The effects of nitrate nitrogen and phosphate on the nodulation and nitrogen fixation of white cliver (Trifolium repens L.): a thesis presented in partial fulfilment of the requirements for the degree of Master of Agricultural Science at Massey University

It is a well established fact that the presence of nitrate ions can depress nodule development on legume roots, but recent studies in Queensland (Gates, 1970) have shown that this sensitivity can be ameliorated if phosphate levels are maintained at a high rate. Gates studies involved tropical legumes and their appropriate rhizebial symbionts, and this study was conducted to ascertain whether a similar situation obtains with a temperate species like Trifolium repens (White Clover). Quantitiative information on the effect of nitrate nitrogen and phosphate on nitrogen fixing activity in white clover was also lacking, and an attempt was made to rectify this deficiency by examining the changes in rate of ethylene production per plant or mg nodule (dry weight) with the application of nitrate nitrogen and higher rates of phosphate

Providing the framework for exploration and creation of knowledge in a DProf programme

As the introductory contribution to the Middlesex Symposium Dr Annette Fillery-Travis will critically engage with the pedagogical design of the Professional Doctorate Programme as a framework for reflective dialogue between advisory team and candidate that facilitates the exploration and creation of actionable knowledge within the practice of both (Brockbank and Mc Gill, 2006). The Professional Doctorate at Middlesex University has developed over the last fifteen year with over 180 candidates either graduated or currently studying. It is an individually negotiated programme where the primary resource for the candidate is the one to one support of the academic advisor and the consultant. Within this paper the workbased learning design of the programme is described and its essential features which enable individual change to occur and the programme to provide high level professional development. I then consider the passionate and creative advanced practitioners that engage with the programme and how their practice is knowledge producing and validating in its own right enabling it to be described as epistemic. The engagement of these practitioners with research and enquiry is considered and specifically the relational aspects of both the focus of the research and the interaction with the supervisory team. Finally the Professional Doctorate is considered in light of whether it is a vehicle for co-creation of actionable knowledge as defined by Antonacopoulou (2010). The result is not straightforward and requires a consideration of both the power distribution and leadership of the research activity. In the following contributions to this symposium two advisor-candidate pairs will discuss their experience in this doctoral programme. Hopefully this paper will have provided some context to the challenges they have experienced and the co-created knowledge they have produced

Contracting within the business coaching relationship - a guide and a cautionary tale!

In this white paper we explore the limited research available on contracting - the setting up, use and monitoring of the business coaching relationship. We do not try to develop a standard coaching contract as that would be too constraining for the majority of business coaches- each contract must be customized to the client's requirements. Instead we provide a list of factors that should be considered in developing an effective contact

Exploration of the potential role of professional doctorates in practitioner accreditation within professional associations

In this paper I ask whether Professional Doctorates (either through new research or through Public Works) have a role or contribution to make within individual accreditation by professional bodies at advanced (Fellowship) levels

How is coaching being used within school? Part 2: Does coaching have an impact on improvement in school settings?

The report also highlighted how coaching is being assimilated into other school improvement and professional development strategies – for example, lesson observations, professional development and performance management. A similar integration with practice emerged in the training of coaches with skills development programmes enhancing the core elements of professional practice such as listening, questioning, learning and reflection. Clearly both the skills and practice of coaching are contributing to major areas of professional work in school. In this second summary report we consider the interviews with head teachers and senior leaders in a sample of these schools (self-selected) and take a more in-depth, qualitative perspective on how coaching is being used. Our initial analysis provides a distinct leadership perspective on: • why do these leaders give such commitment and energy to coaching? • what has been their experience of implementing coaching strategies? • what do they consider to be the visible benefits and challenges? Powerful themes emerge around power, equality and inclusion; leadership awareness and personal responsibility. Throughout this Project, the voices of all have spoken passionately of a common, fundamental purpose: improving the quality of the learning of children, young people and adults. ‘We have to make a difference.’ This report draws together these voices and offers a picture of how coaching in schools is contributing to this agenda

How is coaching being used within schools? Does coaching have an impact on improvement in school settings?

Within this report we are seeking to investigate how coaching is being used within school, who is doing it and how it is evaluated by those using it. Without such information it is difficult to offer informed support to teachers and schools in this field. The results of this work will identify the potential that a sample of head teachers see for coaching as a development tool for the future and indicate where schools are finding value in the coaching approach. Primarily we hope this will inform head teachers and those responsible for teacher development so they have access to the experience of others building best practice in the area. This information may also help to inform decisions of policy and strategy at all levels. It may help to shape the training offered by those with commissioning and provider roles for the development of teachers and leaders in schools. The findings of this report may help tailor provision to the specific needs of teachers and schools rather than using the generic commercial models of coaching currently on offer

Does coaching work or are we asking the wrong question?

Within the context of an expanding market for coaching in all its forms organisations are asking the questions ‘Does coaching work?’ They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework? We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework

Researching coaching

This chapter reviews the current state of coaching research and identifies new directions for the future including the exploration of alternative methodologie