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Background: Individuals pursue teaching careers for numerous reasons, such as for instrumental or prosocial purposes. Aims: This study examined the personal (instrumental motivation) and social (prosocial motivation) utility of teaching as predictors of teaching quality in terms of clarity of instruction, classroom management, and cognitive activation. Sample: We used data from the Teaching and Learning International Survey (TALIS) 2018, which included 50,595 teachers from 1252 schools in 10 countries and regions. Methods: We performed a series of regression analyses to test a model of instrumental and prosocial motivation to predict three indicators of teaching quality (clarity of instruction, classroom management, and cognitive activation) while controlling for demographic characteristics (age, sex, educational level, and teaching experience). We examined this model in countries and regions from Eastern (Japan, Korea, Singapore, Shanghai and Taipei) and Western (Australia, Canada, New Zealand, United Kingdom and the United States of America) cultures. Results: Results demonstrated that instrumental motivation predicted clarity of instruction in the East and classroom management in both the East and West; prosocial motivation, however, was a more consistent predictor of all indicators of teaching quality, except classroom management in the West, across cultures. Conclusion: Teachers' prosocial motivation to benefit others and contribute to society must be considered to understand teaching quality across various cultural contexts. Implications for theory, practice and policy are discussed.

This article explores the motivation of non-Maori learners of te reo Maori as an L2. Inspired by calls for contextualised investigations of the L2 motivation of learners of LOTEs, our study utilises an "ethical self-formation framework" [Hennig, B. B. 2010a. "Language Learning and the Self: Exploring Hong Kong Students' Motivation for Learning German as a Third Language from a Foucauldian Ethical Perspective." Doctoral diss., University of Hong Kong. https://bibliography.lib.eduhk.hk/tc/bibs/fdb173c8] to analyse data from semi-structured interviews with 10 learners enrolled in a voluntary course of Maori language for staff at a New Zealand university. Through a discussion of findings associated with three of the framework's axes ("ethical substance, mode of subjection and telos"), we offer an interpretation of the learners' L2 motivation as linked to a self-directed process aimed at achieving an improved version of themselves, and of this process of self-formation as rooted in personal belief systems about the value of te reo Maori in their personal and professional lives and for New Zealand as a whole. Overall, the ethical self-formation framework emerges as a useful lens for highlighting the links between the learners' L2 motivation, their personal connections with te reo Maori and their sense of membership in an ideal collective New Zealand identity, and for exploring dimensions of the convergence of the personal and the societal in L2 motivation.

The paper introduces and explores the "Plans to Pedagogy" research programme, a three-year project focused on teacher capacity-building within schools. "Plans to Pedagogy" engages practitioner-researchers in the development of their and their colleagues' spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school's needs, while being supported by a more extensive university-situated "umbrella" research programme. This paper presents emerging findings from "Plans to Pedagogy" and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.

Guidelines for sustainability linked to the government-approved National Curriculum for education in New Zealand emphasise values of empathy and respect for all life. These instruct educators to discuss different values around sustainability and conservation. I reviewed educational resources published or endorsed by government agencies to determine compliance with these sustainability Guidelines. The resources reviewed promote the view that non-native mammals should be killed. Some resources go further in giving instructions to children on how to do this, and how to source kill traps. Children are provided with material designed to engender dislike towards non-native mammals, particularly possums. Resources conflate issues of conservation by tying it in with protection of tourism, ornamental plants and primary industries. This encouragement of killing in environmental educational resources appears unique to New Zealand. It is discussed in light of increasing evidence that performing or witnessing animal abuse is a causal factor for future violence towards human and non-human animals.

In this study we investigated the research designs employed to study the interdisciplinary profession of school librarianship during a time period of notable changes across both the Pre-K-12 and school library domains. To conduct this work, we analyzed all 217 articles published in "School Library Research" (SLR) and "School Libraries Worldwide" (SLW) from 2007 through July 2015. Results point to the high variability in research designs employed and limited inclusion of Pre-K-12 students as participants. The articles also exhibit high incidences of collaboration between scholars but limited involvement of practitioners as researchers. Findings are discussed in relation to research and practice.

