title: A comparison of system monitoring methods, passive network monitoring and kernel instrumentation

authors: Moore, A.W.

abstract: This paper presents the comparison of two methods of system monitoring, passive network monitoring and kernel instrumentation. The comparison is made on the basis of passive network monitoring being used as a replacement for kernel instrumentation in some situations. Despite the fact that the passive network monitoring technique is shown to perform poorly as a direct replacement for kernel instrumentation, this paper indicates the areas where passive network monitoring could be used to the greatest advantage and presents methods by which the discrepancies between results of the two techniques could be minimised.

text: A comparison of system monitoring methods, passive network monitoring and kernel instrumentation This paper presents the comparison of two methods of system monitoring, passive network monitoring and kernel instrumentation. The comparison is made on the basis of passive network monitoring being used as a replacement for kernel instrumentation in some situations. Despite the fact that the passive network monitoring technique is shown to perform poorly as a direct replacement for kernel instrumentation, this paper indicates the areas where passive network monitoring could be used to the greatest advantage and presents methods by which the discrepancies between results of the two techniques could be minimised.

year: 1996

title: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools

authors: Langley, Dene John

subjects: classroom culture

abstract: Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

text: Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs.
The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture.
The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. 
It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so.
Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice.

The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims.

Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

year: 2009

title: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand.

authors: Cranston, Shirley Ann

subjects: Te Kotahitanga Phase 3

abstract: This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

text: Te Kotahitanga Phase 3 School Reform: The impact of a professional development programme within a large, multi-cultural, secondary school in New Zealand. This thesis examines the impact of Te Kotahitanga on leaders, teachers and Māori students within the context of a large, multi-cultural, secondary school in New Zealand. This school was one of twelve secondary schools invited to join Phase 3 of the Te Kotahitanga Research and Development Project from 2003 to 2010. This initiative aimed to work with teachers and school leaders to improve the engagement and success of Māori students. 
This thesis presents and reflects on qualitative evidence from interviews with the leaders, the Te Kotahitanga facilitation team and teachers in this school. Evidence from the Rongohia te Hau survey and teachers’ classroom walkthroughs provide further qualitative and quantitative evidence.  To observe some of the results of teachers’ work with Māori students, it then discusses Māori students’ Rongohia te Hau survey data and their NCEA results from 2004 – 2010, and post 2010 up to the reactivation of Te Kotahitanga in this school in 2013.
There are three themes that emerged from my findings. The first theme identifies leadership as a key emerging concept and the important role of Rangatira (school leaders) in bringing people together around a common vision. The spread of the programme across the school clearly emerged as the second theme, where this education reform was spread through relationships of whānautanga. Thirdly, the theme of ownership towards sustainability emerged from the findings. Ownership required working as one towards the common unity of purpose (Kotahitanga). The evidence shows that when Te Kotahitanga was fully implemented in this school and it did work during the period of this study and again when Te Kotahitanga was reactivated in 2013. However, although the school had been working on ownership towards sustainability of positive changes, sustainability did not ensue.
This thesis suggests that once a school has established a common vision that is clearly understood by all the leaders and teachers in the school, everyone has to remain committed to that vision. To be successful the moral imperative for any reform towards social justice has to be fully committed to and understood by the leaders of the school and all the teachers.  
This thesis hopes to contribute to the journey other schools might take in their commitment to raising the participation and academic achievement of Māori students.

year: 2018