title: Responding to the writing of children in a Health School:  Developing an appreciative approach

authors: Gray, Tanya

subjects: writing assessment

abstract: Responding to writing is a crucial component of writing pedagogy, with teachers frequently engaging in this as part of their daily teaching practice. However, extensive research indicates that teachers' feedback is often framed in terms of deficits, emphasising what is lacking in students' writing or what needs improvement. Students who are perceived to be at risk of failing or struggling to meet predetermined writing standards typically experience responses to their writing that focus on surface features and include marginal comments and empty praise. Underpinned by sociocultural, critical theories and qualitative research methods, this study investigated teachers' experiences in a New Zealand Health School as they inquired into an approach that mitigates the narrow and predominantly negative responses some students previously received.  
  
This research followed five Health School teachers who inquired into and adopted appreciative pedagogical practices and focused on responding to their students’ writing through an asset-based lens. Through this lens, diversity is valued and encompassed as a resource. All students, irrespective of their health condition or other dimensions of diversity, are positioned as capable and knowledgeable writers. The Health School teachers collaboratively inquired into appreciatively informed strategies, implemented these while discussing shared samples of students' writing, and adopted the new strategies when they responding to the writing of their Health School students (aged 5-19).  

Evidence was drawn from focus groups, learning inquiry group sessions, and individual interviews, and analysed using thematic analysis. The findings indicate that when teachers collaborate to reflect on the perspectives that inform education policies and practices, particularly those around standardised assessments, they become more aware of how these factors may lead them to inadvertently reproduce harmful responses. When teachers employed appreciative strength-based strategies, they became less focused on predetermined standards and surface-level features (e.g., spelling, grammar and punctuation), instead looking at how students integrated literacy knowledge they had learnt outside of school into their writing. Teachers became curious about students' writing and asked students more questions about their writing processes. As a result, participants’ response practices became more student-centred, allowing students to maintain authority over their writing. 

Findings suggest that high-stakes assessments have a powerful effect on how teachers view themselves as teachers and their students as learners. However, talking appreciatively about students and their writing was infectious; when teachers collaboratively discussed student writing strengths, participants stopped looking for conformity in students’ writing and instead began considering differences in students’ writing as assets. This research contributes to the body of literature aimed at shifting discourses that position students in deficit ways towards more appreciative stances. Further, with limited past research looking into writing teachers' experiences during times of curricular and assessment change in New Zealand and practices of Health School teachers in general, this study provides a valuable contribution to the literature. Implications for teachers and educators are discussed.

text: Responding to the writing of children in a Health School:  Developing an appreciative approach Responding to writing is a crucial component of writing pedagogy, with teachers frequently engaging in this as part of their daily teaching practice. However, extensive research indicates that teachers' feedback is often framed in terms of deficits, emphasising what is lacking in students' writing or what needs improvement. Students who are perceived to be at risk of failing or struggling to meet predetermined writing standards typically experience responses to their writing that focus on surface features and include marginal comments and empty praise. Underpinned by sociocultural, critical theories and qualitative research methods, this study investigated teachers' experiences in a New Zealand Health School as they inquired into an approach that mitigates the narrow and predominantly negative responses some students previously received.  
  
This research followed five Health School teachers who inquired into and adopted appreciative pedagogical practices and focused on responding to their students’ writing through an asset-based lens. Through this lens, diversity is valued and encompassed as a resource. All students, irrespective of their health condition or other dimensions of diversity, are positioned as capable and knowledgeable writers. The Health School teachers collaboratively inquired into appreciatively informed strategies, implemented these while discussing shared samples of students' writing, and adopted the new strategies when they responding to the writing of their Health School students (aged 5-19).  

Evidence was drawn from focus groups, learning inquiry group sessions, and individual interviews, and analysed using thematic analysis. The findings indicate that when teachers collaborate to reflect on the perspectives that inform education policies and practices, particularly those around standardised assessments, they become more aware of how these factors may lead them to inadvertently reproduce harmful responses. When teachers employed appreciative strength-based strategies, they became less focused on predetermined standards and surface-level features (e.g., spelling, grammar and punctuation), instead looking at how students integrated literacy knowledge they had learnt outside of school into their writing. Teachers became curious about students' writing and asked students more questions about their writing processes. As a result, participants’ response practices became more student-centred, allowing students to maintain authority over their writing. 

Findings suggest that high-stakes assessments have a powerful effect on how teachers view themselves as teachers and their students as learners. However, talking appreciatively about students and their writing was infectious; when teachers collaboratively discussed student writing strengths, participants stopped looking for conformity in students’ writing and instead began considering differences in students’ writing as assets. This research contributes to the body of literature aimed at shifting discourses that position students in deficit ways towards more appreciative stances. Further, with limited past research looking into writing teachers' experiences during times of curricular and assessment change in New Zealand and practices of Health School teachers in general, this study provides a valuable contribution to the literature. Implications for teachers and educators are discussed.

year: 2025

title: Re-identification of c. 15 700 cal yr BP tephra bed at Kaipo Bog, eastern North Island: implications for dispersal of Rotorua and Puketarata tephra beds.

authors: Shane, Phil A.R.

