title: Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes

authors: Langdon, Frances June

subjects: teachers

abstract: The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching.
Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested,  exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice.
The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation.
i
Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools.
Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.

text: Beginning Teacher Learning and Professional Development: An Analysis of Induction Programmes The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching.
Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested,  exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice.
The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation.
i
Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools.
Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.

year: 2007

title: Exploring the Possibility of an Intergenerational Right to Return to Earth

authors: Brennan, Anna

abstract: If human civilisation realises its grand ambitions to establish extraterrestrial human settlements on Mars in the not-so-distant future, how will human rights apply and be enforced? Rather than States, it is thought that space companies such as SpaceX, Blue Origin and the Sierra Nevada Corporation will be the first to establish extraterrestrial settlements. Rapid technological developments over the last decade mean that these ambitions are no longer science fiction. This article considers the scope of the right to freedom of movement in outer space, especially the right to return to Earth. Due to the perilous nature of the journey from Earth to Mars and the harsh environment in which the first settlements will be established, this article considers whether there are any legitimate and, indeed,
permissible circumstances where the right to return to Earth will be restricted. The final part of this article will explore the possibility that future descendants of the first wave of settlers to Mars will have an intergenerational right to return to Earth
despite having been born on the Red Planet.

text: Exploring the Possibility of an Intergenerational Right to Return to Earth If human civilisation realises its grand ambitions to establish extraterrestrial human settlements on Mars in the not-so-distant future, how will human rights apply and be enforced? Rather than States, it is thought that space companies such as SpaceX, Blue Origin and the Sierra Nevada Corporation will be the first to establish extraterrestrial settlements. Rapid technological developments over the last decade mean that these ambitions are no longer science fiction. This article considers the scope of the right to freedom of movement in outer space, especially the right to return to Earth. Due to the perilous nature of the journey from Earth to Mars and the harsh environment in which the first settlements will be established, this article considers whether there are any legitimate and, indeed,
permissible circumstances where the right to return to Earth will be restricted. The final part of this article will explore the possibility that future descendants of the first wave of settlers to Mars will have an intergenerational right to return to Earth
despite having been born on the Red Planet.

year: 2024

title: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation.

authors: Waitoki, Waikaremoana

abstract: This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

text: “This is not us”: But actually, it is. Talking about when to raise the issue of colonisation. This paper is a commentary on some of the responses to the public narrative of the events after the March 15th Christchurch attack. Several colleagues had publicly and privately, offered their views on the Government’s and media outlets use of terms such as ‘unprecedented’, ‘our loss of innocence’ and ‘our darkest day’. A fiery and empassioned exchange of words emerged on social media about the statement: ‘This is not us’. By exposing the counternarrative to these emotion laden terms, a shady past, and invisible present was revealed. However, the timing of the talk about colonisation also seemed out of step with the need for sensitivity. This paper also explores the role of White supremacy and causal racism in New Zealand. A personal I/we/us narrative style is used throughout the paper to describe how Muslim and Maori lives intersected prior to, and after the attack. The timeline of events is primarily 1 week, and up to 6 weeks post the attack.

year: 2019