Aaron Wilson

In-Plane Orthotropic Behavior of Timber Floor Diaphragms in Unreinforced Masonry Buildings

AbstractA full-scale experimental program consisting of testing four as-built diaphragms and four retrofitted diaphragms in both principal loading directions is presented. As-built configurations were typical of those found in historic unreinforced masonry buildings in North America and Australasia, whereas retrofitted diaphragms consisted of plywood panel overlays with stapled sheet metal blocking systems (SMBS). Test results were characterized using bilinear representations to establish recognizable performance parameters such as shear strength, shear stiffness, and ductility capacity, which were then used for comparative analysis. The nonlinear and low stiffness behavior of as-built diaphragms was confirmed in each principal loading direction. The plywood overlay and SMBS dramatically improved as-built diaphragm shear strength and shear stiffness and were shown to perform satisfactorily from a serviceability perspective. The orthotropic nature of as-built diaphragms was proven, with perpendicular-to-jo...

Natural Period and Seismic Idealization of Flexible Timber Diaphragms

The current equations for diaphragm fundamental period determination and for diaphragm deformation determination published in commonly used seismic assessment documents are firstly reviewed to establish their origin. Using a validated analytical model that captures diaphragm deformation mechanics, three beam idealizations (a fixed-ended flexure beam, a pin-ended flexure beam, and a shear beam) are compared against true diaphragm behavior to determine which idealization is most suitable for the seismic assessment of diaphragm performance. Wherever necessary, recommendations have been made to update and to harmonize the current seismic assessment procedures for timber diaphragms in unreinforced masonry buildings. The presented analysis is specifically focused on straight-sheathed timber diaphragm configurations that are typically found in historic unreinforced masonry buildings.

Raising Literacy Levels Using Digital Learning: A Design-Based Approach in New Zealand

This paper reports on a design-based intervention in urban primary and secondary schools serving culturally diverse students from low socio-economic status (SES) communities. The intervention capitalises on a partially implemented programme in seven schools which use digital devices (netbooks) and applications to raise literacy levels. Learning and teaching measures have been used to identify effective components which can be more systematically implemented. Classroom observations were employed to provide a profile of the use and quality of the literacy instruction and to identify effective instructional practices, thereby contributing to the redesign of instruction for cluster wide implementation. The study adds to a growing number of interventions which use a design-based approach to tackle problems associated with school effectiveness. It contributes to the identification of promising new practices and to the design of more effective instruction in the context of a national system (New Zealand) that is already generally of high quality in literacy teaching but with low equity. A specific outcome is further evidence about how new technologies and digital learning are being implemented in low SES classrooms and the relationships with valued student outcomes.

Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand

ABSTRACT The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students.

Nonlinear In-Plane Deformation Mechanics of Timber Floor Diaphragms in Unreinforced Masonry Buildings

AbstractAn analytical model was developed to describe the nonlinear in-plane deformations of timber floor diaphragms in historic unreinforced masonry buildings. Diaphragm deformation mechanics are detailed for both principal-loading directions (parallel to joists and perpendicular to joists) and are shown to produce differential equations of identical form. The model is formulated based on the assumption of pinned-end conditions, symmetrical configurations, and a uniformly distributed applied lateral load. The model is validated against full-scale diaphragm experimental data and is shown to predict response in both principal-loading directions with good accuracy. It is recommended that further research be undertaken to establish representative parameter values for the governing nail connection load-slip function.

A Case Study of Literacy Teaching in Six Middle- and High-School Science Classes in New Zealand

This chapter reports a case study of the literacy practices and knowledge of six science teachers in Auckland, New Zealand (NZ). In NZ, the national curriculum requires that students develop sophisticated, subject-specialised literacy in science. However, little is known about actual patterns of literacy teaching and learning in NZ science classrooms. Participants were six teachers of science from schools serving low to middle socio-economic status communities. Two teachers taught Year 7 (students aged 11–12 years), two taught Year 9 (13–14 years) and two taught Year 11 (15–16 years). The data included observations of literacy teaching in science lessons, interviews with teachers and measures of teachers’ subject literacy pedagogical content knowledge. Data from all three sources indicated that teachers considered vocabulary to be the key to literacy learning in science, and the literacy teaching observed was consistent with this. This vocabulary teaching tended to focus on definitions, supplied by the teacher and learned through repeated practice activities. Texts used in science lessons were most commonly short, teacher designed texts. Students had few opportunities to read science texts independently. We identify a need to expand the learning outcomes that are valued, from a primary focus on assessed science content to a broader focus that encompasses reading, writing, disciplinary and critical literacy outcomes. We see an opportunity to frame students, rather than teachers, as being responsible for the reading and writing of science text and to move from constrained to open-ended literacy learning tasks. Finally, we identify a need to move beyond short-term strategies towards a focus on generative teaching so that students are in a position to read and write the texts they need as citizens or as emerging science professionals.

Improving Achievement Using Digital Pedagogy: Impact of a Research Practice Partnership in New Zealand

Abstract This present study reports the impact of a research–practice partnership among nine collaborating schools and researchers in Auckland, New Zealand. The goals of the partnership were to refine digital instruction in ways that would result in improved learning processes and achievement. The partners employed a design-based research approach to iteratively develop and test changes to the pedagogy. Results indicate moderate to large effect sizes in writing, and small effect sizes in reading and mathematics. Results also indicate increasing effects over time in reading and writing, but not in mathematics. Educational effects included greater use of discussions by teachers and greater use of open-ended activity types. These outcomes are discussed in relation to features of the partnership as well as digital pedagogy.