Literacy teacher research in high poverty schools: Why it matters

Teachers who work in contexts in which their students’ lives are affected by poverty take up the challenge of learning to teach diverse students in ways that teachers in other contexts may not be required to do. And they do this work in contexts of immense change. Students’ communities change, neighborhoods change, educational policies change, literate practices and the specific effects of what it means to be poor in particular places also change. What cannot change is a commitment to high-equity, high-quality education for the students in these schools. Teachers need to analyze situations and make ongoing ethical decisions about pedagogy and curriculum. To do this, they must be able to continuously gauge the effects of their practices on different students. Hence, we argue that building teacher-researcher dispositions and repertoires is a key goal for teacher education across the teaching life-span. Drawing on a range of recent and ongoing collaborative research projects in schools situated in areas of high poverty, we draw out some principles for literacy teachers’ education.

Structural-stratigraphic reconstruction of the lower Whakataki formation, north island, New Zealand

This thesis details a Miocene aged sedimentary rock formation located in north island New Zealand. Mapping, stratigraphic logging and petrographic analysis of the rock formation ascertained that it was deposited in a deep-marine, tectonically active region. The work details the make-up of the sedimentary rocks using geochemistry and microscopy to define their origin. This definition was used to interpret the depositional model of the sediments detailing how they were transported and how they were emplaced.

Effect of pretreatment on the formation of 5-chloromethyl furfural derived from sugarcane bagasse

Chloromethylfurfural (CMF), a valuable intermediate for the production of chemicals and fuel, can be derived in high yields from the cellulose component of biomass. This study examined the effect of sugar cane bagasse components and biomass architecture on CMF/bio-oil yield using a HCl/dichloroethane biphasic system. The type of pretreatment affected bio-oil yield, as the CMF yield increased with increasing glucan content. CMF yield reached 81.9% with bagasse pretreated by acidified aqueous ionic liquid, which had a glucan content of 81.6%. The lignin content of the biomass was found to significantly reduce CMF yield, which was only 62.3% with acid-catalysed steam exploded sample having a lignin content of 29.6%. The change of CMF yield may be associated with fibre surface changes as a result of pretreatment. The hemicellulose content also impacted negatively on CMF yield. Storage of the bio-oil in chlorinated solvents prevented CMF degradation.

Adding value: Principals’ perceptions of the role of the teacher-librarian

This paper reports on a study into principals’ perceptions of the role of the teacher-librarian. Nine principals in Australia were interviewed about the role of the teacher-librarian and library in their school. The findings indicated a range of ways in which the teacher-librarian adds value to the school, including in their role as teacher, providing the principal with a broad perspective on the workings of the school, providing advice and ideas, and providing leadership in the use of information and communications technology (ICT) at the school. It also identified a number of personal qualities valued by principals.

An overview of the use of the term food literacy

This chapter examines the history and breadth of use of the term “food literacy” in scholarly literature. It reviews and compares various popularly used definitions from diverse paradigms. Other terms such as “cooking”, “food skills” and “food wellbeing” used to describe the everyday knowledge, skills and behaviours used to meet food needs are also examined.

The development of food literacy

This is the first of four chapters examining the development of food literacy. It reports the findings of the Young People Study, described in earlier chapters. Participants reflected on the evolution of their food and eating style. They describe this at the individual level but in doing so discuss the interplay between other key institutions of health, education and community organisations. These results are considered alongside learning and development theory to propose how food literacy develops, including the role of individuals, households, communities and nations, and their influence to each other.