subjects: Tephra

abstract: A 10 mm thick, c. 15 700 calendar yr BP (c. 13 100 14C yr BP) rhyolitic tephra bed in the well-studied montane Kaipo Bog sequence of eastern North Island was previously correlated with Maroa-derived Puketarata Tephra. We revise this correlation to Okataina-derived Rotorua Tephra based on new compositional data from biotite phenocrysts and glass. The new correlation limits the known dispersal of Puketarata Tephra (sensu stricto, c. 16 800 cal yr BP) and eliminates requirements to either reassess its age or to invoke dual Puketarata eruptive events. Our data show that Rotorua Tephra comprises two glass-shard types: an early-erupted low-K2O type that was dispersed mostly to the northwest, and a high-K2O type dispersed mostly to the south and southeast, contemporary with late-stage lava extrusion. Late-stage Rotorua eruptives contain biotite that is enriched in FeO compared with biotite from Puketarata pyroclastics. The occurrence of Rotorua Tephra in Kaipo Bog (100 km from the source) substantially extends its known distribution to the southeast. Our analyses demonstrate that unrecognised syn-eruption compositional and dispersal changes can cause errors in fingerprinting tephra deposits. However, the compositional complexity, once recognised, provides additional fingerprinting criteria, and also documents magmatic and dispersal processes.

text: Re-identification of c. 15 700 cal yr BP tephra bed at Kaipo Bog, eastern North Island: implications for dispersal of Rotorua and Puketarata tephra beds. A 10 mm thick, c. 15 700 calendar yr BP (c. 13 100 14C yr BP) rhyolitic tephra bed in the well-studied montane Kaipo Bog sequence of eastern North Island was previously correlated with Maroa-derived Puketarata Tephra. We revise this correlation to Okataina-derived Rotorua Tephra based on new compositional data from biotite phenocrysts and glass. The new correlation limits the known dispersal of Puketarata Tephra (sensu stricto, c. 16 800 cal yr BP) and eliminates requirements to either reassess its age or to invoke dual Puketarata eruptive events. Our data show that Rotorua Tephra comprises two glass-shard types: an early-erupted low-K2O type that was dispersed mostly to the northwest, and a high-K2O type dispersed mostly to the south and southeast, contemporary with late-stage lava extrusion. Late-stage Rotorua eruptives contain biotite that is enriched in FeO compared with biotite from Puketarata pyroclastics. The occurrence of Rotorua Tephra in Kaipo Bog (100 km from the source) substantially extends its known distribution to the southeast. Our analyses demonstrate that unrecognised syn-eruption compositional and dispersal changes can cause errors in fingerprinting tephra deposits. However, the compositional complexity, once recognised, provides additional fingerprinting criteria, and also documents magmatic and dispersal processes.

year: 2003-12-01

title: Wāhine Whaiora: Māori Women's Experiences of Bipolar Disorder and their Pathways to Recovery

authors: Harris, Parewahaika Erenora Te Korowhiti

subjects: Māori health

abstract: This research examines the unique, lived experiences of wāhine Māori (Māori women) who have been diagnosed with bipolar affective disorder and who are currently living ‘well’. Recent literature indicates that Māori present at higher rates than non-Māori with bipolar disorder. However, there is little qualitative information about the nature of their experiences, as well as sparse detail of the impacts that bipolar has on their everyday living.

The purpose of this research is to highlight Māori women’s experiences of bipolar disorder from initial presentation and assessment through to diagnosis, treatment and recovery.  It focuses on the impact bipolar disorder has on women’s relationships with their tamariki (children), whānau (family), and partners, while also exploring social and personal impacts, help-seeking patterns, and stories of recovery.
This research heard the stories of 11 wāhine Māori using a narrative-storying technique to allow wāhine to share their unique experiences as they recalled them. A thematic analysis was then used to identify key themes that depicted their journeys of:

•	Illness and symptom presentation;
•	Consequences and impacts of bipolar disorder; 
•	Support and help-seeking; and
•	Wellness and recovery.

The intent of this research is to create an awareness of the nature of bipolar disorder as it affects wāhine Māori. It endeavours to expose the experiences they have encountered and their aspirations to be better supported by whānau, and community organisations in their attempts to live active and well lives.

text: Wāhine Whaiora: Māori Women's Experiences of Bipolar Disorder and their Pathways to Recovery This research examines the unique, lived experiences of wāhine Māori (Māori women) who have been diagnosed with bipolar affective disorder and who are currently living ‘well’. Recent literature indicates that Māori present at higher rates than non-Māori with bipolar disorder. However, there is little qualitative information about the nature of their experiences, as well as sparse detail of the impacts that bipolar has on their everyday living.

The purpose of this research is to highlight Māori women’s experiences of bipolar disorder from initial presentation and assessment through to diagnosis, treatment and recovery.  It focuses on the impact bipolar disorder has on women’s relationships with their tamariki (children), whānau (family), and partners, while also exploring social and personal impacts, help-seeking patterns, and stories of recovery.
This research heard the stories of 11 wāhine Māori using a narrative-storying technique to allow wāhine to share their unique experiences as they recalled them. A thematic analysis was then used to identify key themes that depicted their journeys of:

•	Illness and symptom presentation;
•	Consequences and impacts of bipolar disorder; 
•	Support and help-seeking; and
•	Wellness and recovery.

The intent of this research is to create an awareness of the nature of bipolar disorder as it affects wāhine Māori. It endeavours to expose the experiences they have encountered and their aspirations to be better supported by whānau, and community organisations in their attempts to live active and well lives.

year: 2014