title: Intentional Parenthood: responsibilities in surrogate motherhood

authors: van Zyl, Liezl

subjects: children’s rights

abstract: In recent years, a number of writers dealingwith questions over parenthood that arisein the context of reproductive technologies andsurrogate motherhood, have appealed to thenotion of ``intentional parenthood''. Basingtheir argument on liberal values such asindividual autonomy, the freedom to entercontracts, the right to privacy, and individualself-fulfilment, they argue that contractuallystated intentions, rather than genetic orgestational relationships, should form thebasis of parental rights. Against this I arguethat parental rights do not derive fromcontractual agreements, but are based in theirobligations towards the child. I then examinethe nature of the obligations that the variousparties have towards the child both pre- andpostnatally.

text: Intentional Parenthood: responsibilities in surrogate motherhood In recent years, a number of writers dealingwith questions over parenthood that arisein the context of reproductive technologies andsurrogate motherhood, have appealed to thenotion of ``intentional parenthood''. Basingtheir argument on liberal values such asindividual autonomy, the freedom to entercontracts, the right to privacy, and individualself-fulfilment, they argue that contractuallystated intentions, rather than genetic orgestational relationships, should form thebasis of parental rights. Against this I arguethat parental rights do not derive fromcontractual agreements, but are based in theirobligations towards the child. I then examinethe nature of the obligations that the variousparties have towards the child both pre- andpostnatally.

year: 2002

title: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy

authors: Mills, Judith Patricia

abstract: This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

text: Investigating the Professional Knowledge of New Zealand Primary School Teachers when Teaching Mathematics for Numeracy This research investigated the relationship between teachers’ espoused professional knowledge, professional knowledge in practice, and student learning, when teaching ‘mathematics for numeracy’ in the New Zealand primary school classroom. The focus was on teaching within the multiplicative and proportional domains, as research at the time the study commenced indicated that these areas of mathematics were problematic for many teachers. The purpose of the research was to identify strengths, weaknesses, and inconsistencies in teachers’ practice; links between espoused views and actions; and to consider the usefulness of a framework for investigating teacher knowledge in practice. This study is intended to inform teacher reflection and professional development, and contribute to improvements in teaching practice and student achievement.
A multiple-case study design, underpinned by an interpretivist paradigm, was used, which included four case-study teachers from two primary schools: School A, was a central city full primary school (Years 1 to 8) and School B, a rural town primary school (Years 1 to 6). The study aligned with a social constructivist perspective on teaching and learning. The data were obtained through four main sources: (1) pre-unit and post-unit student assessment tasks; (2) recorded observations; (3) semi-structured interviews); and (4) teacher questionnaires. 
Comparison between students’ initial and final assessment data showed little progress in understanding of multiplication and division, with a more noticeable improvement in fractional understanding. Classroom observations were analysed under three broad categories: content knowledge, pedagogical knowledge, and pedagogical content knowledge, and highlighted important issues relating to the professional knowledge of teachers and the contribution this made to student learning. Results indicated that the mathematical content knowledge of the teachers was stronger than their content knowledge in a pedagogical context. While teaching for conceptual understanding frequently challenged the teachers, they recognised the importance of conceptual understanding prior to procedural learning for their students. They struggled with on-the-spot identification of the next steps of learning for individual students and there was little evidence of focus on questioning that extended students’ thinking that might have assisted in overcoming misconceptions and confusions with concepts. There were times when the teachers’ espoused theories differed from their theory-in-practice, while at times they were similar to each other.
The research concluded that in teaching practice the many facets of PCK, within the broader construct of professional knowledge, were more than topic-specific. Instead, they were person-specific and lesson-specific, with different categories coming to the fore in different proportions, for different reasons, including: lesson structure, context, problem types, the opportunities afforded students for conversation, and use of manipulatives. While not all categories of professional knowledge were evident in every lesson, they combined over a period to underscore the complexities of teaching and ultimately have an effect on student learning. 
An outcome of the study was a Wheel of Knowledge designed for teachers, identifying key areas of knowledge to be addressed in mathematics teaching. Alongside this, a more detailed Professional Knowledge Framework was created for researchers, based on categories identified from this research as important in identifying teacher professional knowledge in classroom practice. Both models have the potential to identify areas of teacher professional knowledge required to improve students’ mathematical understanding.

year: 2018

title: Māori Goddesses in Literature Part 1: pre 1880 - 1900

authors: Yates-Smith, Aroha

subjects: Atua wāhine

abstract: Many contemporary Māori are familiar with atua wāhine, Māori goddesses, through accounts that have been passed on to them by word of mouth. Few, however, have had an opportunity to consult accounts of atua wāhine that date from the early period of Māori-Pākehā contact. Those who wish to do so may have considerable difficulty in sifting through all of the written materials for the information they seek. For this reason, this paper provides a review of the literature pertaining to atua wāhine from pre-1880 to 1900, together with a commentary on the sources to which reference is made. A review of literature on atua wāhine which appeared after 1900 will appear in the second volume of this journal.

text: Māori Goddesses in Literature Part 1: pre 1880 - 1900 Many contemporary Māori are familiar with atua wāhine, Māori goddesses, through accounts that have been passed on to them by word of mouth. Few, however, have had an opportunity to consult accounts of atua wāhine that date from the early period of Māori-Pākehā contact. Those who wish to do so may have considerable difficulty in sifting through all of the written materials for the information they seek. For this reason, this paper provides a review of the literature pertaining to atua wāhine from pre-1880 to 1900, together with a commentary on the sources to which reference is made. A review of literature on atua wāhine which appeared after 1900 will appear in the second volume of this journal.

year: 2000-10