title: Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition

authors: lisahunter

subjects: beginning teachers

abstract: This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

text: Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition This paper argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. To illustrate the staffroom as a particular place where important professional learning could occur the authors use two narratives based on the lived experiences of two beginning teachers, one in a primary context, the other secondary. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities. At the level of practice we also call for the teaching profession to recognise staffrooms as important sites of professional learning and places that should support induction and mentoring of beginning teachers. Such recognition could enhance the retention, satisfaction, and effectiveness of new and experienced teachers alike.

year: 2011

title: Mindfulness as a personal resource to reduce work stress in the job demands-resources model

authors: Grover, Steven L.

subjects: Social Sciences

abstract: Based on the job demands‐resources (JD‐R) model, this study examines the different ways that the personal resource of mindfulness reduces stress. Structural equation modeling based on data from 415 Australian nurses shows that mindfulness relates directly and negatively to work stress and perceptions of emotional demands as well as buffering the relation of emotional demands on psychological stress. This study contributes to the literature by employing empirical analysis to the task of unravelling how personal resources function within the JD‐R model. It also introduces mindfulness as a personal resource in the JD‐R model.

text: Mindfulness as a personal resource to reduce work stress in the job demands-resources model Based on the job demands‐resources (JD‐R) model, this study examines the different ways that the personal resource of mindfulness reduces stress. Structural equation modeling based on data from 415 Australian nurses shows that mindfulness relates directly and negatively to work stress and perceptions of emotional demands as well as buffering the relation of emotional demands on psychological stress. This study contributes to the literature by employing empirical analysis to the task of unravelling how personal resources function within the JD‐R model. It also introduces mindfulness as a personal resource in the JD‐R model.

year: 2017

title: Significance of an early date from an adzed tree stump in Northland

authors: Higham, Thomas F.G.

abstract: Ogle, Jones, Sutton and Wallace (1998) have recently investigated the radiocarbon dating of a tree stump ('Ogle's stump’) which had evidence of adze marks, near the site of Taumatawhana pa, Houhora, Northland. The conventional radiocarbon age of 938 ± 31 BP was obtained at the Institute of Geological and Nuclear Sciences Ltd (formerly INS) laboratory in 1971. Ogle et al.(1998) considered the 'inbuilt age' of the wood (see McFadgen, 1982) and assessed its contribution to the radiocarbon determination. In this brief paper we re-evaluate that methodology and question the conclusion of Ogle et al. (1998) that the date is reliable. We are particularly concerned with the comparison of the date with an associated radiocarbon result obtained by Elliot et al. (1995) from a nearby site at Lake Taumatawhana, which we think is misleading.

text: Significance of an early date from an adzed tree stump in Northland Ogle, Jones, Sutton and Wallace (1998) have recently investigated the radiocarbon dating of a tree stump ('Ogle's stump’) which had evidence of adze marks, near the site of Taumatawhana pa, Houhora, Northland. The conventional radiocarbon age of 938 ± 31 BP was obtained at the Institute of Geological and Nuclear Sciences Ltd (formerly INS) laboratory in 1971. Ogle et al.(1998) considered the 'inbuilt age' of the wood (see McFadgen, 1982) and assessed its contribution to the radiocarbon determination. In this brief paper we re-evaluate that methodology and question the conclusion of Ogle et al. (1998) that the date is reliable. We are particularly concerned with the comparison of the date with an associated radiocarbon result obtained by Elliot et al. (1995) from a nearby site at Lake Taumatawhana, which we think is misleading.

year: 1998