Dissertations / Theses on the topic 'School: New Zealand School of Music'
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1
Jennings, Janet. "A composer-teacher in context: Music for the performing arts faculty in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2605.
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This thesis examines the processes and outcomes of a composer-teacher's practice in the context of a New Zealand secondary school. The research was undertaken by the composer-teacher/researcher as a case study that integrates an investigation of the context with four action research music composition projects developed as a creative response to that context. Chapters One to Three comprise the background theory. Chapter One provides an introduction and overview of the research; Chapter Two explains and justifies the research methods. Chapter Three peels away and examines five layers of the secondary school context identified as significant in shaping the perceptions of the participants: approaching the context in a multi-layered way enabled coherent synthesis and appraisal of the relevant literature. Chapters Four to Seven comprise the four action research music composition projects. Each action research project focuses on a music score composed by the composer-teacher/researcher for a specific group of students at Macleans College, Auckland. The composition, production, and performance processes are investigated from the perspectives of all the participants. Each music project comprises a four part progression - plan (composition process), data (music score), data analysis (recordings of performances, surveys, and interviews with all participants) and reflection (feedback, and feedforward into the next project). Each phase of the research generated significant outcomes, such as the four original music scores. Chapter Eight summarizes the themes, issues, and patterns that emerged, and makes recommendations for further research. A model of co-constructive practice emerges from this research: teacher and students co-construct artistic worlds through performance. The model is not new (it is common practice, adopted by generations of musician-teachers) but is rarely acknowledged and currently un-researched. This research demonstrates the validity of the practice from both musical, and teaching and learning perspectives, and examines the strengths and limitations of the model. At its best, the creative processes co-constructed by a teacher with her students are shown to provide a crucible within which intense and creative learning experiences occur. Students of all levels of ability are shown to gain confidence in this context, and subsequently develop skills with apparent ease. The co-constructive model is limited in that it cannot meet the musical needs of all students: co-construction should be considered as one model of practice, appropriate for use in association with many others. This research provides 'virtual access' to a particular world of performance practice, revealing the secondary school context as a realm of authentic and valid musical practice.
2
Lile, Trudy. "Creating new standards : jazz arrangements of pop songs : a thesis presented in partial fulfillment of the requirements for the degree of Master of Music in Jazz Performance, New Zealand School of Music, Auckland, New Zealand." New Zealand School of Music, 2009. http://hdl.handle.net/10179/1203.
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This study involves the research, analysis, and performance of existing arrangements of songs that have been played and recorded by jazz musicians, and are identifiable as pop songs of the last thirty years. This project will discuss the development of these songs as new repertoire in the jazz idiom. In particular it will examine transcriptions of arrangements by Herbie Hancock, Dianne Reeves, Brad Meldau, Charlie Hunter, Christian McBride, and Bob Belden. The analysis of these transcriptions will consider the techniques these musicians used in their arrangements including reharmonisation, melodic interpretation, rhythm, and restructuring of the form of the original song. Further, the techniques identified in the analyses will be applied in the creation of new arrangements of similar songs from that era for jazz ensemble of various sizes.
3
Boniface, Emma Jane. "Promoting sociability : staff perceptions of music therapy as a way to enhance social skills : a project presented in partial fulfilment of the requirements for the degree of Master of Music in Music Therapy, New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1172.
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This thesis is the result of working with nine students and one teacher aide in group music therapy in special education. Through opportunities to learn about music and sound, the students were invited to use descriptive language to express emotions and thoughts about their music therapy experience. This research used a qualitative research design, where the purpose was to learn about the perceptions that staff may have of music therapy and to highlight how music therapy can promote sociability in an educative setting. The data collected mainly through research journal entries and two interviews (as well as material from a discussion group) offer evidence about how improvisational group music therapy can help create a positive social environment in the classroom and complement socialisation goals in education.
4
Kahui, Dennis Jon. "A cultural approach to music therapy in New Zealand : a Maori perspective : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at Massey University, NZ School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/898.
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The main theme of this study is to form a culturally appropriate approach to music therapy concepts from a Maori perspective that could be inclusive and accommodate both Maori and Tauiwi (non-Maori) Rangatahi (adolescents) in health care settings. In order to provide a descriptive account of the holistic aspects of introducing Maori musical concepts in a music therapy setting a qualitative design was employed. The study draws on my personal journal entries, an interview with Kaumatua (Maori respected elders) regarding the appropriateness of introducing and altering traditional Maori musicality to accommodate the patient’s needs and a case study involving the Haka as a music therapy intervention strategy with a young Maori patient diagnosed with schizophrenia. My findings show that as a music therapist consultation with Kaumatua regarding anything related to Maori cultural aspects was essential. I also found that when working with a Maori Rangatahi who is immersed in Maori culture, it created an atmosphere of containment, familiarity, enjoyment, engagement and an environment that facilitated the achievement of therapeutic goals. Te Whare Tapa Wha Maori mental health model is well suited as a music therapy assessment tool to the characteristics of the physical, emotional, spiritual and family context of the Haka. I also found that Tauiwi music therapists wishing to introduce cultural elements must first learn about Maori culture and the people in order to confidently understand the music. Tauiwi Rangatahi may also benefit from the introduction of Maori musicality as a therapeutic means by being an inclusive member of the community and the positive psychological effects. For example, Rangatahi benefited from learning the proper pronunciation and meaning of the Haka, which in turn gave them a sense of achievement. I also found that some Maori protocols fit well with the protocols of music therapy, such as the beginning and endings with a hello and goodbye song.
5
Park, Yaeun Kyung. "Improving understanding of music therapy with a non-verbal child: sharing perceptions with other professionals : a research presented in partial fulfilment of the requirements for the Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/999.
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This study explored the value of music therapy practice with a non-verbal child conducted by the author, a Music Therapy Student (MTS), as seen through the eyes of two music therapists and the child’s mother, as well as the improvement achieved in the MTS’s understanding of music therapy practice through sharing the three professionals’ insights. The paper addresses two research questions: (1) How is music therapy with a non-verbal child perceived by music therapy professionals? (2) How does sharing these professionals’ understanding of music therapy improve the MTS’s understanding of this therapeutic process? The MTS’s self-reflections were treated as part of the data in this research, as was the non-verbal communication within the music therapy intervention to support the findings. The qualitative research, ‘Naturalistic inquiry’ was used for this research. Data was collected by interviewing these three professionals individually about their perceptions of music therapy after watching three video extracts of normal music therapy sessions with the child. The video extracts were selected from the significant moments of non-verbal communication. Through this process of sharing the professionals’ perceptions, the MTS gained a deeper understanding of both the child and the music therapy practice administered, confirming and extending her understanding of the musical and therapeutic skills and techniques of the three professionals, which they had gained in their varied experiences and which had been shaped by their varied backgrounds. The MTS was thus engaged in a learning process which hoped would enhance the quality of therapy provided by her in the future.
6
Wong, Chit Yu. "How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis presented in partial fulfillment of the requirements for the degree of Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1093.
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This study explored ways in which a music therapy student could modify and improve her own clinical practice in order to facilitate client contribution in group music therapy in an acute adolescent inpatient unit. Through cycles of observation, evaluation, planning, and action, the music therapy student was able to examine her facilitation techniques in detail and modified them accordingly. There were six fortnightly cycles and in each cycle, the research journal, research notes, and video-recording were systematically reviewed by the music therapy student herself, and themes were drawn out to contribute to the planning of the next cycle. The results suggested that while direct questions predominated at the start of study, the music therapy student was able to adopt a variety of other techniques by the end of the research period, including self-disclosure, appropriate eye contact, and the shifting of responsibility. The music therapy student also found that her own anxiety level, which was often caused by periods of silence in music groups, also had an important impact on her ability to facilitate. The discussion addressed other factors that are believed to have contributed to the student?s ability to facilitate in group music therapy.
