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Student self-beliefs can shape their self-efficacy and influence achievement. Further, student self-beliefs can be influenced by teachers' own beliefs and expectations for their students. Yet, the relations between teacher expectations, teacher and student gender, student mathematics achievement outcomes and self-efficacy have been little explored. Aotearoa New Zealand intermediate school students (n = 1314) and their teachers (n = 73) from three urban schools ranging in ethnicity and socioeconomic status, were surveyed at the beginning and end of one school year regarding their beliefs about and expectations of mathematics achievement, and student mathematics achievement was measured. ANOVAs determined that all teachers held greater expectations of their female as compared to male students' mathematics achievement. No differences in self-efficacy to meet mathematics expectations or in self-efficacy to achieve in mathematics were demonstrated at the beginning of the year by student gender. However, boys exceeded girls in these regards by the years' end. When student self-efficacy to meet expectations in mathematics was examined by teacher gender, male students demonstrated greater levels than female students at both year points in female teachers' classes, suggesting the influence of teacher gender on student beliefs. Greater self-efficacy in mathematics organisation was evidenced for female students in both male and female teachers' classes. Interestingly, no statistically significant difference in student mathematics achievement was noted by student gender either between or within the classes of male and female teachers. Student mathematics self-beliefs and achievement outcomes, their association with teacher and student gender, and implications for student futures are discussed.

Critical thinking (CT) is increasingly included within education curriculum policy development to support students' intellectual progress. Teachers who embed CT learning and are cognisant of students cultural identity increase their ability and aptitude to think critically. This paper reports results from an anonymous survey administered to 490 teacher participants, designed to investigate teacher beliefs regarding the impact of students cultural identity on their ability to think critically. The results of the study found a diversity of teacher opinion, including negative attitudes (53%) regarding students' abilities and the requirement for a culturally responsive teaching approach. The study highlights the complexities of implementing CT, and the need for policy makers to consider the impact of teachers' beliefs about student cultural identity before effective delivery of CT in secondary schools is likely to occur.

Literature shows cooperative learning has positive benefits for students' learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of students appeared to be more vulnerable or susceptible to teacher expectations. The current study aimed to investigate whether students' gender and minority background were moderators of teacher expectation effects for both academic outcomes and self-concept and subjective task value in the mathematics domain. The study is based on a sample of 1663 students (Grades 6 and 7) in 42 classes from three intermediate schools in New Zealand. Multilevel modeling was applied using MLwiN software. First, after controlling for students' beginning-of-year mathematics achievement, teacher expectations were higher for Asian and lower for Maori, compared with New Zealand European students. Expectations within the domain of mathematics, however, were higher for girls than for boys. Second, teachers' beginning-year expectations were predictive of achievement and self-concept of students at end-of-year, after controlling for beginning-of-year achievement and self-concept. Teachers' expectations were, however, not predictive of end-of-year intrinsic and utility value. Third, we did not find evidence for moderation effects of students' gender and minority background. These findings imply that despite the roughly similar magnitude of teacher expectation effects for various student groups, teacher expectations may contribute to gaps in students' achievement and self-concept because of differential expectations at the beginning of the year.

Purpose: This paper aims to convey and analyze participants' experience of an online mindfulness-based workplace wellness program, The Wellbeing Protocol, during the COVID-19 pandemic outbreak, with the aim of understanding the underlying mechanisms of how the program impacted stress, burnout and mental wellbeing. Design/methodology/approach: New Zealand teachers participated in an online mindfulness-based wellness program in 2020. Participants' experience was captured via focus groups and open-ended survey questions collected before, immediately after and three months following the intervention. The data were analyzed using thematic analysis. Findings: Three themes emerged--self-awareness and nonreactivity may facilitate a reduction in stress levels, the purposeful cultivation of self-care and positive emotions may be a precursor to enhanced wellbeing and positive relationships with others and evidence of effectiveness at work may mitigate burnout symptoms. Findings depicted effective strategies to improve wellbeing as well as promising areas for further research. Practical implications: For school settings--participants' positive appraisals of the program suggest The Wellbeing Protocol might be a suitable option to support teacher wellbeing. For workplaces: the positive outcomes related to improved effectiveness and relationships at work, as well as the program's flexibility related to its short length and online delivery, might make it a potential option to support employee wellbeing. Originality/value: To the best of the authors' knowledge, this is the first study to investigate the impact of a mindfulness-based intervention on New Zealand teachers, the first to explore the impact of the Wellbeing Protocol and one of few studies that have investigated an online mindfulness-based intervention. It has multiple qualitative data sources and a follow-up of three months.

