title: Enhancing teachers’ understanding of young students’ learning in technology

authors: Fox-Turnbull, Wendy

subjects: Formative Assessment

abstract: This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

text: Enhancing teachers’ understanding of young students’ learning in technology This paper describes a study of teachers’ understanding of teaching and learning and the formative assessment of students aged 4-7 years of age in technology education. The research aimed at assisting teachers’ understanding of learning in technology through the use of an observation and questioning framework, a tool to formatively assess aspects of technology. This study applied aspects of building learning power to facilitate the development of dispositions and attitudes including the building of students’ confidence and self-belief in their capabilities, within four aspects of learning and across five pre-determined behaviours relevant to technology education. The study employed qualitative research methods to assist teachers in the use of an observation and conversation framework aimed to improve their ability to formatively assess their students and their ability to give specific feedback in technology. The framework was presented to the teachers prior to teaching. Subsequent observations and interviews were used to gauge teachers’ developed understandings of students’ thinking and learning in technology. Their opinions and recommendations for improvements of the framework were also sought. The study shows that framework presented a number of benefits for teachers in two areas. It gave them considerable insight into aspects of technology and how students learn in technology and it also enhanced teachers’ understanding of technology and student behaviours that influence learning.

year: 2017

title: Estimating patterns and rates of coastal cliff retreat around Tauranga Harbour

authors: Garae, Camillia Pauline

subjects: rate of coastal cliff retreat

abstract: Cliffs are common around the shores of Tauranga Harbour, including in the urban areas. The existence of cliffs indicates a potential hazard to people living close to the cliff edge, as they imply both a tendency for the upper surfaces to erode, and for the debris to fall onto lower areas. To identify the relative risk around the harbour shoreline, it is useful to determine the rates and patterns of shoreline erosion.

This study initially determined the shoreline changes between 1943, 1982 and 2011 using a combination of aerial photograph analysis using Digital Shoreline Analysis System (DSAS), airborne LiDAR data and Laser scan data. Long term rate of retreat was determined for the study area with the use of digitised aerial photographs and DSAS applications. Cliff locations are often difficult to determine from aerial photographs due to shadows and vegetation obscuring the ground surface. Hence, LiDAR data were used to initially identify the cliff edge positions in 2011. These results were compared to the 2011 aerial photograph to assess how easily the cliff edge can be identified with the photographs. The inferred cliff edge from the 2011 aerial photograph was digitised in GIS, and the corresponding cliff edge for 1943 was also determined and digitised using stereopairs to aid cliff edge identification. The 1982 aerial photograph was scanned, georeferenced and shoreline digitised. Using the DSAS software, the rates were computed. However, this was also compared to other methods using the intersection points generated from DSAS. Laser scan surveys were conducted to determine surface volume changes to acquire short term rate of retreat at the cliff face. This analysis involved surveys carried out within a period from May 2014, July 2014 – November 2014. The data collected was compared to earlier laser scan data from September 2012 – July 2013 and LiDAR data from September 2011.

Several approaches were used to determine the best estimate of rate of retreat from the DSAS analyses. It was identified that the buffer end-point rate produced the best rate cliff retreat in the study area. The range of rate of retreat using this method was -0.2 ± 0.16 to 0.07 ± 0.16 m.y-1. It was also identified that the Matua Subgroup had the highest rate of erosion within the study area located at South west Matakana Island. The rate was lowest at East Pahoia Peninsula. Although laser scans were conducted only over a short period of time, comparing the dataset to earlier laser scan data a range of rates were obtained -0.01 to 0.02 m.y-1. Although rates were determined for both methods the errors were large and need to be considered.

text: Estimating patterns and rates of coastal cliff retreat around Tauranga Harbour Cliffs are common around the shores of Tauranga Harbour, including in the urban areas. The existence of cliffs indicates a potential hazard to people living close to the cliff edge, as they imply both a tendency for the upper surfaces to erode, and for the debris to fall onto lower areas. To identify the relative risk around the harbour shoreline, it is useful to determine the rates and patterns of shoreline erosion.

This study initially determined the shoreline changes between 1943, 1982 and 2011 using a combination of aerial photograph analysis using Digital Shoreline Analysis System (DSAS), airborne LiDAR data and Laser scan data. Long term rate of retreat was determined for the study area with the use of digitised aerial photographs and DSAS applications. Cliff locations are often difficult to determine from aerial photographs due to shadows and vegetation obscuring the ground surface. Hence, LiDAR data were used to initially identify the cliff edge positions in 2011. These results were compared to the 2011 aerial photograph to assess how easily the cliff edge can be identified with the photographs. The inferred cliff edge from the 2011 aerial photograph was digitised in GIS, and the corresponding cliff edge for 1943 was also determined and digitised using stereopairs to aid cliff edge identification. The 1982 aerial photograph was scanned, georeferenced and shoreline digitised. Using the DSAS software, the rates were computed. However, this was also compared to other methods using the intersection points generated from DSAS. Laser scan surveys were conducted to determine surface volume changes to acquire short term rate of retreat at the cliff face. This analysis involved surveys carried out within a period from May 2014, July 2014 – November 2014. The data collected was compared to earlier laser scan data from September 2012 – July 2013 and LiDAR data from September 2011.

Several approaches were used to determine the best estimate of rate of retreat from the DSAS analyses. It was identified that the buffer end-point rate produced the best rate cliff retreat in the study area. The range of rate of retreat using this method was -0.2 ± 0.16 to 0.07 ± 0.16 m.y-1. It was also identified that the Matua Subgroup had the highest rate of erosion within the study area located at South west Matakana Island. The rate was lowest at East Pahoia Peninsula. Although laser scans were conducted only over a short period of time, comparing the dataset to earlier laser scan data a range of rates were obtained -0.01 to 0.02 m.y-1. Although rates were determined for both methods the errors were large and need to be considered.

year: 2015

title: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools

authors: Kallahar, David

abstract: Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

text: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

year: 2020