title: Book Review: Work Integrated Learning: A Guide to Effective Practice

authors: Zegwaard, Karsten E.

subjects: book review

abstract: This article review the book, “Work Integrated Learning: A Guide to Effective Practice”, by Lesley Cooper, Janice Orrell, & Margaret Bowden.

text: Book Review: Work Integrated Learning: A Guide to Effective Practice This article review the book, “Work Integrated Learning: A Guide to Effective Practice”, by Lesley Cooper, Janice Orrell, & Margaret Bowden.

year: 2010

title: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship

authors: Aitken, Vivienne Jane

subjects: education

abstract: This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

text: The ‘relationship managers’: Towards a theorising of the Teacher-in-Role / Student relationship This paper considers how arts practices (in this case drama) can invigorate learning and teaching across the curriculum. It explores the potential of the ‘teaching-in-role’ strategy to generate experiential learning environments and allow new assessment and management possibilities to emerge. The paper does this by comparing teaching-in-role with the relationship between theatre makers and audience members, in the process identifying the creative tensions that emerge when the theories and practices of arts education are compared with those of the arts industries.
Tensions inevitably arise when drawing parallels between theatre and classroom drama, particularly process drama (not intended for an audience). While the goals of theatre and classroom drama may be very different, it is reasonable to argue that teaching-in-role, like theatre performance, is posited on a relationship between two parties. This relationship requires a shared understanding of social, behavioural and aesthetic conventions, and an agreement on how power will be shared. By scrutinizing teaching-in-role and theatre through a common lens of ‘relationship’ new resonances emerge, which usefully inform pedagogical practice in the classroom.

year: 2007

title: Cooperation in Maori and European children

authors: Vercoe, Glynis Price

subjects: Maori children

abstract: The object of this study is to compare the cooperative behaviour of Maori and European children and to investigate and compare the effects, upon the performance of the two ethnic groups, of working under cooperative conditions and under competitive conditions. Certain differences are expected to exist between the two ethnic groups as a result of the different child rearing practices employed by the Maoris and by the Europeans.

text: Cooperation in Maori and European children The object of this study is to compare the cooperative behaviour of Maori and European children and to investigate and compare the effects, upon the performance of the two ethnic groups, of working under cooperative conditions and under competitive conditions. Certain differences are expected to exist between the two ethnic groups as a result of the different child rearing practices employed by the Maoris and by the Europeans.

year: 1971