This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The 'high-stakes' academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- to 18-year-old students in the national qualification within these schools. The extent of the effectiveness of the middle leadership practices in these departments was investigated using individual questionnaires for each middle leader and the teachers who reported to them. This paper reports the results of the statistical analyses of the questionnaire compared with the aggregated academic results for students by department and finds specific middle leadership practices that were strongly associated with improved academic results. In schools where students were socially disadvantaged, the statistical significance of the results was greater. This study contributes to the previous schooling improvement literature on department effectiveness by enhancing our understanding of why students in departments in the same high school perform differently and how effective middle leaders can impact positively the student academic outcomes.

Teachers, schools, and the wider education system have a responsibility to nurture young people's identity development and to optimise youth wellbeing. For the study, 10 adolescents shared their experiences and perspectives of identity development and the extent to which their identity impacted on their wellbeing and subsequent learning experiences. The adolescents' perceptions of identity directly informed the way they felt about themselves and thus impacted directly on their wellbeing. Identity and wellbeing had implications for learners' dispositions and motivation to learn; students who had a positive sense of identity and wellbeing felt more positively about their learner identity and were more engaged in learning.

The purpose of this study was to investigate the nature and understanding of online talk in a New Zealand primary-school context. This research consisted of a small-scale case study of the #NZReadaloud, a pre-existing literacy programme, over 6 weeks in mid-2020. A private online group on the education platform Edmodo was established where 14 students and four teachers participating in the study could discuss a text being read aloud in their classrooms. These discussions, along with eight follow-up interviews, were analysed to seek patterns and draw conclusions about the nature of online talk in this context. A key finding from this study showed that online talk was well liked by teachers and students, but that this did not translate into greater amounts or a more interactive style of participation. Allocated time for explicit teaching and modelling of how to talk online is important. Data from this study could be used in future research or as background when planning online literacy discussions.

This article reports on the final phase of a three-phase project and investigates the characteristics of high-achieving students at a university. It also reports student evaluations of a low-cost program aimed at supporting them, assesses their levels of satisfaction, and evaluates the applicability of the program across three institutions in the tertiary sector in New Zealand. Quantitative data were collected from 126 participants prior to the introduction of the program and 55 participants were interviewed. End-of-year data were gathered via a questionnaire and one focus group interview. The findings indicated that the participants appeared to have stronger intrinsic motivation, resilience, and self-belief when compared with participants from other undergraduate groups participating in international studies. Interviewed participants expressed pleasure at being identified as high-achieving, appreciated their involvement in the study, and as a consequence were considering transitioning to postgraduate study. We concluded that this low-cost program was an effective strategy for supporting high-achieving undergraduate students across three different universities' departments and that other tertiary institutions might find the strategy useful.

Conducted within a Masters in Teaching and Learning, this article details an inquiry which sought to offer meaningful purpose to learning within a fictional frame to engage students in level two mathematics. After considering various ideas for a suitable theme we settled on a pirate adventure. Enticing students with a mysterious treasure map and creating various obstacles and amusing characters along the way. As a frame for mathematics, pirates provided an additional opportunity to invite incidental thinking about mapping, position and measurement. As a preservice primary school teacher and research advisor, we have written collaboratively to reflect the shared research experience. While adopting different roles within the research, we share a passion for exploring new pedagogies, valuing student voice and collegiality. This short overview identifies our initial positions within this research.

Teacher expectations influence how children fare in education. However, we know little about how 4- and 5-year-old children in Aotearoa New Zealand perceive their curriculum experiences. This qualitative study utilised interviews to explore the perceptions of 12 children (attending kindergarten and school) regarding their teachers' expectations of ability/mixed ability grouping, the learning environment, and goal setting. Findings showed that the children held positive views of their learning environment, especially their teachers' support, care, and expectations, and were also cognisant of their curriculum experiences and what improvements could be made to support their learning. These findings suggest that a mana-enhancing education can occur when teachers promote high expectations of all children and ensure that children have opportunities to contribute to curriculum decisions.