7
Wong, Chit Yu. "How can a music therapy student facilitate contributions by adolescent clients who have psychiatric disorders in group music therapy? : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive e-thesis, 2009. http://hdl.handle.net/10063/1003.
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Chiang, Jenny Yu Kuan. "Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : a thesis submitted to the New Zealand School of Music, Wellington, New Zealand, in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1046.
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9
Page, Nicki A. "Assessing affective elements in New Zealand secondary school general music education: The development of a music attitude assessment instrument based on a taxonomy of affective educational objectives." Thesis, University of Canterbury. Music, 1993. http://hdl.handle.net/10092/4606.
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The purpose of this study was:
(1) To examine the issue of assessment in the affective domain, with particular
reference to New Zealand secondary school general music education; and
(2) To make a practical contribution to the assessment of elements in the affective
domain, by addressing problems and concerns raised by the examination of
affective domain issues.
The affective domain was described as incorporating "positive and negative feelings, as
well as emotionally toned attitudes, values, interests and appreciations ... ". It was
suggested that too often there is a wide discrepancy between stated affective objectives
for a particular course of learning, and any subsequent evaluation of that course .
. Specific problems and issues were identified, and these were to form a linking thread
throughout the thesis.
The taxonomy of affective objectives, developed by Krathwohl, Bloom and Masia,
was introduced and discussed, with particular attention being drawn to the position of
'attitude' on the taxonomy continuum. The proposal was to base a music attitude
assessment instrument on the model: this forming the "practical contribution"
component of the study.
A pilot study was undertaken using a previously developed, affective taxonomy-based
assessment instrument; the purpose being to gain some indication as to the viability of
the proposed project.
Using carefully formulated item statements, a New Music Attitude Assessment
Instrument (the NMAAI) was constructed and administered to students in New Zealand
secondary schools. A particular characteristic of the NMAAI is that, unlike previous
Instruments designed according to similar principles, its underlying definition of
'music' is nonspecific.
The resultant data were analysed, and validity and reliability studies were undertaken.
The "specific problems and issues" introduced in the opening chapters of the thesis
were revisited in the light of the NMAAI project, and the findings were detailed.
It was concluded that the NMAAI, as an instrument for use in secondary school
general music education, contains demonstrably beneficial properties.
It has the potential to aid the assessment of objectives from the New Zealand music
education syllabus for schools.
Implications for further research were identified, both with regard to the NMAAI itself,
and for affective domain assessment in general.
10
Wilkinson, Catherine Joy. "Reflections and analysis to improve clinical practice : a student music therapist's journey with a preschool child with special needs : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/858.
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This qualitative study critically examines the researcher’s music therapy clinical practice with a preschool child with global developmental delay. The researcher/student music therapist critically examined and refined her clinical practice using an action research model. Each cycle consisted of a plan, action, data collection, reflection, and analysis. The researcher was the main participant. The child, his mother and a speech-language therapist were co-participants with different roles. The child and his mother participated in the sessions. The speech-language therapist observed three sessions through a window. Feedback from the child’s mother and the speech-language therapist contributed to the reflective data. Important issues that developed through the cycles related to early intervention techniques (having fun, being playful and spontaneous, and being in close proximity). Other important issues that developed were, the use of the voice and guitar; confidence; professionalism with parents and other health professionals; self-awareness; and the understanding of early childhood development (especially in the area of communication). Related literature on aspects of music therapy practice, music therapy in early intervention, music therapy and communication, and action research are described. These results cannot be generalised. However, they may firstly, illustrate relevant trends in early intervention, and secondly, enable the researcher to adapt skills learnt to use in future practice in early intervention
11
Thurston, Donna. "Irish music in Wellington : a study of a local music community : a thesis submitted to the New Zealand School of Music in fulfilment of the requirements for the degree of Master of Music in Musicology /." ResearchArchive@Victoria e-Thesis, 2010. http://hdl.handle.net/10063/1258.
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Gang, Na-Hyun. "Action research: an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a research dissertation presented in partial fulfilment of the requirements for the Master of Music Therapy at New Zealand School of Music, Wellington, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1155.
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This action research project examines the researcher’s journey of establishing a therapeutic relationship with a child with autism spectrum disorder during her practicum. Children with ASD present difficulty in communication and social relationship skills. As a student in training with a limited experience, the researcher had uncertainty and low confidence with regard to her clinical and professional skills which affected her work. In this project, the researcher has examined her own process of music therapy with a child with ASD and shows how she was able to improve her practice and therefore establish meaningful and effective therapeutic relationships with this client population and obtain valuable learning through the training. The study was conducted at a dedicated therapy centre in New Zealand where the researcher was in placement. A total of seven, thirty-minute weekly individual music therapy sessions and four supervision sessions were employed. This process was adapted into the design of action cycles which involved the repeated process of planning, action and evaluation. In-depth analysis of the researcher’s work was carried out throughout the cycles, using clinical notes, journal excerpts, supervision notes and video recordings of the sessions. The findings suggest that the researcher was able to improve her practice while attempting to build a therapeutic relationship with the client. Various clinical and personal issues arose such as uncertainty about improvisation, and lack of confidence in professional skills including communicating with parents, which led to disjunction and burnout symptoms. Discussions in supervision aided in in-depth reflection of the researcher’s work as well as emotional support. The researcher could ultimately develop ‘internal supervisor’ and was able to use independent strategies to help develop her work. Implications for training include making personal therapy a compulsory course requirement, providing training on professional skills, and student support groups. Future research may investigate the effectiveness of verbal input in music therapy and the emotional stages of parents.
13
Smith, Andy. "Pat Metheny: Composing to Exploit the Sound of the Guitar : a thesis submitted to the New Zealand School of Music [in partial fulfilment of the requirements for the degree of Master of Music]." New Zealand School of Music, 2007. http://hdl.handle.net/10179/1113.
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The study's objective is to relate the development of Pat Metheny's stylistic characteristics from his interpretation of jazz standards to their incorporation into his own compositions. Stylistic elements are established and a sample of his compositions are analysed to compare his solo style in standards with his compositional style. Metheny is a recognised innovator in technique and uses a wide range of instruments in the guitar family, both traditional and radically new. The use of such instruments frees Metheny from some restrictions and the possibility that this freedom is a major influence in his improvisation and composition is remarked on. There is scope for further work based on a wider sampling, and the methodology used in this study could probably be modified to focus on this objective.
14
Robb, Hamish James Alexander. "Organicism, motivic parallelism, and performance in Beethoven's piano sonata op. 2 no. 3 : a thesis submitted to the New Zealand School of Music in fulfilment of the requirements for the degree of Master of Music in Musicology /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/944.
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Robb, Hamish James Alexander. "Organicism, motivic parallelism, and performance in Beethoven's piano sonata Op. 2 No. 3 : a thesis submitted to the New Zealand School of Music in fulfillment of the requirements for the degree of Master of Music in Musicology." Massey University, 2008. http://hdl.handle.net/10179/1000.
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This thesis summarises the important ideologies and concepts of musical organicism in the late eighteenth century and applies them to motivic analysis and performance. Much has been written about the organic nature of Beethoven’s later works, but less has been written about the organic coherence found in his earlier compositions. This study involves a motivic analysis of his Op. 2 No. 3 sonata (1795), for which little or no significant research has been carried out. This musical work is used as an illustration of ways in which musical organicism, motivic analysis, and performance can interrelate. The thesis is in three parts. Part one presents a review of late eighteenth-century ideologies of unity and their musical applications. In the search for an effective means of comparing motivic development with organicism, it is then argued that Schenker’s ‘motivic parallelism’ or ‘concealed repetition’ is considerably undervalued in his analytical framework. Drawing on the insights of Richard Cohn, I endorse a more autonomous treatment of the motivic parallelism in analysis, so that it is an independent unifying tool in its own right and not only a by-product of tonal analysis. Several approaches are applied to the motivic parallelism in order to illustrate how the parallelism can be used in ways normally only associated with the surface motif. Part two of the thesis consists of a detailed motivic analysis of Beethoven’s Op. 2 No. 3 sonata. It is argued that the motivic parallelisms contained in this sonata reflect late eighteenth-century ideals of organicism. I propose that there are several motivic cells found in the opening four bars of the sonata, which recur (or are ‘paralleled’) within all structural levels and over all four movements, unifying the sonata organically as one whole. In this way, I show that the Op. 2 No. 3 sonata can be seen to foreshadow the organic treatment of motifs by later composers, who were influenced by Goethe’s complex prototype (1802) as an organic model.(1) I also offer an ‘organic narrative’ for the sonata, using motivic parallelisms as the guiding forces in the discourse. The third and final part relates the motivic parallelisms and other analytical findings to performance. Techniques of ‘performing’ motivic parallelisms are discussed and applied to the Op. 2 No. 3 sonata. The organic perspective is proposed as one avenue through which to understand and enhance a performance of a work. (1) The sonata can also be seen to foreshadow the highly seminal treatment of motifs that was to become more widely used in Beethoven’s later works (such as the Eroica Symphony).