Relationships between force-generating capabilities and weightlifting performance (e.g., snatch, clean and jerk [C&J], and combined total) have previously been explored in adult weightlifters; however, associations in young athletes are unknown. The purpose of this study was twofold: (a) to examine the relationships between countermovement jump (CMJ) and isometric midthigh pull (IMTP) kinetics and weightlifting performance in young weightlifters and (b) to determine the proportion of weightlifting performance that could be accounted for by CMJ and IMTP kinetics using principal component analysis (PCA). Thirty-seven young weightlifters (12-18 years of age) completed 3 trials of CMJ and 2 trials of the IMTP assessments on dual force plates. Recent competition maximum loads, obtained within 2 weeks of the data collection, for the C&J and snatch were also recorded. Pearson's zero-order correlation coefficients demonstrated moderate to very high correlations (r = 0.359-0.801; all p ≤ Benjamini-Hochberg critical values [B-Hα]) between CMJ kinetic variables, including jump height, average braking force, average braking velocity, absolute and relative braking net impulse, absolute and relative force at minimum displacement, absolute and relative propulsive force, absolute and relative propulsive net impulse and average propulsive velocity, and weightlifting performance. High to very high correlations were evident between IMTP peak force and relative peak force and all weightlifting performance metrics (snatch, C&J, combined total, combined total [kg]/body mass [kg-0.67], and Sinclair's total; r = 0.538-0.796; p ≤ B-Hα). Components from the PCA were used to conduct stepwise, multiple, linear regression analyses. Moderate (45.8-52.9%) and large percentages (79.1-81.3%) of variance in absolute measures of weightlifting performance were explained by IMTP peak force variables and CMJ propulsive variables, respectively. These novel findings indicate that IMTP peak force variables and CMJ propulsive variables could provide valuable insight for talent identification and long-term athletic development in junior weightlifting pathways. [ABSTRACT FROM AUTHOR]

This article is the story of a school's journey from a deficit model of special education needs programming to an inclusive model of student learning support. The heart of this journey was the identification and management of tensions and complexities surrounding educational beliefs, school values, and pedagogical practices. This article will describe the ecology of change that this school undertook during a two-year period, analyse the mechanisms of change during the same period, and evaluate critically the extent to which the change achieved its intended outcome. (Contains 2 tables.)

Introduction: Due to a variety of barriers, the majority of cancer survivors do not do enough physical activity to meet current recommendations. This study will assess the feasibility of participation in parkrun walk-run events as a novel mode of community rehabilitation exercise. Methods: This protocol describes a single-arm intervention study with participants acting as their own controls. The study accepts adults diagnosed with any type of cancer, undergoing treatment or in remission. Participants must be able to walk and have medical clearance to exercise. A sample of 100 participants will be recruited across the Sunshine Coast over two years. Data will be collected over 9-months at 4 time points: Baseline (T1); after 4-weeks of usual daily activities and cancer management prior to parkrun participation(T2); after a 6-month parkrun intervention (T3); at 2-month follow-up (T4). The primary objectives are to assess the acceptability of, and adherence to, parkrun as rehabilitation exercise. Secondary outcomes include wellness, health-related quality of life, anxiety, depression, mood, physical function, parkrun metrics, dietary intake, and diet and exercise behaviour. Conclusion: This study will be the first to examine the long-term effects of parkrun as a cancer rehabilitation modality with regard to physical function, psychosocial outcomes and dietary intake. Trial registration: Australian and New Zealand Clinical Trials Registry ACTRN12623000473662 registered 09/05/2023.Approved by UniSC Human Research Ethics Committee (A221828) and the UK parkrun Research Board. Original protocol. Authors SB, RB, HHW, MM, YK. [ABSTRACT FROM AUTHOR]

Purpose: To examine the factors that support and hinder farmers' learning and to investigate the impact of an innovative learning program on farmers' practice change. Design/methodology/approach: Individual interviews and focus group discussions were held with 24 farmers over 20 months. Observations were made of these farmers as they participated with eight agricultural and social scientists in a range of innovative experiences to learn about chicory and plantain establishment and management. These learning experiences were designed around evidence-informed educational pedagogies. Data sets were analyzed using NVivo to determine common themes of affordances and barriers to learning and actual practice changes. Findings: The affordances for learning and practice change include belonging to a learning community, enhancing self-efficacy, engaging with scientists, seeing relative advantage, reinforcing and validating learning, supporting system's integration and developing an identity as learners. Barriers to learning and practice change include issues of: trialability, complexity, compatibility and risk. Practical implications: The importance of basing new models of extension around evidence-informed pedagogies known through educational research to promote learning and practice change. Theoretical implications: Sociocultural theory and self-efficacy theories of learning are critical to the success of effective agricultural extension programs. Originality: To date, little empirical research about the affordances and barriers for pastoral farmers' learning has been based on contemporary educational research.

