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: Eruption and emplacement of the 1.3-Ma Ongatiti Ignimbrite, New Zealand:  Regional pathways, particle processes, and pumice evolution associated with a large-volume pyroclastic flow deposit

authors: Yousef Zadeh, Elham

abstract: Pyroclastic flows are the most devastating phenomena of explosive volcanic eruptions. These hazardous density currents are able to travel several tens of kilometers radially away from their source as fast, hot density currents. Due to the enveloping ash cloud, it is still impossible to directly study pyroclastic flows, however, their deposits (i.e. ignimbrites) provide useful insight into their internal processes.

The Ongatiti Ignimbrite was sourced from Mangakino caldera (1600-950 ka), the oldest volcanic center in the Taupo Volcanic Zone, North Island, New Zealand. The crystal- and pumice-rich ignimbrite offers a unique opportunity to understand an ancient and large-volume pyroclastic flow as well as more details about particle processes and pumice evolution. The minimum deposit volume for the Ongatiti Ignimbrite has been revised to approximately 720 km³, or 512 km³ dense rock equivalent. Previous studies proposed ages from 1.21 to 1.28 Ma by dating methods, such as ⁴⁰Ar/³⁹Ar, K/Ar, and zircon fission-track. This research used the (U-Th)/He method to determine an age of 1.3 Ma. 

This study has combined field facies analysis and GIS methods to characterize the Ongatiti Ignimbrite. The topographic controls on the spatial distribution of the ignimbrite has been determined to understand pyroclastic flow pathways through valleys and over hills. The Ongatiti Ignimbrite was a landscape-modifying event that covered at least the western North Island and as far away as Auckland and Wellington. It is a welded to non-welded, columnar-jointed, cliff-forming deposit, that has been divided into nine facies based on the variation in pumice and lithic clast abundance, and welding rank. 
This study also focuses on the texture and components of the ignimbrite matrix to better understand the magma fragmentation process, the transportational and depositional dynamics of the gas-ash fluid, and the post-emplacement processes. The microtextures of ignimbrite matrix were described and quantified by using optical microscopy, scanning electron microscopy, synchrotron x-ray microtomography, electron probe microanalysis, and X-ray powder diffraction (XRD).
The matrix is poorly sorted and varies in the size and texture of ash-sized pumice fragments, glass shards, crystals, and lithic clasts. Glass shards range in shape between dominantly platy, Y-shaped, and complex shapes, and in size from a few microns to about 900 microns. The matrix is crystal-rich and comprises primary subhedral to anhedral volcanic crystals (plagioclase, quartz, pyroxene, hornblende, and Ti-Fe oxides and range between 100 to a few 1000 microns in size. The degree of welding in the matrix is defined by crystal-crystal contacts and deformation of glass shards around particles, and the highest degree of welding is shown by moderately deformed shards. 
The physical characteristics and chemical composition of pumice clasts were determined, and the main pumice textures were recognised as vesicular, fibrous, microvesicular and dense type.  Tomographic imaging shows different vesicularities and local crystal arrangement within pumice and ignimbrite. Glass chemical analysis shows two different groups, higher-silica (~80-81 wt%), and high-silica (76-78 wt%). 
The Ongatiti Ignimbrite was emplaced by a super-eruption with a volcanic explosivity index (VEI) of 7, and eruptions of similar size could catastrophically bury a vast area of the North Island. The matrix of the Ongatiti Ignimbrite suggests complex particle interactions within the ash-gas fluid of pyroclastic flows. Microtomographic imaging of ignimbrite components offers new insights into understanding these complex processes.

text: Eruption and emplacement of the 1.3-Ma Ongatiti Ignimbrite, New Zealand:  Regional pathways, particle processes, and pumice evolution associated with a large-volume pyroclastic flow deposit Pyroclastic flows are the most devastating phenomena of explosive volcanic eruptions. These hazardous density currents are able to travel several tens of kilometers radially away from their source as fast, hot density currents. Due to the enveloping ash cloud, it is still impossible to directly study pyroclastic flows, however, their deposits (i.e. ignimbrites) provide useful insight into their internal processes.