16
Smith, Felicity. "The Music of Rene Drouard de Bousset (1703-1760): a Source Study and Stylistic Survey, with Emphasis on His Sacred Output : a thesis submitted to the New Zealand School of Music in fulfilment of the degree of Master of Music in Musiology." New Zealand School of Music, 2008. http://hdl.handle.net/10179/1114.
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Rene Drouard de Bousset (1703-1760) was an admired composer and an organist of renown. This thesis examines this musician's life and work, and attempts to bring Bousset's music, hitherto largely unknown, to the attention of musicologists and performers today. Primarily a source study, the thesis makes a survey of all known copies of Bousset's published works, addressing questions of dates, reprints and corrections. Historical context and musical style are also discussed. Particular emphasis is given to Bousset's sacred music in the French language two volumes of sacred cantatas and eight settings of Odes sacrees by Jean-Baptiste Rousseau - and its place within the French tradition of Psalm paraphrase settings. The figure of J.B. Rousseau is also examined, as the librettist of Bousset's Odes, and as an important literary contributor to French music at the turn of the eighteenth century. The source study is supplemented by a catalogue in the style of the Philidor Oeuvres database produced by the Centre de Musique Baroque de Versailles, containing all Bousset's known works, extant and lost. This exposition of Bousset's compositional output is prefaced by a biographical overview assembled principally from eighteenth century publications and archival documents. Volume II of this thesis comprises a critical performing edition of Bousset's first volume of Cantates spirituelles (1739).
17
Thorpe, Vicki. "We made this song : the group song writing processes of three adolescent rock bands : a thesis submitted to the New Zealand School of Music in fulfilment of the requirements for the degree of Master of Music in History and Literature of Music /." ResearhArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/272.
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Savaiinaea, Chelsea Makere. "Challenges in communication : a critical analysis of a student music therapist's techniques in working with special needs children : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Masters of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1082.
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Gang, Na-Hyun. "Action research : an exploration of a music therapy student's journey of establishing a therapeutic relationship with a child with autistic spectrum disorder in music therapy : a thesis submitted to the New Zealand School of Music in partial fulfilment of the requirements for the degree of Master of Music Therapy /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1081.
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20
Braatvedt, Sue. "A history of music education in New Zealand state primary and intermediate schools 1878-1989." Thesis, University of Canterbury. Department of Music, 2002. http://hdl.handle.net/10092/3915.
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Music education has been part of the New Zealand curriculum since the nineteenth
century yet it has not been perceived as a "mainstream" subject in the school curriculum.
This research examines how music has been perceived in the curriculum, and looks at the
effectiveness of the teacher in implementing music education programmes during the
existence of the Department of Education between 1878 and 1989. While the Education
Act of 1877 established the Department of Education, in practical terms the Department
only started to function in 1878 and ceased to exist in 1989.
External events such as the two economic depressions of the 1890s and the early 1930s,
and the two World Wars, had a deleterious effect on music education development. In
the local political arena there was inconsistency in attitudes towards the subject that
further inhibited growth.
The majority of immigrants during the nineteenth century were from Britain. A review
of the sight singing movement in England is included in chapter one to determine why
singing dominated school music in the New Zealand curriculum. In 1928 the syllabus
changed from "singing" to "music." This reflected a wider concept of musical activity,
including musical appreciation, movement and the playing of musical instruments.
The 1920s represented an era of many new initiatives in school music, dominated by the
appointment of the first Supervisor of School Music, E. Douglas Tayler. The subsequent
appointments of four British music lecturers to the four Training Colleges augured well
for school music. Broadcasts to schools programmes that featured prominently in the
lives of many New Zealand school pupils, had begun life with Tayler's music
programmes in 1931.
The appointment of the National Adviser of Music, W.H. Walden Mills in 1958
represented another important milestone in music education, since no-one had held this
position on a national level since Tayler's resignation 27 years earlier. Walden Mills'
influence was manifest in the appointments of District Music Advisers during the 1960s
who provided a much needed support service to teachers. Further developments in
music education occurred during the 1970s with the implementation of special music programmes in certain schools, including the Music Teacher Scheme (MT scheme) and
the composers in schools scheme. During the 1970s and 1980s awareness of other
cultures became an integral part of school music programmes, and contemporary music
of all kinds became an acceptable part of the school environment. Two significant events
that reflected changing attitudes towards music education were the publication of the Tait
Report in 1970 and the Ritchie Report in 1980.
A CD accompanies the thesis giving examples of school songs published in various song
books used in New Zealand schools between 1878 and 1980.
21
Marsh, Louise, and n/a. "Physical aggression among high school students in New Zealand." University of Otago. Dunedin School of Medicine, 2008. http://adt.otago.ac.nz./public/adt-NZDU20080710.115418.
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Recent New Zealand (NZ) research found rates of physical fighting and weapon carrying among high school students in Dunedin were equal to that of rates for the United States (US). The NZ Government has identified violence as a priority health issue. However, NZ is lacking information on the prevalence of the problem, and the identification of factors which may provide clues for prevention. The current understanding of the social context in which physical aggression takes place, has focused on risk factors that are present in the adolescents� ecological frame. Emerging protective factors are increasingly being recognised as major determinants that can moderate the adverse effects of risk factors. However, little research into protective factors has been conducted in NZ.
The aim of this thesis was to investigate physical aggression among adolescents in NZ. This was explored through four in-depth studies: i) a national survey of secondary school principals and counsellors ii) focus groups with students in Otago; iii) an online survey with students in Otago and iv) a survey with teachers in Otago.
The national survey of secondary school principals and counsellors points to a degree of concern about physical violence in NZ. One in ten reported fights occurred frequently, and over a quarter of principals and over one third of counsellors reported that at least one student at their school had been caught carrying a weapon.
Focus groups with Otago adolescents indicated that fights often began as verbal disagreements escalating to physical fights, that a fight should be defined as serious as opposed to a play fight; and differences were also found between fighting at school and outside of school. Participants suggested that items may be reported as weapons, even though they are not being carried for such purposes. Previous estimates of aggressive behaviours may have been unjustifiably high and possibly hid signifcant differences in the nature of the aggression being reported.
A quantitative cross-sectional online survey was undertaken with Otago secondary school students, and confirmed that physical aggression among NZ adolescents is a significant problem. Mutivariate analyses identified the school as an important factor in the social system of adolescents; in particular feeling safe, not feeling alienated and being treated fairly. The results highlighted the need to concentrate on strategies that improve students� positive engagement with school as a means to reduce physical aggression.
The final study of Otago secondary school teachers showed that while teachers did not consider physical aggression as a major problem in their schools, they did report frequent occurrences of physical fighting. Respondents also reported some teachers experienced significant physical aggression from students.
Physical aggression among NZ adolescents is a significant public health problem that needs addressing. This behaviour impacts directly on the education offered to students, the safety of the environment in which learning takes place, and the stress of the work place for teachers. This thesis has identified school engagement as the most promising protective factors for young people against involvement in physical aggression.
