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A global concern in recent years has been the formal incorporation of computing and digital technology subjects into high school curricula. Despite many initiatives to make these subjects accessible to students, significant barriers to uptake remain in many countries. In this study we convened a panel of 32 academic, research, and other experts from several countries, to participate in a three round Delphi study with the goal of identifying ways to improve student participation for high school computer science and programming subjects in New Zealand. The study explored barriers and challenges, potential solutions and future scenarios, as well as implementation ideas for the most important solutions across five domains: Computer Science and Programming Standards, Resources, Support, Assessment, and Student-centred factors. Together these three Delphi rounds were synthesized into a framework summarizing challenges and potential solutions, including suggestions relating to the implementation of those solutions, alongside key aspects of a likely and a desirable future scenario regarding high school computing in New Zealand. The framework, which is the major result of this study, was designed with the intention to summarise and present potential ways to increase student participation and engagement for computer science and programming standards. We hope that this framework will be of interest to government, teachers, schools, industry, universities and other key stakeholders.

Learners with disabilities are often denied field-based learning experiences in naturalistic disciplines. Geology can present substantial barriers due to rugged terrain in difficult-to-reach locations. In 2014, a field trip was executed with the dual purpose of 1) designing inclusion in field learning and 2) demonstrating to college faculty an accessible field experience. Direct observations of participants on the trip, as well as pre- and post-trip focus groups, illuminate the student and faculty field learning experience. Geoscience faculty have little guidance or support in understanding what disability is, how to reconcile accommodation with field-geology learning goals, and they cited instances where disability service providers acted as gatekeepers. The net effect of these ontologies is to reduce faculty empathy with, and thus their ability to be inclusive of, students with disabilities in field settings. Recommendations for instructors include taking campus disability-services administrators on field trips, opening and maintaining communications with disability service providers, and designing pedagogically sound field trips that align as much as possible to principles of universal design. An advocacy approach is described, which focuses on the students and the educational process, instead of on institutional compliance. Finally, geoscience faculty should conceptualize disability service providers as accessibility service providers. Keywords: field trips, Earth science, accessibility, inclusive, disabilities.

In looking for further understanding of how teacher-educators enhance their professional knowledge and expertise, this paper explores how involvement in a design-based study focused on implementing pedagogies of practice occasioned learning. Driven by our desire to prepare beginning teachers to do the work of ambitious mathematics teaching, we explore the affordances and constraints when learning to implement cycles of enactment and investigation of public rehearsals within methods and school-based settings. The opening of practice-based spaces, involving rehearsals of practice-based mathematical activities, supported learning from, and with, our colleagues and prospective teachers. Collectively, collaboration and inquiry within practice-based settings occasioned new possibilities of being a teacher-educator; possibilities that are more inclusive and responsive to the diversity of our prospective teachers' learning and to that of the students they will teach.

Background: Access to timely, age-appropriate palliative care services and end-of-life communication are two standards of care for adolescents and young adults (AYAs) living with cancer where cure is uncertain or unlikely. Health professionals' capacity to facilitate these standards is critical. This study aimed to understand AYA oncology health professionals' experienced practices in, and barriers to, delivering these standards of care across palliative care and end-of-life communication in Australia, New Zealand, and the United Kingdom (UK). Procedure: We invited health professionals to complete a survey examining access, barriers to, and practices around these standards of care. Tailored to local settings, our survey assessed current delivery of palliative care and end-of-life communication services (including advance care planning [ACP]) and barriers to implementation of these. Results: In total, 148 interdisciplinary health professionals participated (89% female overall; 83% female in Australia, 88% female in New Zealand, and 98% female in the UK). Across countries, participants reported that most institutions had an AYA cancer program (74% overall). Introduction to palliative care services was most often prognosis dependent or "not at any uniform time." ACP was less frequently introduced than palliative care. The most endorsed barrier to palliative care team introduction, as well as ACP, was "some team members not knowing how to introduce the topic." Conclusions: Our results indicate that there are common barriers to AYAs receiving palliative care, end-of-life communication, and ACP. Given that health professionals' confidence in this area can enable facilitation of early, age-appropriate communication, resources and training are urgently needed to bridge these practice gaps. [ABSTRACT FROM AUTHOR]