Background: Mucinous ovarian carcinoma (MOC) is a rare ovarian cancer with limited evidence to support clinical care. Aims: We undertook a clinician survey to better understand current practice in treating MOC in Australia and New Zealand, and to determine any features associated with variation in care. In addition, we aimed to understand future research priorities. Methods: A RedCap survey was distributed to clinician members of the Australia New Zealand Gynaecological Oncology Group (ANZGOG). Questions included respondent demographics, three case studies and future research priorities. Clinicians were asked questions specific to their speciality. Results: Respondents (n = 47) were commonly experienced gynae‐oncology specialists, most often surgical (38%) or medical (30%) oncologists. There was good consensus for surgical approaches for stage I disease; however, variation in practice was noted for advanced or recurrent MOC. Variation was also observed for medical oncologists; in early‐stage disease there was no clear consensus on whether to offer chemotherapy, or which regimen to recommend. For advanced and recurrent disease a wide range of chemotherapy options was considered, with a trend away from an ovarian‐type toward gastrointestinal (GI)‐type regimens in advanced MOC. This practice was reflected in future research priorities, with 'Is a GI chemotherapy regimen better than an ovarian regimen?' the most highly ranked option, followed by 'Should stage 1C patients receive chemotherapy?' Conclusions: Although the number of respondents limited the analyses, it was clear that chemotherapy selection was a key point of divergence for medical oncologists. Future research is needed to establish well‐evidenced guidelines for clinical care of MOC. [ABSTRACT FROM AUTHOR]

Although the influences of extraversion and neuroticism on the relationship between childhood adversity and substance misuse have been considered in adults, they are not yet clear and have not been examined among adolescent samples. This study sought to investigate the relationship between childhood adversity and adolescent substance misuse, alongside the influences of extraversion and neuroticism, using data from a longitudinal birth cohort study. Statistical analyses were performed on a longitudinal dataset provided by the Christchurch Health and Development Study (CHDS). After controlling for confounds, childhood adversity was a significant predictor of substance use disorder symptoms in adolescence. Moderation analyses showed that experiences of childhood adversity were most strongly associated with adolescent substance use disorder symptoms at higher levels of extraversion and at higher levels of neuroticism. Among adolescents who have experienced childhood adversity, extraversion and neuroticism may be risk factors for substance use disorder. By encouraging professionals to target adolescent substance misuse intervention and prevention approaches towards those who have experienced childhood adversity and are high in extraversion and/or neuroticism, these findings may help to diminish the prevalence of adolescent substance misuse and improve the health of adolescents. [ABSTRACT FROM AUTHOR]

Introduction: As people increasingly migrate to online shopping platforms, hard‐won improvements in requirements for consumer information provision at the point of sale are being eroded. An example is the alcohol pregnancy warning label for packaged alcoholic beverages that has been recently introduced in Australia and New Zealand. The aim of the present study was to assess the extent to which the pregnancy warning was visible at the online point of sale when the requirement became mandatory in August 2023. Methods: Data for alcohol products sold on the websites of the two largest alcohol retailers in Australia were web‐scraped from 1 to 3 August 2023. The captured data for 8343 alcoholic beverages were inspected to determine whether the pregnancy warning was visible. Results: Virtually no products (0.1%) had the mandatory warning visible on the main sales page, and only 7% enabled visibility of the warning via optional product image rotation functionality. Discussion and Conclusions: The almost complete absence of the mandatory pregnancy warnings on the main product pages of major alcohol retailers' websites highlights the regulatory problems posed by the emerging shift to online shopping. The very low prevalence of visible pregnancy warnings is likely to be an overestimate of the extent to which consumers would be exposed to warnings due to images being counted as being present regardless of their quality or readability. New regulation is needed to ensure that mandatory information requirements for harmful products are applied to online shopping contexts. [ABSTRACT FROM AUTHOR]

This article explores the patterns of variation in the responses of talented, low-income students engaged in a program of undergraduate study. For this article, we focused on a subset of data from an earlier study of talented undergraduate students. Our aim was to add to the literature exploring the resilience of people from impoverished backgrounds that complete an undergraduate qualification, despite challenging circumstances. The data were collected from individual interviews with 10 participants, who also completed a demographic survey. Participants had not previously been identified as talented, nor, despite their consistently high achievement, did they consider themselves to be gifted or talented. Phenomenographic analysis of the interview transcripts revealed an outcome space that explained not only what the students had experienced, but also how they had experienced it. Implications for the retention and success of such students are discussed. Although this is a New Zealand study of talented, low-income, undergraduates, our findings may have application elsewhere.