22
Nyce, Douglas L. "New Zealand primary music education: a promise broken : a comparison of the de jure and de facto philosophies of music education of New Zealand primary, intermediate and middle schools." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/18071.
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This thesis project is undertaken in order to expose and analyse the
philosophies of music education of the New Zealand educational system at the
primary level. Research is conducted and presented in the disciplines of philosophy,
the philosophy of music, the philosophy of education and the philosophy of music
education so that this analysis might be as conceptually broad and deep as possible.
Information is also gathered from New Zealand governmental documents on the
subject of music educational philosophy and previous surveys of New Zealand music
education are explored. Current information is also gathered through the conducting
of a survey of 1247 New Zealand schools. This thesis is a vehicle both for the
presentation and analysis of data gathered through this survey of New Zealand
primary, intermediate and middle school music education and for the presentation and
philosophical analysis of the discipline of the philosophy of music education. Using
data collected through the survey instrument, the de facto philosophies reported by
music educators and principals as operating in New Zealand schools have been
established. The data collection involves qualitative questioning regarding the
philosophy of music education as well as quantitative questioning regarding
philosophy, methods, curriculum and materials utilised. The responses are analysed,
as are many other competing philosophical viewpoints for logical validity and
empirical relevance. Efforts are also made to place them within the context of the
history and philosophy of music education. The conclusions of this exposition and
analysis are that there is a discernable philosophy of music education predominantly
operating in New Zealand schools as demonstrated by teacher practice (the
philosophy of music education de facto) and that this philosophy is in some ways
inconsistent with the predominant philosophy of music education as articulated in
New Zealand Ministry of Education documents (the philosophy of music education de jure). Based on its validity and efficacy, I recommend that a particular philosophy of music education bridging the two be developed and be adopted, both de jure and de facto, by New Zealand officials and educators.
23
Brooker, Barry N., and n/a. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061023.151530.
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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
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Webster, Elaine Irene, and n/a. "Similarities and differences in New Zealand school uniforms : issues of identity." University of Otago. Department of Clothing and Textile Sciences, 2006. http://adt.otago.ac.nz./public/adt-NZDU20061108.143726.
Full textAbstract:
Dress and appearance constitute the visual realm in the dialectic of identity construction and are powerful communicators in this process, since dress and appearance are the symbolic means by which we locate ourselves and others through interaction within social contexts. Dress is used to differentiate and create boundaries for group belonging and exclusion, and in the uniform has been understood to have a capacity to suppress individuality and to identify the wearer with objectives beyond the self. Adolescence is a time of intense identity work and in New Zealand coincides with secondary schooling during which school uniforms are usually worn. Is freedom in dress necessary for development of personal identity?
The effects of same-dressing on identity development in adolescence were investigated in the context of the history, practice, and meanings of school uniform in New Zealand secondary schools. This was investigated through a nationwide survey, analysis of selected school photographs and records, interviews with students, review of legal and bureaucratic structures supporting the practice, and review of the literature of school uniforms, and education and social history of New Zealand. A combination of qualitative and quantitative methods contributed to analysis of both dress practices in wider New Zealand contexts, and more personal use of dress in the formation of personal identity. Analysis of school uniforms as mechanisms of power, constituting both the student and the self, drew on symbolic interactionist theory and on Foucault�s later interpretations of power, while also linking material culture and social structures.
New Zealand has a strong and continuing tradition of school uniform in secondary schools, yet this practice is characterised by change, variety, and differences, challenging the sameness which uniforms are supposed to embody. Meanings and functions of uniforms have changed considerably over the twentieth century, evolving through extreme and diverse expressions of the expectations of social, political, and education systems towards their young people, and mediated in turn by students themselves. While school uniforms both manifest and mediate the power of the school over the bodies of children, the power embodied in uniforms is not always and only a repressive power, but is also a generative, productive power. Students described uniforms as a form of shelter and protection, embodying belonging and participation in the school and a projected future of success and engagement in adult society and work. Uniforms also maintained a breadth of possibilities consistent with a fluid class system and egalitarian ideals of New Zealand society.
While students believed self-expression essential for the formation of a self, they believed this need could be met through the use of minor differences in uniforms, while uniforms allowed them to retain the advantages of group belonging. Schools allowing some personal expression effectively strengthened the sense of belonging and participation, by maintaining the individual in positive relation to the group. The interaction that creates a self consists in symbols, involving meanings, appearances, and communication: differences and similarities from part of these complex interactions.
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Owusu, Kofi Acheaw. "Assessing New Zealand high school science teachers' technological pedagogical content knowledge." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.
Full textAbstract:
Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners.
The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context.
The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.
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Wilson, Andreas. "Measuring the exposure to obesogenic environments among New Zealand school children." Thesis, University of Canterbury. Geography, 2015. http://hdl.handle.net/10092/10847.
Full textAbstract:
The prevalence of obesity has increased greatly in the last 30 years. Intensified urban landscapes have created environments that facilitate rising obesity rates. The level of unhealthy food consumption and physical activity accessibility has become imbalanced within the built and social environments of individuals. The term obesogenic environment has been used to describe the increased exposure to obesity, based on the characteristics of the surrounding environment. Previous academic literature has attempted to measure the contribution of obesogenic environment exposure to obesity health outcomes. The key aim of this research is to measure the correlation between obesogenic environments and BMI outcomes of New Zealand school children aged 5-14. Part 1 of this research method considered all children aged 5-14 sampled in the New Zealand Health Survey (NZHS) 2013/2014. Linear regression analysis was used to determine the correlation between BMI and selected NZHS participant responses; the key analysis in part 1 was the correlation between BMI and participants mode of transport to and from school. Part 2 of this research method focused on the New Zealand city of Hamilton. The research method used NZHS data to measure participant exposure to obesogenic environments based on the health responses given by participants. Geospatial network analysis was used to determine the NZHS participant’s home, route and school environments. Obesogenic environment exposure was defined by the Hamilton food and physical environment attributes contained within euclidean buffer zones created around the participant’s home, route and school environment. Linear regression analysis was then used to determine the geospatial correlation between the participant’s environment exposure and BMI outcomes. The results of this research method suggest that participant’s exposure to obesogenic environments did not contribute to obesity health outcomes, based on the lack of statistical evidence provided by the linear regression analysis.
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Taylor, Simon P. G. "Exploration of collaborative learning environments in New Zealand secondary school science." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1148.
Full textAbstract:
This thesis is based on a project named Please Let Us Take Off (PLUTO) which recognized the need to further consider students’ attitudes and perceptions of their science experiences at secondary school and to examine their immediate learning environment. Nuthall (2005) spent many years in New Zealand classrooms monitoring and analysing student interactions using microphones that recorded student conversations. His major conclusion related to how little teachers knew about what was going on in classrooms. Nuthall claimed the world of learning from a student’s perspective and the specific evidence of what is happening in the student personal learning space can be unknown to the teacher. Most importantly, the project wanted to encourage teachers to take the opportunity to look closer into the student’s personal viewpoint of learning in science lessons.In the year 2008, New Zealand was introducing a new national curriculum and there was also considerable concern for non-engaged students and for Māori students in their early years of secondary school. There was appreciation of the new curriculum and its principles by schools but still an overwhelming necessity to gain further and deeper understanding of the actual learners’ science experiences. Hence the attention of this study, to gain further knowledge of how students view their science learning, initially by the use of the Constructivist Learning Environment Survey (CLES). A range of qualitative student voice, including learning drawings made by students, were collected and analyzed to gain additional insight into the experiences of secondary science students.This thesis focuses on students entering secondary school and their learning experiences in science in their first two years at years 9 and 10. It was action-research based and it followed 15 classes of students at years 9-10 (13-15 years old) with their corresponding teachers in 12 secondary schools, over three consecutive years, 2009-2011.The selected geographical region of research incorporated a range of rural and urban secondary schools in the central North island of New Zealand. The study measured students’ attitudes and perceptions of their experiences of the classroom and it intended to generate an opportunity for teachers to discuss and reflect on the research data gathered.The students were surveyed using the Constructivist Learning Environment Survey over two years. The data were analysed using SPSS and comparisons were made between actual and preferred learning environment results. Variations between each year, gender differences and ethnicity differences were also measured and evaluated. Student learning drawings were adopted in the year 2011 to gather qualitative voice and the drawings were analysed by considering the choices that the students made in their drawing. The student audio interviews also added a wealth of student voice to further explore the students’ perceptions of their learning in science lessons. The five scales used in the CLES survey were used in the analysis of the student learning drawings and the nature of the interview questions posed to the students.The PLUTO project endeavoured to support teacher professional learning and act as a catalyst to encourage ongoing professional discourse. It offered the opportunity to make measurements of the learning environment and at the same time help provide reasons to use different teaching methods in the science classes that may have not been used before.