Persistent inequities in mathematics teaching and learning for specific groups of learners are a key challenge for researchers and educators. The use of ability grouping has been common practice in New Zealand mathematics classrooms. However, many researchers (e.g. Boaler and Wiliam 2001; Zevenbergen in 2003) highlight the negative effects of grouping and lack of opportunities for students placed in low-ability groups. The "Developing Mathematical Inquiry Communities" (DMIC) project is a whole-school professional development intervention designed to support a shift towards more inclusive and equitable pedagogy in the mathematics classroom. This article examines the changes in teacher beliefs about ability grouping in mathematics classrooms over time as teachers reconstruct their pedagogical practices as part of DMIC. Analysis of teacher and student interview data illustrates the ways in which the shifts in practice at the beginning of the re-invention contrasted with those at the end of the first year. We use an adaptation of Valsiner's zone theory (Valsiner 1997) to explain how the changed classroom practices supported teachers to enact more equitable practices while also constructing a more expansive view of student capability.

In recent years there have been calls for ambitious mathematics teaching which places student thinking and reasoning at the centre of instruction. Drawing on a larger study concerning implementation of practice-based pedagogies within our initial teacher education mathematics programme, this paper examines the range of opportunities for prospective teachers to practise and explore the role of professional noticing within rehearsal activities. We illustrate how the rehearsal process served to highlight components of professional noticing, namely, making students' thinking visible, eliciting and responding to student thinking, and connecting to mathematical ideas. In looking at exemplars of each of these components, we illustrate how the mathematics teacher educators' coaching moves--prompted by their professional noticing of prospective teachers' learning--supported learning. We conjecture that the learning community's collective exchanges within the rehearsals affirmed more than the "desired" teaching orientation towards professional noticing; these efforts also made explicit the "how", "why" and to "what effect" such an orientation has on diverse mathematics learners.

Scholars, practitioners and educators propose video games as innovative teaching methods to engage geography students. A methodological framework, informed by constructivist learning theory, explored the ability of 'serious' disaster video games to foster student participation in learning within four New Zealand schools. The findings indicate the utilization of video games within the classroom requires further consideration of the teaching and learning processes for both teachers and students. Ultimately, the alignment of video games to constructivism and pedagogical mechanisms of social science suggests the ability of geography to enable deeper discussions and engagement of the curriculum by both students and teachers.

This article provides an overview and critical analysis of "The English Language Learning Progressions (ELLP)" (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place "ELLP" in context through a comparison with "The English Language Learning Framework: Draft" (Ministry of Education, 2005) and "English Language Learning Progressions (ELLP) Pathway Years 1-8" (Ministry of Education, 2020a). Within this review, the structure of "ELLP" is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in "ELLP." Finally, the key issues are summarised and suggestions are made for future research.

Hotel managers in New Zealand do not calculate Human Capital Return on Investment (HCROI) and are unaware if they are over or underinvesting in their HC. While literature reports the complexity of such measurement, given the challenges of attracting, retaining and ongoing training of HC, it is surprising little has been done to examine how HCROI can add value to hotels and how it can be calculated. Hotel practitioners and hospitality researchers must collaborate to examine and define better HCROI and measurement tools to enable hotel managers to make more strategic HC decisions. [ABSTRACT FROM AUTHOR]

Glacio-eustatic cycles lead to changes in sedimentation on all types of continental margins. There is, however, a paucity of sedimentation rate data over eustatic sea-level cycles in active subduction zones. During International Ocean Discovery Program Expedition 375, coring of the upper ∼110 m of the northern Hikurangi Trough Site U1520 recovered a turbidite-dominated succession deposited during the last ∼45 kyrs (Marine Isotope Stages (MIS) 1–3). We present an age model integrating radiocarbon dates, tephrochronology, and δ18O stratigraphy, to evaluate the bed recurrence interval (RI) and sediment accumulation rate (SAR). Our analyses indicate mean bed RI varies from ∼322 yrs in MIS1, ∼49 yrs in MIS2, and ∼231 yrs in MIS3. Large (6-fold) and abrupt variations in SAR are recorded across MIS transitions, with rates of up to ∼10 m/kyr occurring during the Last Glacial Maximum (LGM), and <1 m/kyr during MIS1 and 3. The pronounced variability in SAR, with extremely high rates during the LGM, even for a subduction zone, are the result of changes in regional sediment supply associated with climate-driven changes in terrestrial catchment erosion, and critical thresholds of eustatic sea-level change altering the degree of sediment bypassing the continental shelf and slope via submarine canyon systems. [ABSTRACT FROM AUTHOR]