Introduction. New Zealand pharmacists must complete a joint prescribing course offered by Otago and Auckland universities only, to be qualified as pharmacist prescribers. Aim. To identify knowledge and perceptions of New Zealand registered pharmacists, who are not pharmacist prescribers, on: pharmacist prescribing roles, courses and perceived barriers and facilitators to course uptake. Methods. Participants comprised registered practising New Zealand pharmacists (n = 4025), across all New Zealand regions. Invitations to participate in a questionnaire survey were sent in March 2021. Data were analysed using thematic analysis and descriptive statistics. Results. The response rate was 12% (482/4025), with 94% community pharmacists. Almost twothirds (65%) had over 10 years of working experience. Nearly all (95%) agreed that pharmacist prescribing would improve healthcare delivery in New Zealand. Most reported that barriers to pharmacist prescribing course uptake were funding, lack of institutional support, up-to-date pharmacological/pharmaceutical knowledge, and 2 years of experience in collaborative health team prerequisites for enrolment, finding medical supervisors, and lack of remuneration for prescribing roles. Discussion. Pharmacist prescribing in New Zealand is still in its growing phase. Optimising uptake of prescribing courses and role requires a multi-level approach including all stakeholders. Government/policymakers should consider pharmacist prescribing training and remuneration in their funding plans. Employing institutions should provide required time and human resources (staff backfills). Training providers should consider methods of course delivery and assessment that are suitable for trainees in full-time employment. [ABSTRACT FROM AUTHOR]

Nutrient loss in surface runoff from hill country catchments is typically generated from small areas and over short time periods. This study compared nutrient and sediment losses in surface runoff when cattle were fed winter hay supplement on two hill country sub-catchments (∼0.3 ha) with contrasting soil types (imperfectly-drained and well-drained soils). Runoff samples were collected during seven events (June-August). During this period, two herds of 16 pregnant, mixed aged Angus cows were supplemented with 2 kg DM. cow day−1 of hay in a defined feeding area within each sub-catchment. The imperfectly-drained soil measured 4.8 times the volume of surface runoff compared to the well-drained soil. As a result, the imperfectly-drained soil lost 2.5 times the amount of sediment, 6.3 and 5.1 times the amount of total phosphorus (TP) and dissolved reactive phosphorus respectively and 4.5 times the amount of total nitrogen (TN). Surface runoff losses of nitrate-N from the well-drained soil were undetectable over the study period. Whilst overall nutrient losses were low over the short study period (0.22 kg TP ha−1 and 0.68 kg TN ha−1), the results highlight the potential benefit of strategically placing cattle feed supplements on soils less prone to surface runoff to improve freshwater outcomes. [ABSTRACT FROM AUTHOR]

The Mw 7.8 Kaikōura earthquake of November 14th, 2016 provided rare opportunities to evaluate ground deformation during a large strike-slip earthquake. Following the earthquake, both halves of a displaced paleoseismic trench were re-excavated and extended to test, refine, and extend the known late Holocene chronology of surface rupturing earthquakes on the Kekerengu Fault. 28 organic-bearing samples were collected during these excavations. Of these, six samples provided new 14C ages that could be superimposed on the preferred age model of (Little VDR, Kearse J, Norton K, Benson A, Wang N. 2018. Kekerengu fault, New Zealand: Timing and size of Late Holocene surface ruptures. Bulletin of the Seismological Society of America. 108(3B):1556–1572) to derive an expanded, updated age model of earthquake events on the fault that is now based on 16 dated samples. Including the 2016 earthquake, we recognise six surface rupturing earthquakes on the Kekerengu Fault since ∼2000 cal. B.P. Based on the last five events, our analysis yields an updated estimate of the mean recurrence interval for surface rupturing on the fault of 375 ± 32 yrs (1σ) since ∼1650 cal. B.P. An older, sixth event (E5) was not included in the preferred age model due to uncertainties in interpretation; however, incorporating this event into an alternative, six-event age model would adjust the recurrence interval estimate to 433 ± 22 yrs (1σ) since ∼2000 cal. B.P. [ABSTRACT FROM AUTHOR]