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Patrick, Rachel, and r. patrick@rmit edu au. "New teachers, professional knowledge and educational reform in New Zealand." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081022.073150.
Full textAbstract:
This thesis examines the professional knowledge of new secondary school teachers in New Zealand, their negotiation of multiple discourses encountered in policy and practice, and their processes of professional identity formation. It is also a study of policy reform. In New Zealand, as elsewhere, recent educational and social reforms have brought about major changes to the way education is managed and implemented. These reforms emphasise market ideologies promoting consumer choice and responsibility, while measuring and monitoring quality and effectiveness. At the same time, the reforms attempt to alleviate social inequality. Teachers' negotiation of an accountability culture and the dominant equity policies is a major focus of this study.
The study draws upon group interviews held with nine new teachers during the first two years of their teaching careers. The group interviews were designed to elicit extended narratives from individual teachers, as well as promote more interactive dialogue and reflections within the groups. Because the interviews were conducted at different points in their early careers, the study also has a longitudinal element, allowing insight into how teachers' views are formed or changed during an intense period of professional learning. Analysis of the teachers' narratives is informed by poststructural and feminist understandings of identity and knowledge and by a methodological orientation to writing as a method of enquiry.
The thesis develops three main types of discussion and sets of arguments. The first examines new teachers' negotiation of the 'macro' context of teacher knowledge formation that is, their negotiation of an educational policy environment that juxtaposes an equity agenda with accountability controls. In order to historically situate these dilemmas, the particular political, social and educational context of New Zealand is examined. It is argued that teachers negotiate competing political and conceptual debates about social justice, equity and difference, and that this negotiation is central to the formation of professional knowledge. The analysis illustrates ways in which teachers make sense of equity discourses in educational policy and practice, and the apparent contradictions that arise from placing tight accountability standards on schools and teachers to achieve associated equity goals.
The second type of discussion focuses on teachers' negotiation of the 'micro' dimension of professional knowledge, looking closely at the processes and practices that form professional identity. Against stage or developmental models of teacher identity, it is argued that professional identity is formed in an ongoing, uneven and fluid manner and is socially and discursively situated/embedded. It is further argued that professional knowledge and identity are entwined and that this relationship is most usefully understood through analysis of the discursive practices that frame teachers' working lives and through which teachers work out who they are or should become and what and how they (should) think. This analysis contributes new perspectives to debates in teacher education about teacher preparation and the knowledge required of teachers in current 'new times'.
The final cluster of arguments brings together these macro and micro aspects of professional knowledge and identity with a case study of how new teachers negotiated a recent educational reform of senior secondary school qualifications in New Zealand. This reform has had a significant impact on secondary schools and on the way teachers, and New Zealanders in general, think about education, achievement and
success. It was found that this reform significantly challenged new teachers to question their beliefs about assessment and justice in education, and what counts as success. This case study draws attention to the tensions between equity, academic excellence and standards-based assessment, and contributes to understanding how teacher professional knowledge forms both in the context of a specific educational policy reform and in relation to educational reform in general.
This study contributes new knowledge to the formation of teacher professional knowledge and identity in an educational climate of change in New Zealand. The findings offer new insights for teacher educators, policymakers and schools into how teachers build, shape and sustain professional knowledge; how they juggle contradictions between a desire for justice, policy imperatives and teacher education rhetoric; the self-constructed, but contingent nature of professional knowledge and identity; and the urgency to address identity formation as part of teacher education and to take account of the dynamic ways in which identities form. These matters need to be articulated in teacher education both pre-service and in-service in order to address teacher retention and satisfaction, and teachers' commitment to equity reform in education.
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Gollan, Hugh. "The New Zealand dairy industry--international trade & industry structure." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13343.
Full textAbstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1991.Title as it appears in the June, 1991 M.I.T. Graduate List: International trade in dairy products and the New Zeland industry.
Includes bibliographical references.
by Hugh Gollan.
M.S.
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Hodder, Catherine. "Demography of nineteenth century New Zealand education gender and regional differences in school retention /." The University of Waikato, 2006. http://hdl.handle.net/10289/2226.
Full textAbstract:
Abstract This thesis examines the progress of pupils through New Zealand schools in the last two decades of the nineteenth century and the first decade of the twentieth century. The purpose of this study was to apply demographic techniques to primary historical education data to enable the progress of pupils to be quantified and to allow comparisons to be made among different Education Districts and longitudinally over a period of some three decades. The present work applies demographic methods using cohort and period analyses to overcome difficulties in direct comparisons of historical education data because of differences in population structure and differing examination pass rates in various Education Districts. This approach allows the determination of retention rates of pupils both by age and by level from Standard 4 to Standard 6 using primary data from the nineteenth century. In addition, gender differences in retention by age are analysed from the 1880s to the end of the first decade of the twentieth century. Previous published work considered school attendance only in general terms and usually on a national basis, but generally without analysing specific educational data on gender differences. Studies prior to the present work have suggested that in the nineteenth century Education Districts differed in school enrolments (Hodder, 1996) and it is thus likely that there were differences in school retention of pupils between various Education Districts. Pilot research to the present work developed demographic methods for studying retention of pupil populations allowing for changes in the number and structure of the pupils populations over time (Hodder, 2005). These pilot methods are applied in the present research to study pupil retention in all thirteen Education Districts over the approximately 30 years from the 1880s. In addition to age and level cohorts, gender differences are analysed. Direct comparisons among all Education Districts and over time are now possible. This study has used a novel approach to the analysis of historical education data. The results enable comparisons to be made among all thirteen Education Districts and across several decades; such comparisons have not previously been possible and will facilitate future research on the possible factors affecting pupil retention particularly in relation to employment opportunities for school leavers and differences according to gender. __________ Hodder, C. (1996). Cambridge District High School and its community, 1880 - 1888. Unpublished Master of Arts thesis, Department of Education Studies, University of Waikato, Hamilton, New Zealand. Hodder, C. (2005). Old data, new methods: the use of demographic methods to study historical education data. Unpublished Directed Study, Department of Societies and Cultures, University of Waikato, Hamilton, New Zealand.
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Hyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2322.
Full textAbstract:
Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.
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Kepa, Tangiwai Mere Appleton. "Language matters: The politics of teaching immigrant adolescents school English (New Zealand)." Thesis, University of Auckland, 2002. http://wwwlib.umi.com/dissertations/fullcit/3046046.