The Ongatiti Ignimbrite was sourced from Mangakino caldera (1600-950 ka), the oldest volcanic center in the Taupo Volcanic Zone, North Island, New Zealand. The crystal- and pumice-rich ignimbrite offers a unique opportunity to understand an ancient and large-volume pyroclastic flow as well as more details about particle processes and pumice evolution. The minimum deposit volume for the Ongatiti Ignimbrite has been revised to approximately 720 km³, or 512 km³ dense rock equivalent. Previous studies proposed ages from 1.21 to 1.28 Ma by dating methods, such as ⁴⁰Ar/³⁹Ar, K/Ar, and zircon fission-track. This research used the (U-Th)/He method to determine an age of 1.3 Ma. 

This study has combined field facies analysis and GIS methods to characterize the Ongatiti Ignimbrite. The topographic controls on the spatial distribution of the ignimbrite has been determined to understand pyroclastic flow pathways through valleys and over hills. The Ongatiti Ignimbrite was a landscape-modifying event that covered at least the western North Island and as far away as Auckland and Wellington. It is a welded to non-welded, columnar-jointed, cliff-forming deposit, that has been divided into nine facies based on the variation in pumice and lithic clast abundance, and welding rank. 
This study also focuses on the texture and components of the ignimbrite matrix to better understand the magma fragmentation process, the transportational and depositional dynamics of the gas-ash fluid, and the post-emplacement processes. The microtextures of ignimbrite matrix were described and quantified by using optical microscopy, scanning electron microscopy, synchrotron x-ray microtomography, electron probe microanalysis, and X-ray powder diffraction (XRD).
The matrix is poorly sorted and varies in the size and texture of ash-sized pumice fragments, glass shards, crystals, and lithic clasts. Glass shards range in shape between dominantly platy, Y-shaped, and complex shapes, and in size from a few microns to about 900 microns. The matrix is crystal-rich and comprises primary subhedral to anhedral volcanic crystals (plagioclase, quartz, pyroxene, hornblende, and Ti-Fe oxides and range between 100 to a few 1000 microns in size. The degree of welding in the matrix is defined by crystal-crystal contacts and deformation of glass shards around particles, and the highest degree of welding is shown by moderately deformed shards. 
The physical characteristics and chemical composition of pumice clasts were determined, and the main pumice textures were recognised as vesicular, fibrous, microvesicular and dense type.  Tomographic imaging shows different vesicularities and local crystal arrangement within pumice and ignimbrite. Glass chemical analysis shows two different groups, higher-silica (~80-81 wt%), and high-silica (76-78 wt%). 
The Ongatiti Ignimbrite was emplaced by a super-eruption with a volcanic explosivity index (VEI) of 7, and eruptions of similar size could catastrophically bury a vast area of the North Island. The matrix of the Ongatiti Ignimbrite suggests complex particle interactions within the ash-gas fluid of pyroclastic flows. Microtomographic imaging of ignimbrite components offers new insights into understanding these complex processes.

year: 2020

title: The Te Kotahitanga Observation Tool: Development, use, reliability and validity.

authors: Berryman, Mere

subjects: chool reform

abstract: Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

text: The Te Kotahitanga Observation Tool: Development, use, reliability and validity. Te Kotahitanga is a New Zealand school reform project aimed at improving the pedagogical contexts in mainstream classrooms in which the indigenous Māori students have traditionally been marginalised. It does this by assisting teachers to implement an Effective Teaching Profile. Part of this process uses an observation tool to monitor the degree to which participating teachers are incorporating the interactions and relationships described in the Effective Teaching Profile into their day-to-day teaching. Given the central importance of these tasks, the Te Kotahitanga team undertook to test the observation tool for measurement reliability and validity. In order to undertake this study, the team conducted synchronous observations amongst trainers (the Professional Development Coordinator and Regional Coordinators) to ascertain their level of consistency when using the tool. The team then conducted synchronous observations between trainers and 38 in-school facilitators in the 12 schools involved in Phase 3 of the project. In total 41 teachers were observed and over 200 Māori students were involved in these observations. This study suggests that the tool can produce consistent and reliable results when observers have been effectively trained.

year: 2011