Attitudes toward ethnic and racial identity have been linked to both wellbeing and maladaptive outcomes that affect belonging at school. Further, relatedness (or connectedness) as an indicator of school belonging has been positively associated with adaptive forms of motivation, acceptance of school, protection against risk factors, and scholastic success. Feelings of school belonging have varied among individuals from different ethnic-racial group and genders. In the current study, we employed cluster analysis to investigate how New Zealand Adolescents' ethnic-racial attitudinal profiles were associated with school relatedness for clusters overall, and among and within clusters by student gender. Differences were found for school belonging among the ethnic-racial cluster overall, with a notable advantage indicated for Multiculturalists (those accepting a diversity of cultural oeuvres). Notably, the adaptive role of identifying with at least one ethnic-racial identity and optimally, embracing other cultural outlooks too, was evidenced to enhance school belonging. Conversely, at least in the New Zealand context, eschewing ethnic-racial identity placed participants at risk of disengaging with school. In terms of within-cluster gender difference, in the Low Race Salience cluster (identified as maladaptive), males demonstrated a markedly lower sense of school belonging than females. Such findings have implications for teaching and learning, and future research to implement interventions enhancing school belonging.

The aim of this study was to understand why some students avoid seeking help when they find classwork difficult. We employed a qualitative methodology to discover the theories in use that described and explained what high school students did and did not do when they did not understand in math classes. After 5 classroom observations of students' help-seeking behavior, stimulated recall interviews were conducted with 18 students to compare the tacit reasoning of help-seeking and help-avoiding students. The findings from our study suggested that categorizing students as either help seekers or avoiders did not adequately capture the variation in their behavior. Rather, our analysis of students' theories in use enabled us to reveal the tensions they experienced between their learning goals and the psychological risks they associated with help seeking, and to draw connections between this tension system and their actual help-seeking behavior. For instance, students were much more likely to seek help privately than publicly, not because the help provided in private situations was more effective but because they anticipated fewer psychological risks. This study provides an initial proof of concept that some students' help seeking decisions may be the result of a set of complex forces, existing in a state of tension, rather than a more stable property of individuals. Furthermore, advancing our understanding of those forces may require better integration of qualitative and quantitative research.

This small case study investigated the use of the Quality Talk framework to empower students to pool their knowledge in group discussions around a novel topic or event. The main goals of the Quality Talk approach were to provide teachers with a prescriptive framework for increasing their students' critical-analytical thinking by providing greater opportunity for student voice. The quasi-experimental methodology involved students and a teacher from a low socioeconomic secondary school in a large city in New Zealand in the curriculum area of Geography. The students, on self-report, identified as coming from predominantly Pasifika backgrounds. Following the intervention and additional opportunities to conduct group discussions, many of the students identified how other opinions contributed to their understanding of the topic. An episode of talk is considered a 'dialogic spell', rather than a discussion, if the discussion begins with a student's question and is followed by at least two more questions from other students. When students used higher numbers of uptake questions and high-level questions, they increased their levels of 'dialogic spell'. The students' increase of critical-analytical thinking in their pre- and post-test was assessed and graded. The study was important because it also showed that when the teacher relinquished their role as facilitator of the discussions, the students self-facilitated the dialogue amongst themselves.

The small-scale study reported here sought to ascertain the experiences of talented undergraduate students across four faculties within one university in New Zealand. Thirty-eight undergraduate participants from the four faculties were identified by 16 staff participants based on criteria used by the academic staff in their respective faculty, department, or school. Staff and students participated in separate focus groups so that their perceptions of talented students could be gained. Participant understandings of current identification methods and provision options for talented undergraduate students within the university environment were also sought. Talented undergraduate students identified existing practices that had enhanced, or in some instances had proved detrimental to, their learning. Students also shared ideas that they believed could be implemented to further enhance their experiences and learning. The implications of these findings are discussed with the intent of further enriching the future experiences of talented undergraduate students in the tertiary environment.