Full textAbstract:
The purpose of this thesis is to reflect upon the complex process of educating the sons and daughters of immigrant parents from diverse cultural communities. The study stresses the importance of valuing the language and culture of students in Aotearoa-New Zealand for whom English is another language. It is argued that the discourse of what shall be called ‘technocratic pedagogy’ falls short of meeting this goal. What is needed is more expansive and inclusive programmes that apprehend the social, economic, and political contexts of learning. This is necessary if the students are to continue their education not simply to absorb prescribed information and ideas but to actively understand, question, challenge, and change the school and the classroom. The thesis is written from the perspective of an indigenous Maori teacher trained in technocratic approaches of practice looking to aspects of her intimate culture, Tongan and Samoan ways of representing the world, and Paulo Freire's critical pedagogy to transform contemporary education that tends to exclude the adolescents from learning in school. This thesis is not simply another contribution to the ways in which teachers of school English in general think about methodologies and approaches to learning; rather, it is addressed more specifically to those Maori, Tongan, and Samoan teachers in this country who work with and alongside communities who are from the Kingdom of Tonga and the islands of Samoa. Thus, there is great value placed on educational experience with indigenous Tongan and Samoan teachers and students in an educational project referred to in the thesis as a ‘School-within-a-school’. The School-within-a-school refers to a site of education for teaching school English to immigrant adolescents within a large, state, secondary school in the city of Auckland. Particular attention is also paid to educational experience with indigenous teachers in a Curriculum Committee and Maori and Tongan grassroots organisations located within the same school. A fresh approach to teaching English accepts culture as the ground on which to begin to reflect on a practice within a specific context. The teachers who have a dynamic relationship with students argue that culture is a primary site for contradictions and that a revolutionary challenge to technocratic pedagogy is necessary, but not sufficient, to value and actively include the students in school. Since the English language and its attendant practices, values, traditions, and aspirations are the grounds for the students' marginalisation, immediate, consciously organised changes in the teaching beliefs, contents of education, and society at large in Aotearoa are necessary parts of any reintegrative pedagogy. On this account, the belief is that pedagogy is vitally important since it can enable the students to understand the technocratic discourse and draw upon the personal and collective experiences to counter the tendency that denies them full participation in school and the classroom.Subscription resource available via Digital Dissertations only.
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Cattermole, Grant. "School reports : university fiction in the masculine tradition of New Zealand literature." Thesis, University of Canterbury. English, 2011. http://hdl.handle.net/10092/9709.
Full textAbstract:
This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.
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Scott, Graeme B. "School based environmental education in New Zealand: Conceptual issues and policy implications." Thesis, University of Canterbury. Resource Management, 1986. http://hdl.handle.net/10092/4782.
Full textAbstract:
Despite rapid uptake overseas environmental education has received no formal commitment from the New Zealand education system. This study is a multidisciplinary examination of four key questions that are considered to frame the implications of environmental education for educational policy in New Zealand, now. Findings are considered to have international implications.
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Whiting, Paul. "Four Avenues : a school without walls? : a social history of Four Avenues Alternative School in Christchurch, New Zealand." Thesis, University of Canterbury. Sociology and Anthropology, 2004. http://hdl.handle.net/10092/1987.
Full textAbstract:
This thesis provides a social history of Four Avenues Alternative School in Christchurch, New Zealand, beginning with the school's establishment in the mid-1970s and ending with its closure in 1993. This thesis addresses the question of how Four Avenues maintained its place in the state education system for 18 years and how that place was threatened over time. Using microhistorical analysis, it discusses the school's history through the intensive study of three events in that history: 1) the opening of Four Avenues in May 1975; 2) the Department of Education's decision to close Four Avenues early in 1983; and 3) the Education Review Office (1993) audit that recommended Four Avenues' closure in 1993. These events are selected because they were points in Four Avenues' history where its survival was an open issue. This thesis argues three features of Four Avenues' history were important in helping it to remain open: the school's relationship to wider political events and circumstances, its relationship to Hagley High School / Hagley Community College, and the commitment of many within the school to the pedagogy they saw it as embodying. These three features helped Four Avenues to remain a part of the state education system; yet they also threatened its survival as a state school over time and eventually contributed to its closure.
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Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
Full textAbstract:
This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
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Ivory, David Douglas Charles. "Voices of Enterprise: Power in Enterprise Education within a New Zealand Secondary School." Thesis, University of Canterbury. Management, 2013. http://hdl.handle.net/10092/8960.
Full textAbstract:
This is a research study on enterprise education in a New Zealand secondary school. Over the past two decades, enterprise education has become a feature of secondary education globally. The emergence of this new phenomenon exists in a context of global neo-liberal initiatives. Within New Zealand, enterprise is now a mainstream feature of secondary education. The practice of enterprise education has a significant impact on schools and student learning.
The emergence of enterprise within secondary education is a story of power. This research examines who has power in terms of enterprise education and who are the winners and losers.
A sole case study assists in providing answers to these research questions. The case study school is a national role model for enterprise education. The school has experienced extraordinary success and has developed a social enterprise model. Stakeholders’ relationships within and outside the school are explored. In order to explore power, Lukes’ (2005) three-dimensional model of power has been adopted. This model is broad and captures all the dimensions of power, including the work of other theorists of power.
The results show that power is vested in several stakeholders. Different weight is attached to different stakeholder voices. Tensions in the commercial world between social enterprise and commercial enterprise are also reflected at the school. There are few concrete examples of decision making. Most power is exercised through non-decision making and as a result of a new culture of enterprise supported by media attention. A social enterprise model has embraced existing school values and provides for partnerships with the community. There is fluidity between winners and losers from the model; however, the former include enterprise students, and school, state, Catholic Church and business interests. The latter are those who are not fully engaged with enterprise, through the Young Enterprise Scheme (YES), and those within the college community and stakeholders who have been denied a voice.
The case study school has developed a unique social enterprise model. The model has diffused sharp business values to provide an acceptable model for the school. The model has developed, but on occasion lacks authenticity and appears tokenistic. A need exists for genuine opportunities for consultation with all stakeholders. This research has captured a journey of power, which operates at different levels. There is a power that exists within the school community and wider stakeholders. Power is intimately linked to the notion of interests. It is clearly in the interests of the case study school to survive within a neo-liberal environment, which has affected the structure of all schools. This insight into the power of enterprise education can inform best practice and influence policy.
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Spence, Fiona Jean. "The Experience of School for New Zealand Students with Down Syndrome: Parental Perspectives." Thesis, University of Canterbury. Health Sciences Centre, 2009. http://hdl.handle.net/10092/3452.
Full textAbstract:
The perspectives of New Zealand parents of children with Down syndrome regarding their children’s experience of school were explored in the present analysis, based on a study carried out by the Champion Centre, an early intervention service in Christchurch, New Zealand. Participants were 137 parents of children with Down syndrome who had experienced the New Zealand formal education system. They took part in a survey, designed to explore the outcomes and achievements of individuals with Down syndrome in New Zealand. The results of the present analysis indicated that parents are typically satisfied with the experience their children with Down syndrome have of school. It highlighted considerable variation in the experiences they have of school, but also emphasised some general trends and themes. Such efforts to clarify individual as well as shared characteristics and experiences among children with Down syndrome will contribute to ongoing efforts to enhance their experience of school and consequently, their active, valued participation in the classroom, school, and society in general.
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Morrison, Michele. "Confidence and competence? : the capacity of New Zealand boards of trustees to appoint highly effective school principals /." The University of Waikato, 2006. http://hdl.handle.net/10289/2395.
Full textAbstract:
Academics and lay persons alike freely acknowledge that principals exert enormous influence over the creation, maintenance and enhancement of the learning environment in schools. They recognise that a turbulent educational world presents principals with multiple challenges in sustaining the conditions necessary for student achievement, and that some principals are more successful in this endeavour than others. This small-scale qualitative study uses a semi-structured interview process to gather data from five Chairpersons of Boards of Trustees who have appointed a principal within the preceding twelve months. The study discusses the professional capabilities that theoretical and empirical research suggests distinguish highly effective principals from capable performers. It adopts a bipartite approach to the literature, examining both academic understandings and the degree to which available official publications inform the thinking of Boards of Trustees prior to embarking on the principal appointment process. The study then explores the extent to which these understandings influence the decision-making of five Boards of Trustees in appointing a new principal. Research findings reveal a dichotomy between the theory underpinning concepts of highly effective principals and the practice of Boards of Trustees in appointing a principal. Largely unaware of the academic literature and inadequately informed by official publications, Boards of Trustees adopt a problematic generic recruitment and selection process. Uncritical acceptance of the professional knowledge and standing of external consultants and misplaced trust in the advice they proffer leads Boards to proceed on a questionable perceptual basis. Secure in the knowledge that they have obtained the educational expertise they freely acknowledge they lack, Boards are further exposed to prevailing market discourses and internal prejudices which undermine their ability to identify and appoint a principal who possesses the capabilities necessary to exercise highly effective, contextually specific leadership. This study suggests that the autonomy of Boards of Trustees in their role as employer be sustained but supported through the mandatory appointment of an appropriately qualified advisor and that the involvement of existing advisors be further scrutinized.