The revised New Zealand Curriculum (NZC) was introduced in 2007 and seen as an opportunity for schools and communities to work together to provide a curriculum that reflected local needs. The NZC identifies learning areas providing students with the foundation on which they can develop and later specialise. It would be expected that this broad base would be reflected in schools' Charters and Strategic or Annual Plans. A small-scale initial investigation reviewing documentation for 2012 of 16 schools was undertaken. The resulting review identified that the schools' plans focussed primarily on National Standards. There was limited identification of specific Learning Areas other than Literacy and Numeracy in regards to school targets, professional development, budget or school priorities. This review suggests that predictions of the implementation of National Standards in New Zealand schools narrowing the school curriculum is, indeed, becoming a reality.

Interest in curriculum integration (CI) has resurged recently as schools seek to bring together knowledge from separate curriculum areas to create a more holistic, integrated learning experience for students to address the demands of "twenty-first century" learning. As the educational sciences deliver new research on the role of the arts in cognitive development, educators are also refreshing their perspective on what is termed "arts integration". This study set out to investigate the introduction of a curriculum integration model in a secondary school setting, focusing on the arts. The findings indicate that collaborative learning became a powerful strategy for enhancing student's social and motivational skills, specifically that of compromise. For a Curriculum Integration model to succeed in secondary schools there needs to be a paradigm shift in the way that secondary schools structure their timetables and their learning environments.

In a period of student loan scandals and U.S. financial market instability impacting on the cost and availability of student loans, this paper looks at alternative models of higher education funding. In this context, it also considers the level of financial support that the government should provide to higher education.

This article is based on a case study conducted within a newly established Year 7 and Year 8 innovative learning environment (ILE). Drawing on the voices of students and teachers, this article explores ways teachers and students learnt together, collectively moulding a suitable fit for mathematics learning within their ILE. Of interest was how the teachers and students experienced and designed opportunities to learn mathematics afforded by the new spatial environment and co-teaching arrangement. The inclusion of student voice is a valuable addition to the current research concerning ILEs within New Zealand.

Objective: Digital storytelling and other methods of self-expression and autobiography have become an increasingly important tool for those working with young people, including those from migrant, refugee or other 'culturally diverse' backgrounds. A structured scoping review was undertaken to better understand the potential value and challenges of using digital stories to promote the health and well-being of these diverse groups of young people and to identify key knowledge gaps. Design: The review process comprised a systematic search of the literature and strategic consultations with professionals working with young people in the area of sexual and reproductive health promotion and care. A descriptive-analytic method was used to collate and synthesise the literature and apply narrative and thematic analyses. Results: In total, 28 papers were deemed eligible for inclusion. Findings are presented as two analyses: what is known from the literature and key knowledge gaps. Identified themes included the use of digital stories as social activism and as research intervention, recognition of digital stories as complex terrain and recommendations for good practice. Three key gaps of particular relevance to our research aims were identified. These were (1) the lack of digital stories on sexual health and relationships by 'culturally diverse' young people in Australia, (2) the need for discussion of the ethical considerations of using digital storytelling and related methods in sexual health fields and (3) the value of exploring opportunities to employ digital methods as self-representation and autobiography to generate new knowledge and build organisational capacity. Conclusion: As confirmed in discussions with professionals working in the youth, migrant and sexual health sectors, the literature highlighted the many potential applications of digital storytelling to promoting the sexual health and well-being of young people from diverse backgrounds. Additional research is required to understand the particular ethical and contextual issues shaping, and at times constraining, this engagement in specific cultural contexts.

