A Qualitative Investigation of Fixed Versus Growth Mindsets of Third and Fourth Grade Students

The purpose of this study was to explore individual mindsets of elementary students and determine the extent to which mindsets reflect fixed or growth perspectives. During this qualitative study, individual interviews were conducted with third and fourth grade students, including ESL (English Second Language) students, middle class students as well poverty stricken students, special education students, and gifted students that attend South Heights Elementary. The findings report the mindsets of fixed or growth perspectives on perseverance through failures and personal grit. Conclusions were drawn based on the findings gathered to determine a correlation between students’ mindsets and their involvement with a consistent, supportive adult as well as their current socioeconomic status

The New Zealand social studies curriculum struggle 1993-1997: An "insider" analysis.

The development of Social Studies in the New Zealand Curriculum over the 1993-1997 period was highly contested. The authors were directly involved in the social studies development over this period, and this paper reflects on some of the major events in the development, from our "insiders" viewpoint. The paper argues that the contest was strongly influenced by two major "dominant voice groups with very different views on what a social studies curriculum should be like and by key elements of the political and economic reform agenda of the day. The paper traces the rise and fall in influence of each "dominant voice" group and also examines the way in which the reform agenda changed throughout the development. It argues that in the end the inclusive and liberal-democratic voice was dominant over the neo-liberal and educationally conservative one. It also suggests that a return to a more cooperative, negotiated style of curriculum development, rather than a pure "market-contract model" approach, was needed to bring the development to a satisfactory conclusion

Reconnaissance Surveying using Satellite-derived Bathymetry

False Pass, AK, USA, is the eastern-most passage through the Aleutian Islands between the Bering Sea and the Pacific Ocean and provides a passage for small to mid-size vessels. The passage is considered an alternative route to Unimak Pass, AK for vessels from mainland Alaska and is estimated to be shorter by 160 to 240km. False Pass is closed every winter due to sea-ice cover that freezes the inlet system around OctoberNovember and melts only towards the spring (around March). As a result, the soft sediment of the seafloor contains mud and sand that may change the path of the channel after the sea ice has melted. Preparation of False Pass for the Summer/Fall vessel traffic requires many resources in a narrow springtime window to identify the main channel and to delineate it with Aids to Navigation. The surveys are typically conducted by the US Coast Guard (USCG) buoy tenders using small boats and reconnaissance-style single-beam lines. This paper demonstrates the potential of using a turbidity map generated from a single-image Satellite-derived Bathymetry (SDB) to play a key role in the future of the survey planning and determination of survey prioritie

Exploring different 'perspectives' in secondary geography: Professional development options

Significant changes have occurred in the worlds of geography since 1973, and a substantial literature has emerged about these changes and their effects on the 'divide' between secondary and tertiary geographers. We suggest that while the divide has not had much effect on the content taught in secondary geography in New Zealand and Britain, exposure to a range of perspectives on this content is a neglected area of professional development. Post-Fordism and deep ecology are described as perspectives that are not widely used in delivering secondary geography content. We argue firstly that effective use of different perspectives needs to be based on professional, personal and social change, and secondly that the Internet is a powerful tool in the engineering of such change

Connecting key competencies and social inquiry in primary social studies pedagogy: initial teacher education students' planning decisions and reflections.

Over 2007-2009 we have worked with the national curriculum's key competencies to establish their place and purpose in the social sciences learning area. As a result, our initial teacher education (ITE) primary social studies programmes involve pedagogy that conceives key competencies as analogous to social inquiry thinking and skills processes. Our team was keen to research ways ITE students identify and embed key competencies in their social inquiry planning decisions. The research also sought student reflection of how engagement with key competencies might influence their future social studies teaching and learning. The article offers a storying of ways the curriculum element of key competencies has been developed, implemented, researched and reflected upon within ITE primary social studies curriculum

UA3/3/1 Memo Re: Proposed Western Student Organization

Memo regarding the proposed constitution for the Western Student Organization being created