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/949.
Full textAbstract:
This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Darling, Helen Marie, and n/a. "School and personal factors associated with being a smoker." University of Otago. Dunedin School of Medicine, 2005. http://adt.otago.ac.nz./public/adt-NZDU20060830.120926.
Full textAbstract:
Most adult smokers begin smoking during adolescence; nicotine dependence can develop relatively quickly and, once established, most smokers smoke for approximately 40 years. For adolescents dependent upon nicotine, cessation interventions are not well established. It is, therefore, essential that public health interventions focus on preventing initiation and maintenance and decreasing the prevalence of youth smoking. In spite of legislation to protect New Zealand adolescents, a large proportion continues to use tobacco at least weekly. Recent surveys have shown a slight decrease in cigarette smoking prevalence, overall, but, no reduction and marked increases have been reported within some subgroups.
The overall aim of this research was to identify school and personal factors associated with secondary school students smoking. The specific research objectives included: a) identifying factors at the personal, family, peer, school and 'tobacco-genic' environment levels which were associated with regular and established cigarette smoking; b) describing the extent of smoke-free policy and health education programmes in secondary schools; and, c) evaluating the relations between cigarette smoking among students and potential protective factors, smoke-free policies and practices and health education programmes.
The research was based on data from 3,434 secondary school students from 82 schools. The multi-stage sampling procedures and data analyses ensured that the results were able to be generalised to the New Zealand secondary school student population. Smoking was more prevalent amongst girls for all measures of smoking frequency and significant differences were found for smoking prevalence between ethnic groups and school decile.
In terms of family influences, the smoking behaviours of parents were not associated with increased odds of smoking nor were perceived relationships between students and their parents, or exposure to SHS. In contrast, the smoking behaviour of siblings was associated with increased odds of smoking but it is likely that both student and sibling smoking are both influenced by the same processes within the family. Similarly, low levels of self-concept were not associated with increased odds for daily smoking. The smoking behaviour of a best friend was a pervasive risk factor as was a high level of disposable income, frequent episodes of unsupervised activities, and 'pro-smoking' knowledge. Being male, visiting a place of worship, and the intention to stay at school until after Year 13 reduced the odds of daily smoking among students.
Multilevel models were used to identify school level effects. After adjusting for student, family and school characteristics significant between-school variance in smoking prevalence remained and this suggests that there are factors, arguably beyond the immediate control of the student or family that may influence a student�s smoking behaviour. The presence of a school effect also supports the WHO concept of 'health promoting schools' in that schools can make a difference to health outcomes. Understanding how the health promoting schools model has been interpreted and implemented in NZ schools, along with critique of the implementation of the amended legislation making all schools smoke-free, would be a pertinent 'next-step' in identifying characteristics of schools which are associated with decreased tobacco use.
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Kitchen, Margaret Clare. "Imagined lives: the Korean community and policy and practice at a New Zealand high school." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/11850.
Full textAbstract:
The New Zealand Curriculum stipulates the inclusion of community voices in local school decision making, planning and review (Ministry of Education, 2007, p. 9). Moreover, in this national document participation is a key value and a key competency for all students. Between this inclusive, participative agenda and the real life positioning of migrants in New Zealand school communities there appears to be an abyss (Bartley & Spoonley, 2008; Ward et al., 2005). This qualitative, ethnographic, participative study, informed by critical theory, explores the hopes and dreams of three groups attached to one urban high school: members of the Korean parent community; senior, successful Korean students; and the three most senior members of the school management team. In collecting data this study aimed to give voice to those on the margins. In focus group interviews the participants (the Korean parents, and the Korean students) took extended turns, spontaneously telling micro stories to each other, using the narrative form to illustrate, and give credence to, their general thoughts. Themes emerging from interviews and field data were coded and analysed using modified grounded theory. The narratives told suggested that the Korean parents arrived with visions of New Zealand as a land of opportunity where they hoped that they and their children would find their own, non-traditional future selves. Disappointingly, they found themselves and their children positioned on the periphery of the mainstream. The parents asked the school for help for their teenaged children to participate in mainstream classrooms, and in particular for stories to build motivating visions of their future selves in the host context. The interviewed successful students, except for one outlier, engaged Korean networks outside school, rather than the mainstream school resources the parents requested, to plan their futures which were decidedly traditional. International research suggests such ethnic networks, while enabling academic success, narrow career choice, and limit employment opportunities (Mak, 2010; Zhou & Kim, 2006). Data analysis shows that members of school management's reliance on the school structures including the pastoral whānau structure and its associated activities, such as school camps, to enact socially inclusive national and local policy appear to be insufficient to realise cross-culturally participative education. My hope is that this study will continue to provide encounters among the school's multiple communities. Dialogue, and increasing negotiation and networking, will assist Korean iii community members to adapt, to reinvent, and to sustain themselves individually and communally in ways that fit their particular local context in New Zealand. Hearing the stories may enable emotional connections for teachers alerting them to their role in provision of increased cross-cultural, participative opportunities for all students, in this way ensuring that the national vision of students as confident, connected, actively involved lifelong learners is more than rhetoric.
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Zaka, Pinelopi Alexia. "Blended Teaching and Learning in a New Zealand Rural Secondary School: Using an Ecological Framework." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7011.
Full textAbstract:
Blended online teaching and learning is a fast developing area for educational providers around the world. In New Zealand, the Virtual Learning Network enables students from more than 250 schools to experience blended learning, by enrolling in blended distance courses in addition to the face-to-face courses that their home schools offer. More and more teachers across the country also implement online content in their face-to-face teaching, experimenting with a variety of tools and offering blended web-enhanced courses to their students. The rollout of Ultra Fast Broadband is expected to increase the uptake of blended approaches in schools across the country. School wide implementation of blended teaching learning is expanding, but it is challenging even for schools that have been part of a rural e-learning cluster for many years. The need to investigate how blended teaching and learning is implemented in schools is increasing to identify the implications for students, teachers, school leaders and other educational stakeholders.
A case study methodology was applied to investigate how blended teaching and learning was implemented in 2011 in a New Zealand rural secondary school that was one of the early adopters of blended approaches. Data collection methods included interviews with the ePrincipal of the school’s e-Learning cluster, the school principal and six teachers using blended approaches, observations in one blended web-enhanced class, group interviews with six students from the same class, as well as a review of documents and web resources.
The findings focus on the uptake of blended teaching and learning at the school, the support that the school received from its e-Learning cluster and the support the school offered to teachers. School leaders’ and teachers’ vision for student learning was also examined, along with teachers’ practices with blended approaches, the advantages and challenges that participants observed and/or experienced, as well as the school’s future directions regarding blended teaching and learning.
The study is the first to apply Davis’s (2008, in press) arena of change with digital technologies in education to present the complexity of change with blended teaching and learning in a secondary school. The roles of multiple stakeholders and their organizations impacting on and being impacted by the development of blended teaching and learning, including students, teachers, other teaching staff, school leaders, parents/community, professional, commercial/OER (Open Educational Resources), bureaucratic and political organizations are discussed. A coherent set of recommendations are made for all levels in the multilevel ecological hierarchy, including school leaders and policy makers.
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Martinez, Sarah. "Perceptions of a Suburban School District's High New Music Teacher Attrition Rate." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3230.