During the Kaikōura earthquake, a paleoseismic trench was dextrally displaced ∼9 m and shortened by 1.3 ± 0.4 m – the largest globally recorded displacement of a trench. Analysis showed that two processes accommodated subequal amounts of slip at the surface: (1) discrete dextral-slip on two steeply-dipping faults bounding a <3.5 m wide central deformation zone; and (2) coseismic clockwise rotation of turf rafts and pervasive sediment deformation in that zone. The second (successive) process resulted in upward (<1 m) and outward (<2 m) bulging along low-angle thrusts, creating horizontal fault-perpendicular shortening that exceeds the heave (∼1.3 m). This discrepancy results from coseismic rotation of rafts, that shorten upon approaching perpendicularity with the fault – creating extra apparent shortening (in fault-orthogonal view). Comparison of pre- and post-earthquake trench logs indicates that strike-slip ruptures at the same site can be expressed differently over time; fault strands carrying major displacement in 2016 were not the locus of deformation in the previous earthquake(s), suggesting temporal unpredictability is important in defining fault zones. The last several paleoearthquakes at the trench produced cm-dm scale normal-sense dip separations across faults; however, the 2016 earthquake created compressive structures including up-bulging and low-angle reverse faulting, as well as fissuring. This contrast in deformation style likely resulted from an >8° clockwise rotation of the local slip vector in 2016 (becoming transpressive), highlighting that small changes in slip kinematics may affect rupture zone structures. [ABSTRACT FROM AUTHOR]

Summary: Lymphoma in pregnancy (LIP) presents unique clinical, social and ethical challenges; however, the evidence regarding this clinical scenario is limited. We conducted a multicentre retrospective observational study reporting on the features, management, and outcomes of LIP in patients diagnosed between January 2009 and December 2020 at 16 sites in Australia and New Zealand for the first time. We included diagnoses occurring either during pregnancy or within the first 12 months following delivery. A total of 73 patients were included, 41 diagnosed antenatally (AN cohort) and 32 postnatally (PN cohort). The most common diagnoses were Hodgkin lymphoma (HL; 40 patients), diffuse large B‐cell lymphoma (DLBCL; 11) and primary mediastinal B‐cell lymphoma (PMBCL; six). At a median follow up of 2.37 years, the 2‐ and 5‐year overall survival (OS) for patients with HL were 91% and 82%. For the combined DLBCL and PMBCL group, the 2‐year OS was 92%. Standard curative chemotherapy regimens were successfully delivered to 64% of women in the AN cohort; however, counselling regarding future fertility and termination of pregnancy were suboptimal, and a standardised approach to staging lacking. Neonatal outcomes were generally favourable. We present a large multicentre cohort of LIP reflecting contemporary practice and identify areas in need of ongoing research. [ABSTRACT FROM AUTHOR]

As a British colony, New Zealand had early to grapple with how best to implement a state system of schooling. Inspectors of primary schools and governing boards of secondary schools were responsible for appointing school principals. This paper examines the ways in which they dealt with new situations: in the case of the primary schools where there were few suitable male applicants and in the case of the secondary schools where they were responsible for appointing the very first principals of girls' schools. It argues that within a small colony with emerging bureaucratic structures, lone officials and autonomous governing boards were able to engage in flexible decision making when making principal appointments to enable schools to open and remain open. Central to the appointment of women as early principals was the importance of their own social networks and personal connections. It was in this way that the non-traditional school principal began to emerge. She was female, either Maori or European, either non-graduate or graduate, either single, married or widowed, and sometimes from working-class origins. This paper highlights the appointments of several of the first women principals in New Zealand across the three state school sectors--Native Schools, primary schools and secondary schools. These were women who carved out new professional identities for themselves, and modelled alternative vocational pathways for the next generation of New Zealand women. (Contains 49 footnotes.)

This article examines a national applied theatre programme coordinated through the Department of Child, Youth and Family in New Zealand. The programme uses dramatic processes to create opportunities for communities to discuss and find their own answers to the issues of child abuse and family violence. The programme utilises a sophisticated in-role use of a video game about a dysfunctional family to provide the necessary distance and protection to create a safe forum for participants. The game provides an opportunity to double frame participants so that there are multiple layers of "protection into emotion". This article discusses the importance of establishing a close alignment of purpose between funder and client. It stresses the importance of the initial negotiation process. It argues that an agreement at this stage on the limitations of what applied theatre projects can add to wider government social change programmes is vital for establishing evaluation processes. This article is jointly written by a member of the government funding agency and the directors of the applied theatre programme. It describes the processes by which they agreed on success criteria for the project, as well as outlining the programme itself.

