title: Moving beyond deconstruction and reconstruction: Teacher knowledge as action

authors: Jones, Alister

abstract: Primary teachers generally have a deep knowledge of their students and a broad repertoire of pedagogical practices, particularly practices that involve teacher–student and student–student interactions, but they often lack in-depth content knowledge and have a limited repertoire of subject-specific pedagogies. This is almost always a particular issue for their teaching of science. Pedagogically appropriate teacher engagement of/with students requires teachers to have both appropriate content knowledge and knowledge of their students. In this context the idea of “knowledge in action” is central. In-depth content knowledge and subject-specific pedagogies influence teachers’ pedagogical content knowledge. Effective formative assessment or Assessment for Learning (AfL) interactions mean that teachers need rich and flexible PCK in order to undertake effective interactions with diverse groups of students. In this chapter we highlight what we mean by effective AfL interactions, teachers’ knowledges required for effective interactions and how we might enhance teachers’ knowledges to enhance the potential for student learning.

text: Moving beyond deconstruction and reconstruction: Teacher knowledge as action Primary teachers generally have a deep knowledge of their students and a broad repertoire of pedagogical practices, particularly practices that involve teacher–student and student–student interactions, but they often lack in-depth content knowledge and have a limited repertoire of subject-specific pedagogies. This is almost always a particular issue for their teaching of science. Pedagogically appropriate teacher engagement of/with students requires teachers to have both appropriate content knowledge and knowledge of their students. In this context the idea of “knowledge in action” is central. In-depth content knowledge and subject-specific pedagogies influence teachers’ pedagogical content knowledge. Effective formative assessment or Assessment for Learning (AfL) interactions mean that teachers need rich and flexible PCK in order to undertake effective interactions with diverse groups of students. In this chapter we highlight what we mean by effective AfL interactions, teachers’ knowledges required for effective interactions and how we might enhance teachers’ knowledges to enhance the potential for student learning.

year: 2011

title: Platinum(II) phosphonate complexes derived from endo-8-camphanylphosphonic acid

authors: Leach, Meto T.

subjects: platinum

abstract: The reactions of cis-[PtCl₂L₂] [L = PPh₃, PMe₂Ph or L₂ = Ph₂P(CH₂)₂PPh₂ (dppe)] with endo-8-camphanylphosphonic acid (CamPO₃H₂) and Ag₂O in refluxing dichloromethane gave platinum(II) phosphonate complexes [Pt(O₃PCam)L₂]. The X-ray crystal structure of [Pt(O₃PCam)(PPh₃)₂]•₂CHCl₃ shows that the bulky camphanyl group, rather than being directed away from the platinum, is instead directed into a pocket formed by the Pt and the two PPh₃ ligands. This allows the O₃P–CH₂ group to have a preferred staggered conformation. The complexes were studied in detail by NMR spectroscopy, which demonstrates non-fluxional behaviour for the sterically bulky PPh₃ and dppe derivatives, which contain inequivalent phosphine ligands in their ³¹P NMR spectra. These findings are backed up by theoretical calculations on the PPh₃ and PPhMe₂ derivatives, which show, respectively, high and low energy barriers to rotation of the camphanyl group in the PPh₃ and PPhMe₂ complexes. The X-ray crystal structure of CamPO₃H₂ is also reported, and consists of hydrogen-bonded hexameric aggregates, which assemble to form a columnar structure containing hydrophilic phosphonic acid channels surrounded by a sheath of bulky, hydrophobic camphanyl groups.

text: Platinum(II) phosphonate complexes derived from endo-8-camphanylphosphonic acid The reactions of cis-[PtCl₂L₂] [L = PPh₃, PMe₂Ph or L₂ = Ph₂P(CH₂)₂PPh₂ (dppe)] with endo-8-camphanylphosphonic acid (CamPO₃H₂) and Ag₂O in refluxing dichloromethane gave platinum(II) phosphonate complexes [Pt(O₃PCam)L₂]. The X-ray crystal structure of [Pt(O₃PCam)(PPh₃)₂]•₂CHCl₃ shows that the bulky camphanyl group, rather than being directed away from the platinum, is instead directed into a pocket formed by the Pt and the two PPh₃ ligands. This allows the O₃P–CH₂ group to have a preferred staggered conformation. The complexes were studied in detail by NMR spectroscopy, which demonstrates non-fluxional behaviour for the sterically bulky PPh₃ and dppe derivatives, which contain inequivalent phosphine ligands in their ³¹P NMR spectra. These findings are backed up by theoretical calculations on the PPh₃ and PPhMe₂ derivatives, which show, respectively, high and low energy barriers to rotation of the camphanyl group in the PPh₃ and PPhMe₂ complexes. The X-ray crystal structure of CamPO₃H₂ is also reported, and consists of hydrogen-bonded hexameric aggregates, which assemble to form a columnar structure containing hydrophilic phosphonic acid channels surrounded by a sheath of bulky, hydrophobic camphanyl groups.

year: 2011

title: Section 2: Native disruption: Maori and the precariat: Introduction

authors: Masters-Awatere, Bridgette

abstract: Within this section, the authors encourage the reader to look back into history and then consider the future. We are invited to re-examine deeds from this country’s past. To immerse ourselves in a narrative that may be different to the one we have been taught in school, or heard among our friends and family. Through their stories we can see multiple narratives. Readers are invited to understand, embrace and own the past. By recognising and accepting the past — our collective histories — we can determine our collective present and future.

text: Section 2: Native disruption: Maori and the precariat: Introduction Within this section, the authors encourage the reader to look back into history and then consider the future. We are invited to re-examine deeds from this country’s past. To immerse ourselves in a narrative that may be different to the one we have been taught in school, or heard among our friends and family. Through their stories we can see multiple narratives. Readers are invited to understand, embrace and own the past. By recognising and accepting the past — our collective histories — we can determine our collective present and future.

year: 2017