While there can be benefits from having overseas teaching experience, the transition back to New Zealand is not always easy for teachers who have previously gained their initial teaching qualification and certification in New Zealand. Upon returning to New Zealand from teaching in an international context, teachers can find it difficult having their overseas teaching experience and knowledge valued and recognised. This article reports on a study of 40 teachers who, after gaining experience teaching in an international context, transitioned back to New Zealand. Findings illustrated that while their overseas experiences provided benefits for the teachers, their transition back to New Zealand was challenging and, for some, a time of frustration and disillusionment. In particular, the challenges were associated with having their international teaching experiences valued, re-culturing back to the New Zealand educational context and getting recognition for certification and remuneration purposes.

Reforms in education have repeatedly been confronted with the challenge of policy implementation. Recent initiatives in mathematics are no exception. Pressing for fundamental and complex changes to pedagogy, the initiatives demand much from teachers. In this article, we propose a conceptual frame for understanding how teachers and schools work to transform instructional practice. In integrating two aspects usually considered independently in research, we explore the way in which teachers make sense of the reforms, and the means by which schools make implementation possible for teachers. Our investigation focuses on two teachers, and explores how both attempt to enact the spirit of a national numeracy project. The exploration provides important insights about patterns of change in pedagogy that follow on from large-scale reform. (Contains 1 footnote.)

Plantain (Plantago lanceolata L.) has recently been thrust into the limelight as a potential tool for mitigating nitrogen losses from the New Zealand pastoral environment. It is claimed to possess characteristics to reduce nitrogen leaching through both animal and soil-based mechanisms. This review examines the use of plantain in New Zealand pastures and the research that has led to these claims. The focus is on the evaluation of scientific evidence for the mechanisms through which plantain is proposed to reduce nitrate leaching, as well as the research on the implementation of plantain into pastoral farm systems. Plantain clearly increases the urination of grazing animals; a trait not unique to plantain. This review concludes that many research studies supporting the beneficial impact of plantain do not stand up against scientific scrutiny associated with methodology and interpretation of data. It is recommended more research should be undertaken on other pasture species and management tools, that may be more effective alternatives to plantain for nitrogen mitigation in pastures. [ABSTRACT FROM AUTHOR]

Echocardiography education involves the teaching and assessment of multiple competencies to ensure work-ready graduates. To connect these competency standards to professional practice, it is important that the industry expectation around specific entrustable professional activities (EPAs) is determined. In Australia, echocardiography examinations are eligible for Medicare reimbursement when performed by sonographers listed on the Australian Sonographers Accreditation Registry (ASAR), either as an Accredited Medical Sonographer or as an Accredited Student Sonographer. A key criterion for acceptance onto the registry is the completion of, or active enrolment in, an accredited cardiac sonography course. Eligible courses apply for accreditation and are assessed by ASAR against their Standards for Accreditation of Sonographer Courses. This study sought to investigate the existing cardiac EPAs and provide insights into the industry's expectations for graduate cardiac sonographers in Australia. Using an anonymous online survey tool, an invitation to participate was circulated via professional sonography groups and social media platforms. Accredited Medical Sonographers, Accredited Student Sonographers or interested stakeholders (academic, employer, medical specialist) working in Australia or New Zealand were invited to complete the survey. Survey questions were structured around the existing EPAs and knowledge items described in published sonography competency documents. Participants were asked if each individual EPA should be considered appropriate at the threshold of graduation, or at a higher level following a period of working in the profession. There were 211 cardiac sonographers who completed the survey. The majority of respondents (148 of 211, 72.2%) indicated that the current EPAs should be updated. At 80% agreement, the following EPAs were considered essential for the graduate: left ventricular structure and function, right ventricular structure and function, atrial size, valvular disease, systemic hypertension, cardiomyopathies, diseases of the aorta, coronary artery disease, pulmonic hypertension, and basic congenital heart disease. This list is more extensive than the current ASAR-endorsed EPAs, and the findings in this research will guide the revision of current ASAR-endorsed EPAs for graduate-level cardiac sonography. The results of this study show Accredited Medical Sonographers completing a cardiac sonography course in Australia should be entrusted to perform a wide range of examinations however, greater alignment between educational providers, ASAR and industry is still required. [ABSTRACT FROM AUTHOR]

