title: Age discrimination and working life: Perspectives and contestations - a review of the contemporary literature

authors: Wood, Geoffrey

abstract: This review highlights some of the principal issues and debates surrounding age discrimination at the workplace. Essentially, the existing research in this area can be divided into three broad, although somewhat overlapping, categories. The first explores the underlying causes and consequences of age discrimination at the workplace from one or other theoretical tradition. The second broad body of literature encompasses empirical studies which document the nature and extent of age discrimination, based on the use of official statistics, and/or firm-level survey evidence. The third explores the effects of various governmental initiatives to reduce the incidence of age discrimination and policy options in this area. Even though age discrimination is widely accepted to be prevalent, its causes are rather more contentious. Age discrimination has variously been ascribed to market imperfections, the product of rational choices and the effects of long-term changes in the nature of the economy. Policy interventions may be prompted by economic pressure, demographic changes or cultural shifts, and have involved voluntary codes as well as legislation. Although voluntary codes have generally proved ineffective, the literature indicates that more formal regulations may still have only limited efficacy, underscoring the deeply rooted nature of age discrimination in society.

text: Age discrimination and working life: Perspectives and contestations - a review of the contemporary literature This review highlights some of the principal issues and debates surrounding age discrimination at the workplace. Essentially, the existing research in this area can be divided into three broad, although somewhat overlapping, categories. The first explores the underlying causes and consequences of age discrimination at the workplace from one or other theoretical tradition. The second broad body of literature encompasses empirical studies which document the nature and extent of age discrimination, based on the use of official statistics, and/or firm-level survey evidence. The third explores the effects of various governmental initiatives to reduce the incidence of age discrimination and policy options in this area. Even though age discrimination is widely accepted to be prevalent, its causes are rather more contentious. Age discrimination has variously been ascribed to market imperfections, the product of rational choices and the effects of long-term changes in the nature of the economy. Policy interventions may be prompted by economic pressure, demographic changes or cultural shifts, and have involved voluntary codes as well as legislation. Although voluntary codes have generally proved ineffective, the literature indicates that more formal regulations may still have only limited efficacy, underscoring the deeply rooted nature of age discrimination in society.

year: 2008

title: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact

authors: McChesney, Katrina

subjects: Social Sciences

abstract: Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

text: What gets in the way? A new conceptual model for the trajectory from teacher professional development to impact Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers’ perceptions of the factors that influenced the impacts of a range of professional development activities in which they had participated. Constructivist grounded theory analysis of qualitative data provided by 131 teachers (reflecting 15 nationalities) led to the development of a new conceptual model for the trajectory from teacher professional development activities to student impacts. The model involved five stages: intended professional development, received professional development, accepted professional development, applied professional development and student impacts. Various barriers influenced whether professional development was able to progress to each successive stage; the current data provided particular insight into the structural barriers that determined whether intended professional development was actually received by teachers and the acceptance barriers that determined whether received professional development was actually accepted by teachers. The new model extends existing frameworks by highlighting the importance of contextual influences on teacher professional development and providing further specificity regarding some of the gatekeeping factors that influence the outcomes of teacher professional development.

year: 2019

title: Tuururu: Owl poem

authors: August, Tipene

subjects: toikupu

abstract: Poem composed by Tipene August.

text: Tuururu: Owl poem Poem composed by Tipene August.

year: 2001-02