Full textAbstract:
A high attrition rate exists among new music teachers in a public school district in Central Texas. This problem is mirrored by a high attrition rate of music teachers across the United States. The purpose of this qualitative case study was to explore reasons for the attrition of music teachers at the study site, to articulate why some new music teachers have left the profession, and to identify supports that could be influential in retaining new music teachers. The study was grounded in Gardner's theory that administrators have the ability to make policy changes that can influence retention and attrition rates for music teachers. Data were collected through individual interviews with 3 administrators, 3 new music teachers, and a focus group of 3 former music teachers who resigned from their positions at the study site. Data were open coded and thematically analyzed for reoccurring themes. Findings indicated that the high attrition rate of music teachers at the study site may result from unequal treatment of music teachers compared to core content teachers. Another issue noted was the lack of understanding by music teachers and administrators about available supports to new teachers. Recommendations include providing equal opportunities to music teachers to attend subject-specific professional learning communities and professional development activities. This study may contribute to social change through adjustments to the training and mentoring structures for new music teachers in the local district, which may ultimately decrease the turnover of music teachers.
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Lynch, P. M. "Enterprise, Self-Help and Cooperation: A History of Outdoor Education In New Zealand Schools to 1989." Thesis, University of Canterbury. Education, 1999. http://hdl.handle.net/10092/810.
Full textAbstract:
This thesis traces the development of outdoor education in New Zealand schools. Part one deals with precursors to outdoor education, from the late nineteenth century to 1938, and in part two school camping experiments and the expansion of outdoor education are examined. Outdoor education was stimulated by subject specialists working for education boards and the Department of Education, and the end of the period studied coincides with the disestablishment of these administrative bodies in 1989. Where possible, comparison with overseas developments is made. Outdoor education was adopted and expanded in New Zealand because political, economic and ideological circumstances favoured it. Progressive-liberal influences on education fostered acceptance of physical, recreational and practical activities and emphasis on the interests and needs of individual pupils. Social and economic policies of the later 1930s to the 1960s established a climate in which innovations that broadened the school curriculum were acceptable. From the late 1960s the struggle to resource outdoor education was exacerbated by its rapid rate of growth. The government funding attained was never sufficient and community support remained vital. Safety concerns from the 1960s to the end of the period precipitated efforts to establish teacher training and by the 1980s there was a growing professionalism among outdoor educators. Links between outdoor education and the school curriculum at both primary and secondary levels were maintained by changes in terminology but its central concerns with social and moral education, environmental studies, physical activity and communal living in natural environments remained. Unlike most other curriculum innovations of its time, outdoor education was initially viewed as a teaching method and it did not attain formal subject status until the 1980s.
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Lillis, David A. "Ethnic minority science students in New Zealand : attitudes and learning environments." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9832.
Full textAbstract:
This thesis describes a study of the attitudes towards science and learning environments among junior secondary school science students in New Zealand, focussing particularly on Maori and Pacific Island students. The rationale for the research was that ethnic minority group students often experience difficulties in adapting to modern science education. The study was restricted to forms three, four and five of the New Zealand education system in order to focus attention primarily on the development of recommendations for enhancement of science education outcomes which relate to the early years of science education.The study aimed to investigate student attitudes towards science and their perceptions of their learning environments by using questionnaire surveys and interviews in order to produce complementary information about students' attitudes and perceptions. The study produced some unexpected findings. For example, Maori and Pacific Island students displayed more positive attitudes towards science than others, and female students displayed more positive attitudes than males. These findings contradict those of many previous studies.The findings of the study are used to provide input to the development of recommendations for the enhancement of educational outcomes for all students, but especially for ethnic minority students in science.
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/432.
Full textAbstract:
This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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Latu, Makelesi. "Talanoa: a contribution to the teaching and learning of Tongan Primary School children in New Zealand." AUT University, 2009. http://hdl.handle.net/10292/919.
Full textAbstract:
Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose is for Tongan children to gain the benefits of good education that New Zealand has to offer. However, there is a growing concern for Tongan parents and New Zealand teachers and schools about the quality and impact of education Tongan children receive. The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan Primary School children in New Zealand” centres on Tongan parents who are recent migrants from Tonga and have primary school children. The research focuses on alternative approach in teaching and learning pedagogies of Tongan children in New Zealand. The research approach is drawn from Tongan language and cultural practices called talanoa, a communal act of social, political and critical dialogue for a purpose. The methodology is qualitative in design, drawing extensively from Tongan language and culture to research the koloa (values) of talanoa that Tongan parents practise at home. The method of data collection employed is talanoa (critical dialogue) conducted in groups with Tongan parents to capture their perceptions, views and experiences of talanoa in their various homes. In examining this unique context, data is analysed using the Tongan concept koloa. The values of talanoa when explored from the participant’s perspective are more clearly understood. The findings of the study indicate that Tongan migrants’ home practice of talanoa offers a teaching and learning pedagogy which is valued as a best approach in teaching their children. The findings further indicate that talanoa can be extended beyond the homes and into many classroom environments.
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Thurston, Donna. "Irish music in Wellington : a study of a local music community : a thesis submitted for the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Musicology, New Zealand School of Music, Wellington, New Zealand." 2010. http://hdl.handle.net/10179/1416.
Full textAbstract:
The Irish session is a musical, social and cultural experience that has emerged from international popularisation and globalisation. In New Zealand today, communities of Irish music enthusiasts maintain links to an international arena, and the session is valued as a context for musical enjoyment and the affirmation of Irish identity. Throughout my research I immersed myself in Wellington’s vibrant Irish music scene with fieldwork techniques that included participant observation, sound recordings, and performance. The major part of this study took place in two local Wellington pubs - Molly Malone’s and Kitty O’Shea’s – but I also observed sessions in other New Zealand cities and in Ireland. The similarities and differences between the two Wellington sessions were examined in detail and my research included extensive interviews with the participants. In addition to exploring Irish sessions in the context of two Wellington pubs, this thesis explores session instrumentation and repertoire, and aspects of cultural identity that include the participant’s experiences with Irish music. This thesis also examines how individual session members actively contribute and link their musical training and background to a transnational Irish music community. By studying the individual and musical identities of those actively involved in the community, this thesis reveals that Irish music in Wellington is an active and dynamic scene made up of enthusiasts with a variety of musical and cultural backgrounds. With music as its heart, the Wellington session community, is simultaneously localised in New Zealand but extends outward and connects with Irish communities globally.
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Chiang, Jenny Yu Kuan. "Music therapy for young children who have special needs : the music therapy experience from the perspectives of carers and professionals : thesis in partial fulfilment of the requirements of the degree of Master of Music Therapy at the New Zealand School of Music, Wellington, New Zealand." 2008. http://hdl.handle.net/10179/1245.
Full textAbstract:
This project aims to investigate how carers and other professionals perceive the music therapy process over time. Music therapy has been used to address a wide range of diagnoses and developmental issues of young children. The research was conducted during my clinical placement working with young children who have been referred to a child development team. The participants in this project were carers with children with special needs. The children were diagnosed with various disabilities and required different support and developmental goals. Each child attended individual music therapy sessions once a week over a period of three to nine months. It was speculated that many other changes or developmental progress could occur along with the goals and objectives set by me in the music therapy process. To understand fully what other changes or progress the children have made with the input of music therapy, the research was designed using open-ended interviews to find out what the carers and a professional witnessed during and in between the sessions. Three carers were involved in a one-on-one in-depth interview in which they were encouraged to talk about their observation and perception of music therapy. A speech-language therapist was also invited to participate in an in-depth interview. Data derived from the interviews was analysed using a thematic analysis approach. The findings compare themes generated from the clinical notes and interview data. The results showed some shared experiences amongst the participants as well as exceptions influenced by parental differences and the children’s conditions. Examination of the similarities and differences between the clinical notes and the interview data helped me validate the outcome of music therapy intervention and gain more insights into effective practice.