Background: Although exclusive breastfeeding is recommended for the first six months of life, research suggests that breastfeeding initiation rates and duration among Indigenous communities differ from this recommendation. Qualitative studies point to a variety of factors influencing infant feeding decisions; however, there has been no collective review of this literature published to date. Therefore, the objective of this scoping review was to identify and summarize the qualitative literature regarding Indigenous infant feeding experiences within Canada, the United States, Australia, and Aotearoa. Methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses- Scoping Reviews and the Joanna Briggs Institute Guidelines, in October 2020, Medline, Embase, CINAHL, PsycINFO, and Scopus were searched for relevant papers focusing on Indigenous infant feeding experiences. Screening and full-text review was completed by two independent reviewers. A grey literature search was also conducted using country-specific Google searches and targeted website searching. The protocol is registered with the Open Science Framework and published in BMJ Open. Results: Forty-six papers from the five databases and grey literature searches were included in the final review and extraction. There were 18 papers from Canada, 11 papers in the US, 9 studies in Australia and 8 studies conducted in Aotearoa. We identified the following themes describing infant feeding experiences through qualitative analysis: colonization, culture and traditionality, social perceptions, family, professional influences, environment, cultural safety, survivance, establishing breastfeeding, autonomy, infant feeding knowledge, and milk substitutes, with family and culture having the most influence on infant feeding experiences based on frequency of themes. Conclusions: This review highlights key influencers of Indigenous caregivers' infant feeding experiences, which are often situated within complex social and environmental contexts with the role of family and culture as essential in supporting caregivers. There is a need for long-term follow-up studies that partner with communities to support sustainable policy and program changes that support infant and maternal health. [ABSTRACT FROM AUTHOR]

Teachers' perceptions of students' capabilities are particularly important in efforts to support ambitious instructional reforms. In this paper, we explore one teacher's efforts to resolve conflicts and tensions as she engages with new practices associated with ambitious mathematics teaching. While many conflicts arose in the first year of the intervention, the teacher's linear inquiry stance, focused on prescribed solutions rather than action and reflection on problems of practice, meant that deficit framings of students remained largely unchallenged. Supporting the development of an inquiry stance that problematises current structures and practices, and enables systematic exploration of conflicts, is key to challenging teachers' perceptions.

There is increasing recognition that the underachievement of Maori, Pasifika, and other diverse students in New Zealand schools is in large part owing to systemic factors that disadvantage these students. Responding to the urgent need for significant change in our schools and classrooms, the developing mathematical inquiry communities model is a research-based approach to mathematics teaching involving culturally responsive and culturally sustaining pedagogical practices that reflect ambitious teaching and complex instruction. The approach is comprehensive and complex, involving a set of interrelated components and practices aimed at improving teaching, learning, equity, and student outcomes. Although transforming pedagogical practices is challenging, such transformation is essential to ensure that equitable outcomes are achieved for all students.

The practice of grouping mathematics students by perceived levels of attainment, commonly referred to by teachers as ability grouping, is a contentious and long-standing topic of debate in education. Responses from a survey of 102 mathematics support teachers affirm the widespread use of ability grouping within New Zealand primary school mathematics classroom. This contrasts recent literature that suggest changes towards more flexible heterogeneous grouping practices aligned with collaborative problem-solving learning environments will better support equitable and productive learning opportunities. In this paper, we explore teachers' levels of satisfaction with current grouping practices, with a view to understanding the potential for changes. The mathematics support teachers indicate that postgraduate study, experimentation within their own classrooms, and success working with problem-solving group tasks with struggling students have all served to prompt their rethinking of grouping practices. However, responses also point to teachers' uncertainty around change, the desire for extended professional learning support and exemplars of alternative practices, and the importance of whole-school leadership within a change process. It is clear that multi-levels of influence will be needed to disrupt embedded practices of ability grouping that currently serve to exclude and marginalise groups of disadvantage groups of students.

Research ethics guidelines grew out of several infamous episodes where research subjects were exploited. There is significant international synchronization of guidelines. However, indigenous groups in New Zealand, Canada and Australia have criticized these guidelines as being inadequate for research involving indigenous people and have developed guidelines from their own cultural perspectives. Whilst traditional research ethics guidelines place a lot of emphasis on informed consent, these indigenous guidelines put much greater emphasis on interdependence and trust. This article argues that traditional guidelines are premised on relationships of equal power, and that often the researcher has more power that is not fully equalized by providing information. Where there is a relationship of unequal power, then focusing on interdependence and trust is more likely to achieve ethical safety. We illustrate this thesis by describing the detail of a research project looking at the use of interpreters, where we video-recorded live consultations and then interviewed the patient, interpreter and doctor. We conclude by suggesting that mainstream research ethics guidelines should pay more attention to the development of a trustworthy relationship between subject and researcher, and that, following the lead from clinical medicine, we should develop a culturally competent ethical framework for research on human subjects.