Boys continue to demonstrate lower average achievement in reading than girls. The influence of teacher gender has been explored among the factors explaining this scenario but with mixed results. Further, although teacher expectations have affected student academic outcomes, and student gender-related stereotypical notions have shaped such expectations, the role of teacher gender within this scenario has been neglected. The current study was conducted with a sample of elementary schools, in New Zealand (a national setting where essentialist gender attitudes have existed and where policies to implement scholastic gender equity have been critiqued as unsuccessful). The influence of teacher gender and of a teacher-student gender match and mismatch on teacher's expectations of their elementary student reading achievement, was tested via hierarchical linear modeling. Male teachers' expectations were found to be lower for students of both genders in reading and negative implications for male teachers and their students' reading achievement were revealed.

This article describes the results of a study that investigated the effect of features of talk that appear to foster higher levels of interaction, within the scope of a larger study (Davies and Meissel in Br Educ Res J 42:342-365, 2016). Students were recruited from seven classrooms across three secondary schools of varying socioeconomic levels within the Auckland region in New Zealand, with four of the classrooms engaging in face-to-face and online discussion in small groups and the other three participating as whole classes. Results indicated a significant increase in the proportion of uptake questions used by students working in small groups for face-to-face group discussions. When placed in online groups (the same groups as the face-to-face groups), uptake questions increased. Classes who worked as a whole class online used significantly more elaborated explanations but, consequently, fewer interactions--less than half as many as the small groups. The results suggest that students using uptake questions fostered higher levels of interactions in both conditions.

This paper reflects on the influences and outcomes of He Kāinga Oranga/Housing and Health Research Programme over 25 years, and their impact on housing and health policy in Aotearoa and internationally. Working in partnership particularly with Māori and Pasifika communities, we have conducted randomised control trials which have shown the health and broad co-benefits of retrofitted insulation, heating and remediation of home hazards, which have underpinned government policy in the Warm Up NZ-Heat Smart programme and the Healthy Homes Standards for rental housing. These trials have been included as evidence in the WHO Housing and Health Guidelines and led to our designation as a WHO Collaborating Centre on Housing and Wellbeing. We are increasingly explicitly weaving Māori frameworks, values and processes with traditional Western science. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated more perceived students generally as more competent, but felt less related to the school team, and perceived more classroom stress. Differentiation in expectations was negatively related to end-of-year mathematics scores.

Over the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers' expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers' expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers' expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students' capabilities similarly despite having different student cohorts.

Choirs have been stereotypically gendered feminine in many national contexts. When gender-role conformity has been expected in such settings, male choral participation and performance has often been rendered gender incongruent and consequently threatening. Gender stereotype threat was explored as a factor which might instigate a potentially negative experience for adolescent males in New Zealand school choirs. The findings of the present study (a quasi-experiment conducted in a real-world setting across several cultural contexts) revealed that the performance of adolescent males in choirs was negatively affected by gender stereotype threat. Moreover, such threat was triggered by culturally-specific concerns about perceived peer expectations of gender-role conformity. The study also provided impetus to further explore the idea that stereotype threat could spill over from one domain to another. The findings add to the body of stereotype threat literature, and underline the important relationship between adolescent beliefs about gender-role conformity and music education.

Background Diabetes mellitus (DM) is associated with a greater risk of mortality in kidney transplant patients, primarily driven by a greater risk of cardiovascular disease (CVD)-related mortality. However, the associations between diabetes status at time of first allograft loss and mortality on dialysis remain unknown. Methods All patients with failed first kidney allografts transplanted in Australia and New Zealand between 2000 and 2020 were included. The associations between diabetes status at first allograft loss, all-cause and cause-specific mortality were examined using competing risk analyses, separating patients with diabetes into those with pre-transplant DM or post-transplant diabetes mellitus (PTDM). Results Of 3782 patients with a median (IQR) follow-up duration of 2.7 (1.1–5.4) years, 539 (14%) and 390 (10%) patients had pre-transplant DM or developed PTDM, respectively. In the follow-up period, 1336 (35%) patients died, with 424 (32%), 264 (20%) and 199 (15%) deaths attributed to CVD, dialysis withdrawal and infection, respectively. Compared to patients without DM, the adjusted subdistribution HRs (95% CI) for pre-transplant DM and PTDM for all-cause mortality on dialysis were 1.47 (1.17–1.84) and 1.47 (1.23–1.76), respectively; for CVD-related mortality were 0.81 (0.51–1.29) and 1.02 (0.70–1.47), respectively; for infection-related mortality were 1.84 (1.02–3.35) and 2.70 (1.73–4.20), respectively; and for dialysis withdrawal-related mortality were 1.71 (1.05–2.77) and 1.51 (1.02–2.22), respectively. Conclusions Patients with diabetes at the time of kidney allograft loss have a significant survival disadvantage, with the excess mortality risk attributed to infection and dialysis withdrawal. [ABSTRACT FROM AUTHOR]

