. Water sampling was subsequently undertaken on 18 July 2011 and samples were analysed to determine concentrations of total and dissolved fractions of nitrogen and phosphorus. 
Nitrogen and phosphorus are both essential plant nutrients which, when present in excess, can cause eutrophication and associated water quality decline of freshwaters. High concentrations of dissolved forms of nitrogen can also be toxic to aquatic organisms. Excessive nitrogen and phosphorus concentrations are typically the result of pollution due to human activities, although groundwater in the Central Volcanic Plateau region can have elevated concentrations of phosphorus arising from natural geological sources.
This report summarises the methods used, presents the results and places measured concentrations in context by drawing comparisons with both guideline and regional mean values.

year: 2011-09