title: Students' Perceptions of the Secondary Numeracy Project

authors: Thereesha, Fathimath

subjects: Secondary Numeracy Project

abstract: This thesis explores the perceptions and experiences of twenty four Year 9 students from two schools in New Zealand who had participated in the Secondary Numeracy Project. The two schools were in their first year of SNP at the time of data collection. The main focus was on four areas of mathematics learning: group work, equipment, communication and teachers. Data was collected mainly by using semi-structured and clinical interviews. Findings revealed that equipment was particularly important and were used more frequently by students in Low ability group. Students liked using equipment, working in groups and sharing multiple solutions. However, communication was not used much as a means of making sense of mathematics in these classrooms. Furthermore the students' responses depended on the ability groups. These findings complemented the work of other researchers who have explored students' perspectives at the primary level. These findings suggest that the SNP would be more successful if students were explicitly taught good communication and cooperative learning skills.

text: Students' Perceptions of the Secondary Numeracy Project This thesis explores the perceptions and experiences of twenty four Year 9 students from two schools in New Zealand who had participated in the Secondary Numeracy Project. The two schools were in their first year of SNP at the time of data collection. The main focus was on four areas of mathematics learning: group work, equipment, communication and teachers. Data was collected mainly by using semi-structured and clinical interviews. Findings revealed that equipment was particularly important and were used more frequently by students in Low ability group. Students liked using equipment, working in groups and sharing multiple solutions. However, communication was not used much as a means of making sense of mathematics in these classrooms. Furthermore the students' responses depended on the ability groups. These findings complemented the work of other researchers who have explored students' perspectives at the primary level. These findings suggest that the SNP would be more successful if students were explicitly taught good communication and cooperative learning skills.

year: 2007

title: The role of thermal tolerance in biological invasion

authors: Wilde, Margot

abstract: Biological invasion and climate change are among the greatest threats to biodiversity currently. Several factors influence what makes a successful invasive species. Among these is the thermal tolerance of the invasive species. An organism’s thermal physiology underpins many aspects of its life, including the habitats in which it can survive, its reproduction and its development. Climate change is increasing global average temperatures at an unprecedented pace, which is increasing thermal stress on virtually all life around the world. These effects are particularly pronounced in ectotherms, which are reliant on environmental temperature to set their body temperature and drive their metabolism. Insects comprise a significant proportion of globally important invasive species. As well as being ectothermic, they have a complex life cycle with a number of developmental stages, all of which may be influenced by environmental temperatures. Invasive species can often tolerate or adapt to a broad range of environmental conditions. They may therefore be expected to have a broader thermal tolerance than their native counterparts, and than other invasives that have a narrower invaded range.  

This research used a blowfly model to investigate how thermal tolerance differed across temperatures, using a static temperature assay to measure thermal knockdown time. Key foci included the effects of both developmental heat acclimation and adult heat tolerance on thermal performance.  In Chapter 2, variation in adult heat tolerance was assessed across three temperatures (41℃, 42℃, 43℃) in five blowfly species invasive to New Zealand. I found that the two more globally invasive species in the study exhibited higher heat tolerance than the three less invasive Calliphora species, whose native ranges are generally more temperate. In Chapter 3, the effect of developmental temperature on adult knockdown time in a single species (Calliphora stygia) was assessed. I showed that C. stygia reared at the lowest temperature (18℃) had the highest knockdown time and the smallest body size, while those reared at 26℃ 1 exhibited  the shortest knockdown time and an intermediate body size, with those reared at 22℃ being the largest.   

Collectively, my results indicate that adult heat tolerance varies between invasive blowfly species, but that developmental acclimation temperature may not have a significant effect on adult heat tolerance. Given the increasing global temperatures seen with climate change, the effects of invasive species are likely to increase, with some species likely to do better than others in a warming world. Thermal performance will undoubtedly play a role in filtering out the ‘winners’ and ‘losers’, therefore further research into both heat and cold tolerance in both laboratory and field settings are crucial.

text: The role of thermal tolerance in biological invasion Biological invasion and climate change are among the greatest threats to biodiversity currently. Several factors influence what makes a successful invasive species. Among these is the thermal tolerance of the invasive species. An organism’s thermal physiology underpins many aspects of its life, including the habitats in which it can survive, its reproduction and its development. Climate change is increasing global average temperatures at an unprecedented pace, which is increasing thermal stress on virtually all life around the world. These effects are particularly pronounced in ectotherms, which are reliant on environmental temperature to set their body temperature and drive their metabolism. Insects comprise a significant proportion of globally important invasive species. As well as being ectothermic, they have a complex life cycle with a number of developmental stages, all of which may be influenced by environmental temperatures. Invasive species can often tolerate or adapt to a broad range of environmental conditions. They may therefore be expected to have a broader thermal tolerance than their native counterparts, and than other invasives that have a narrower invaded range.  

This research used a blowfly model to investigate how thermal tolerance differed across temperatures, using a static temperature assay to measure thermal knockdown time. Key foci included the effects of both developmental heat acclimation and adult heat tolerance on thermal performance.  In Chapter 2, variation in adult heat tolerance was assessed across three temperatures (41℃, 42℃, 43℃) in five blowfly species invasive to New Zealand. I found that the two more globally invasive species in the study exhibited higher heat tolerance than the three less invasive Calliphora species, whose native ranges are generally more temperate. In Chapter 3, the effect of developmental temperature on adult knockdown time in a single species (Calliphora stygia) was assessed. I showed that C. stygia reared at the lowest temperature (18℃) had the highest knockdown time and the smallest body size, while those reared at 26℃ 1 exhibited  the shortest knockdown time and an intermediate body size, with those reared at 22℃ being the largest.   

Collectively, my results indicate that adult heat tolerance varies between invasive blowfly species, but that developmental acclimation temperature may not have a significant effect on adult heat tolerance. Given the increasing global temperatures seen with climate change, the effects of invasive species are likely to increase, with some species likely to do better than others in a warming world. Thermal performance will undoubtedly play a role in filtering out the ‘winners’ and ‘losers’, therefore further research into both heat and cold tolerance in both laboratory and field settings are crucial.

year: 2025

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012