Background Peritoneal dialysis (PD) solutions containing low levels of glucose degradation products (GDPs) are associated with attenuation of peritoneal membrane injury and vascular complications. However, clinical benefits associated with neutral-pH, low-GDP (N-pH/L-GDP) solutions remain unclear. Methods Using data from the Australia and New Zealand Dialysis and Transplant Registry, we examined the associations between N-pH/L-GDP solutions and all-cause mortality, cause-specific mortality, transfer to haemodialysis (HD) for ≥30 days and PD peritonitis in adult incident PD patients in Australia and New Zealand between 1 January 2005 and 31 December 2020 using adjusted Cox regression analyses. Results Of 12 814 incident PD patients, 2282 (18%) were on N-pH/L-GDP solutions. The proportion of patients on N-pH/L-GDP solutions each year increased from 11% in 2005 to 33% in 2017. During the study period, 5330 (42%) patients died, 4977 (39%) experienced transfer to HD and 5502 (43%) experienced PD peritonitis. Compared with the use of conventional solutions only, the use of any form of N-pH/L-GDP solution was associated with reduced risks of all-cause mortality {adjusted hazard ratio [aHR] 0.67 [95% confidence interval (CI) 0.61–0.74]}, cardiovascular mortality [aHR 0.65 (95% CI 0.56–0.77)], infection-related mortality [aHR 0.62 (95% CI 0.47–0.83)] and transfer to HD [aHR 0.79 (95% CI 0.72–0.86)] but an increased risk of PD peritonitis [aHR 1.16 (95% CI 1.07–1.26)]. Conclusions Patients who received N-pH/L-GDP solutions had decreased risks of all-cause and cause-specific mortality despite an increased risk of PD peritonitis. Studies assessing the causal relationships are warranted to determine the clinical benefits of N-pH/L-GDP solutions. [ABSTRACT FROM AUTHOR]

Aims: To estimate the health impacts of key modelled alcohol interventions among Māori (indigenous peoples) and non‐Māori in New Zealand (NZ). Design: Multi‐stage life‐table intervention modelling study. We modelled two scenarios: (1) business‐as‐usual (BAU); and (2) an intervention package scenario that included a 50% alcohol tax increase, outlet density reduction from 63 to five outlets per 100 000 people, outlet hours reduction from 112 to 50 per week and a complete ban on all forms of alcohol marketing. Setting and participants: The model's population replicates the 2018 NZ population by ethnicity (Māori/non‐Māori), age and sex. Measurements Alcohol consumption was estimated using nationally representative survey data combined with sales data and corrected for tourist and unrecorded consumption. Disease incidence, prevalence and mortality were calculated using Ministry of Health data. We used dose–response relationships between alcohol and illness from the 2016 Global Burden of Disease study and calculated disability rates for each illness. Changes in consumption were based on the following effect sizes: total intervention package [−30.3%, standard deviation (SD) = 0.02); tax (−7.60%, SD = 0.01); outlet density (−8.64%, SD = 0.01); outlet hours (−9.24%, SD = 0.01); and marketing (−8.98%, SD = 0.02). We measured health gain using health‐adjusted life years (HALYs) and life expectancy. Findings Compared with the BAU scenario, the total alcohol intervention package resulted in 726 000 [95% uncertainty interval (UI) = 492 000–913 000] HALYs gained during the life‐time of the modelled population. Māori experienced greater HALY gains compared with non‐Māori (0.21, 95% UI = 0.14–0.26 and 0.16, 95% UI = 0.11–0.20, respectively). When modelled individually, each alcohol intervention within the intervention package produced similar health gains (~200 000 HALYs per intervention) owing to the similar effect sizes. Conclusions: Modelled interventions for increased alcohol tax, reduced availability of alcohol and a ban on alcohol marketing among Māori and non‐Māori in New Zealand (NZ) suggest substantial population‐wide health gains and reduced health inequities between Māori and non‐Māori. [ABSTRACT FROM AUTHOR]