Literacy skills acquired during the first years of schooling have been recognised as the key to students' learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected New Zealand schools to take part in 10-week programmes designed to provide an intensive intervention in literacy (i.e. reading and writing) and numeracy. This article summarises the results from the part of the programme which focused on reading. The findings indicate that Year 1 and Year 2 students significantly increased their reading ability over the 10 weeks. The survey data, interviews and teachers' journals revealed that the critical aspect of this success was teachers having time to meet individual students' specific learning needs. At the school level the programme was lauded as successful. Importantly, these findings have implications not only for how principals allocate teacher time but also for policy-makers when considering how to support schools in addressing the needs of those students who have not made the expected progress in their literacy development in their first years of education.

Waipouaite, Ca3 (V 4.5 4 + V 0.5 5 + ) O9[(Si2O5(OH)2][Si3O7.5(OH)1.5]·11H2O, is a new mineral from the Aranga Quarry, Northland Region, New Zealand. It occurs in basalt as overgrowths on thompsonite-Ca and chabazite-Ca and as inclusions within calcite and okenite. It forms dark olive green to almost black prismatic crystals to 0.3 mm in length. Crystals are transparent to translucent with a vitreous luster. The Mohs hardness is ~2, and the measured density is 2.24(2) g/cm3. The new mineral is biaxial (+), with α = 1.620(5), β = 1.622(5), γ = 1.628(5) (white light). The calculated 2V is 60.2°. Dispersion could not be observed. The optical orientation is Z = b. Pleochroism is X blue-green, Y olive green, Z olive; X > Y >> Z. Electron microprobe analyses gave the empirical formula (based on 36 O apfu) (Ca2.90Na0.05K0.04Sr0.01)Σ3.00 (V 4.60 4 + V 0.44 5 + ) Σ 5.04 (Si4.97Al0.02)Σ4.99O21.45OH3.55·H2O11.00. Waipouaite is monoclinic, P21/c, a = 12.843(3), b = 23.589(5), c = 11.560(2) Å, β = 115.54(3)°, V = 3160.0(13) Å3, and Z = 4. The eight strongest reflections in the X-ray powder diffraction pattern are [dobs in Å (I) (hkl)]: 11.78 (100) (020, 100), 9.54 (16) (011), 7.85 (19) (021), 6.29 (32) (031), 5.92 (31) (040), 5.22 (21) (1 22), 3.140 (18) (3 33), 2.850 (17) (180, 242). The crystal structure was refined using synchrotron single-crystal X-ray data to R1 = 6.85% for 6594 reflections with I>2σI. Waipouaite is the first natural polyoxovanadosilicate and has a novel structure based on [(V4+,V5+)5OI7] polyoxovanadate units, which are unique in natural and synthetic phases. Synthesis of polyoxovanadosilicates has proved to be a great challenge, and the discovery of waipouaite demonstrates that these compounds can form under natural conditions. [ABSTRACT FROM AUTHOR]

Managing mathematical discussion is known to be challenging for novice teachers. Coaching within student teacher rehearsals of teaching has been shown to develop mathematics teaching practice, but can be time consuming. To examine how coaching using questions could assist novice teachers to promote mathematical thinking and discussions within time-constrained programmes, videos of rehearsals, reflective debriefs, and student teacher surveys were collected across a range of courses over 4 years. Findings included that student teacher roles in rehearsals were enhanced through coaching with questions and co-construction was enabled. Coaching questions exposed effective practice, particularly in relation to orchestrating mathematical discussion, enabling student teachers to reflect, discuss, make decisions, and immediately trial teaching strategies. Questions appeared to lengthen rehearsals but improved their effectiveness through enhancing participation and enabling co-construction of meaning. Findings indicate that questions used in coaching of rehearsals inform and empower novice teachers, essential factors within initial teacher education for equitable and ambitious mathematics teaching.