This paper highlights the intersections of history, gender and educational administration through a case study of an influential woman educator, Anne Whitelaw. It draws upon manuscripts, school archives, school histories, official files and periodicals from "both sides" of the world. Although known in New Zealand as the first Headmistress of Auckland Girls' Grammar School (1907-1910) little attention has been given to Anne Whitelaw more generally. This may have been because her university education was gained offshore, significantly as the first New Zealand woman to graduate from Girton College, Cambridge, and that most of her professional life was based in England. Anne Whitelaw went on to become the first New Zealand woman to head an English secondary school (Wycombe Abbey, 1910-1925), to head two women's religious orders (1925-1934) and to be Advisor on Girls' Education for the Colonial Office Advisory Committee on Education in the New Colonies (1926-1932). She retired to New Zealand and lived the rest of her life there. This case study argues for the application of a number of theoretical lenses in order to construct "both sides" of Anne Whitelaw's educational career at home and abroad. Its purpose is two-fold: it provides an opportunity for presenting for the first time, a fuller biographical and career profile of Anne Whitelaw and in so doing, highlights the breadth and depth of the research undertaken on both sides of the world to be able to reach this point. (Contains 62 notes.)

Approximately 42% of the total calves born in New Zealand's dairy industry are either euthanized on farms or commercially slaughtered as so-called bobby calves within 2 weeks of age. These practices have perceived ethical issues and are considered a waste of resources because these calves could be grown on and processed for beef. Young beef cattle harvested between 8 and 12 months of age would represent a new class of beef production for New Zealand and would allow for a greater number of calves to be utilized for beef production, reducing bobby calf numbers in New Zealand. However, the acceptance of such a system in competition with existing sheep and beef cattle production systems is unknown. Therefore, the current study employed an agent-based model (ABM) developed for dairy-origin beef cattle production systems to understand price levers that might influence the acceptance of young beef production systems on sheep and beef cattle farms in New Zealand. The agents of the model were the rearer, finisher, and processor. Rearers bought in 4-days old dairy-origin calves and weaned them at approximately 100 kg live weight before selling them to finishers. Finishers managed the young beef cattle until they were between 8 and 12 months of age in contrast to 20 to 30 months for traditional beef cattle. Processing young beef cattle in existing beef production systems without any price premium only led to an additional 5% of cattle being utilized compared to the traditional beef cattle production system in New Zealand. This increased another 2% when both weaner cattle and young beef were sold at a price premium of 10%. In this scenario, Holstein Friesian young bull contributed more than 65% of total young beef cattle. Further premium prices for young beef cattle production systems increased the proportion of young beef cattle (mainly as young bull beef), however, there was a decrease in the total number of dairy-origin cattle processed, for the given feed supply, compared to the 10% premium price. Further studies are required to identify price levers and other alternative young beef production systems to increase the number of young beef cattle as well the total number of dairy-origin beef cattle for beef on sheep and beef cattle farms. Some potential options for investigation are meat quality, retailer and consumer perspectives, and whether dairy farmers may have to pay calf rearers to utilize calves with lower growth potential. [ABSTRACT FROM AUTHOR]

"The New Zealand Curriculum Framework", 1993, is the official document for teaching, learning and assessment in New Zealand schools. It consists of a set of curriculum statements, which define the learning principles, achievement aims and essential skills for seven learning areas. It also indicates the place of attitudes and values in the school curriculum. This paper investigates the requirements for teaching attitudes, values and ethics in the curriculum statements for Science, Biology and Technology. The question is raised whether the teaching of skills for resolving moral and ethical dilemmas are required by the official education standards in New Zealand, and internationally. The paper reports on a survey done on pre-service teacher trainees of their understanding of these requirements. Implications for courses that might need to be provided in future pre-service teacher education programmes are briefly discussed.

Focuses on the Napier High School Board of Governors and Mary Elizabeth Grenside Hewett, an 1883 New Zealand principal. Concludes that a review of the New Zealand database of women graduate teachers 1880-1930, and the exchange of women graduates from New Zealand and Great Britain, provides details of their international teaching careers. (KDR)