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of students appeared to be more vulnerable or susceptible to teacher expectations. The current study aimed to investigate whether students' gender and minority background were moderators of teacher expectation effects for both academic outcomes and self-concept and subjective task value in the mathematics domain. The study is based on a sample of 1663 students (Grades 6 and 7) in 42 classes from three intermediate schools in New Zealand. Multilevel modeling was applied using MLwiN software. First, after controlling for students' beginning-of-year mathematics achievement, teacher expectations were higher for Asian and lower for Māori, compared with New Zealand European students. Expectations within the domain of mathematics, however, were higher for girls than for boys. Second, teachers' beginning-year expectations were predictive of achievement and self-concept of students at end-of-year, after controlling for beginning-of-year achievement and self-concept. Teachers' expectations were, however, not predictive of end-of-year intrinsic and utility value. Third, we did not find evidence for moderation effects of students' gender and minority background. These findings imply that despite the roughly similar magnitude of teacher expectation effects for various student groups, teacher expectations may contribute to gaps in students' achievement and self-concept because of differential expectations at the beginning of the year. [ABSTRACT FROM AUTHOR]

Cancer transmission from deceased donors is an exceedingly rare but potentially fatal complication in transplant recipients. We aimed to quantify the likelihood of non-utilization of kidneys for transplantation from donors with a prior cancer history. We included all intended and actual deceased donors in Australia and New Zealand between 1989 and 2017. Association between prior cancer history and non-utilization of donor kidneys was examined using adjusted logistic regression. Of 9,485 deceased donors, 345 (4%) had a prior cancer history. Of 345 donors with a prior cancer history, 197 (57%) were utilized for transplantation. Donor characteristics of age, sex and comorbidities were similar between utilized and non-utilized donors with prior cancer. The time from cancer to organ donation was similar between utilized and non-utilized donors, irrespective of cancer subtypes. Donors with a prior cancer history were less likely to be utilized [adjusted OR (95% CI) 2.29 (1.68-3.13)] than donors without prior cancer. Of all actual donors, the adjusted OR for non-utilization among those with prior cancer was 2.36 (1.58-3.53). Non-melanoma skin cancer was the most frequent prior cancer type for utilized and non-utilized potential donors. Donors with prior cancers were less likely to be utilized for transplantation, with no discernible differences in cancer characteristics between utilized and non-utilized donors. [ABSTRACT FROM AUTHOR]

Cancer transmission from deceased donors is an exceedingly rare but potentially fatal complication in transplant recipients. We aimed to quantify the likelihood of non-utilization of kidneys for transplantation from donors with a prior cancer history. We included all intended and actual deceased donors in Australia and New Zealand between 1989 and 2017. Association between prior cancer history and non-utilization of donor kidneys was examined using adjusted logistic regression. Of 9,485 deceased donors, 345 (4%) had a prior cancer history. Of 345 donors with a prior cancer history, 197 (57%) were utilized for transplantation. Donor characteristics of age, sex and comorbidities were similar between utilized and non-utilized donors with prior cancer. The time from cancer to organ donation was similar between utilized and non-utilized donors, irrespective of cancer subtypes. Donors with a prior cancer history were less likely to be utilized [adjusted OR (95% CI) 2.29 (1.68--3.13)] than donors without prior cancer. Of all actual donors, the adjusted OR for non-utilization among those with prior cancer was 2.36 (1.58--3.53). Non-melanoma skin cancer was the most frequent prior cancer type for utilized and non-utilized potential donors. Donors with prior cancers were less likely to be utilized for transplantation, with no discernible differences in cancer characteristics between utilized and non-utilized donors. [ABSTRACT FROM AUTHOR]

The outbreak of the COVID-19 pandemic had deleterious effects on workers' mental wellbeing. The current study investigated the impact of an online workplace wellness program on teacher mental wellbeing and mindfulness during the first four months of nation-wide quarantine in New Zealand. Longitudinal data at three time points were examined: baseline, end of program, and 3 months post-program in a sample of 32 teachers. Tests of paired data of baseline versus the later time points found statistically significant improvements in mental wellbeing (Warwick-Edinburg Mental Wellbeing Scale) and mindfulness (The Five Facets Mindfulness Questionnaire) with large effect sizes. Mindfulness scores were higher at 3 months follow up compared to end-of-program suggesting teachers' mindfulness ratings continued to improve after program completion. Implications for research and workplace training are discussed. [ABSTRACT FROM AUTHOR]

The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New Zealand) from where it was developed (the United States) and across different ethnic groups. A total of 1,924 elementary school students (963 males and 961 females) participated. Students completed the Student Personal Perception of Classroom Climate (SPPCC). Results of the invariance tests of the SPPCC across four ethnic samples (New Zealand European, Maori, Pasifika, and Asian) indicated that the SPPCC represented the same four factors in classroom climate for each of these groups (configural invariance). Results also revealed that full metric invariance was supported although only partial scalar invariance was achieved because of a lack of invariance in the thresholds for five items. Therefore, this study provided empirical support for the SPPCC when used within a new context and with different ethnic groups. Future studies to enhance the usability of the SPPCC are discussed.

Background: There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. Aims: This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background. Sample: Participants were 2,210 students attending three intermediate schools. Methods: Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year. Results: The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Maori and Pasifika, but no statistically significant relationship with achievement among Asian students. Conclusions: The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Maori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes.

This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from workshop evaluations, cluster meeting reports and pen-and-paper evaluations were analyzed using a thematic approach. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate and supporting students' goal-setting. The teachers reported benefits as well as challenges and barriers to intervention implementation.

This article reports on a case study of one New Zealand university faculty involved in the second phase of a three-phase study investigating the experiences of talented undergraduate students. Talented undergraduate students are a largely forgotten group in research. The current study sought to investigate who the talented students were, and then what their lived experiences as talented undergraduate students were. The study involved 128 undergraduate students who provided information about their experiences as high achieving students in an undergraduate degree program. Approximately 10% of all students enrolled across five different undergraduate degree programs in the faculty were defined as talented undergraduate students. These students were ethnically diverse and largely older than we had anticipated. The majority had not previously been identified as talented and many had been largely unsuccessful educationally, prior to embarking on their undergraduate studies. Several students experienced challenging personal circumstances, such as financial hardship and extensive family responsibilities. The grit or resilience demonstrated by these students seemed to explain the essence of the phenomenon of being a talented undergraduate student in this faculty.

Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children experienced improved well-being after an eight-week mindfulness program, and (2) understand their perceptions of the program. Participants completed these self-rated scales: the Mindful Awareness Attention Scale for Children and the Stirling Children's Well-being Scale. Six children were interviewed about their perceptions and classroom teachers' observations were reviewed. Quantitative data indicated a steady increase in students' mindfulness, while well-being increased significantly but returned to baseline levels at three-month follow up. Changes in mindfulness were positively related to changes in well-being. The study results suggest the importance of offering mindfulness-based programs for potential improvements in students' well-being.

The aim of this mixed methods study was to explore the relationship between teacher expectations and student ethnicity. Factors that contributed to the achievement gap were also investigated. The study involved 15 mathematics teachers and 361 students from five urban secondary schools in Auckland. Fifteen teachers completed questionnaires and 10 teachers also participated in semi-structured interviews. Findings revealed that teachers' expectations differed depending on the ethnicity of the student, even when controlling for achievement. Expectations were highest for Asian and Pakeha students, and lowest for Pasifika and Maori. Interviews with teachers confirmed lower expectations for Maori. Eight out of 10 teachers interviewed believed there were deficits in Maori and Pasifika students' home backgrounds and that they lacked goals, motivation and aspirations. When asked about the achievement gap, all 10 teachers again referred to perceived deficits in Maori and Pasifika home backgrounds, and students' attitudes as contributing factors.

This qualitative study explored the beliefs of students, parents and teachers on the purposes of schooling in order to provide a context for understanding beliefs and attitudes to school learning and achievement. Focus groups were conducted with Year 9 and 10 students (aged 13-15 years) and parents and teachers in three secondary schools in different socio-economic areas in an urban district. Four categories were identified in relation to beliefs about the purposes of schooling: (1) to learn and gain self-knowledge; (2) to develop life and social skills; (3) to optimize life chances and quality of life; (4) to enable future employment and economic wellbeing. Comparisons revealed that students, parents and teachers all believed in the learning purpose of schooling, but did not all endorse an economic purpose. Students had the broadest views on school purposes. The greatest alignment between views was found for students and parents. The greatest difference between groups was found for students and teachers from high socio-economic area schools. Findings were considered in relation to national curriculum aims and external pressures from globalization. Overall, findings are conducive to a lifelong learning approach, pointing to belief in the intrinsic value of school learning independent of any economic function it may serve.