title: International perspectives on the pedagogies of educational transitions

authors: Ballam, Nadine Dawn

abstract: There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for child, family, educators, schools, and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in the transformation of roles involved. As the children move from their prior-to-school experiences – preschool, child care, home, other out-of-home care – to school, they experience many changes. One of these is often a change from a primarily play-based pedagogical approach in the prior-to-school setting to perhaps a more structured, even formal pedagogy in school. But what about the pedagogies of the transitions themselves? Children do not stop learning and teachers do not stop teaching as children are in the process of transition to school. There are pedagogies of transition employed. This book explores these pedagogies through the work of an international alliance of transitions to school researchers from five countries – Iceland, Scotland and Sweden (European) and Australia and New Zealand (Antipodean). This alliance is named Pedagogies of Educational Transitions - POET.

text: International perspectives on the pedagogies of educational transitions There has been a great deal written recently about children starting school, particularly primary school. All of the stakeholders in these transitions to school have been considered, along with matters of readiness – for child, family, educators, schools, and communities; adjustment and adaptation; continuity and change in curricula and learning; and the opportunities, aspirations, expectations and entitlements encompassed in the transformation of roles involved. As the children move from their prior-to-school experiences – preschool, child care, home, other out-of-home care – to school, they experience many changes. One of these is often a change from a primarily play-based pedagogical approach in the prior-to-school setting to perhaps a more structured, even formal pedagogy in school. But what about the pedagogies of the transitions themselves? Children do not stop learning and teachers do not stop teaching as children are in the process of transition to school. There are pedagogies of transition employed. This book explores these pedagogies through the work of an international alliance of transitions to school researchers from five countries – Iceland, Scotland and Sweden (European) and Australia and New Zealand (Antipodean). This alliance is named Pedagogies of Educational Transitions - POET.

year: 2017

title: Voice, body, movement, ‘space’:  Perspectives and pedagogical endeavours of three New Zealand secondary drama teachers in their new build spaces

authors: Thomson, Annette Margaret

subjects: Drama pedagogy

abstract: Space is important to drama teachers and as Benade (2017a) suggests physical space can support their relational pedagogy. Historically New Zealand secondary drama teachers have had to ‘make do’ (Wright, 2021) with less than ideal, shared traditional auditoriums, and ad hoc spaces. 
Motivated by earlier practitioner research (Coleman & Thomson, 2021), this inquiry aims to understand the perspectives of New Zealand secondary drama teachers in their new build spaces. This research examines the new physical spaces being built in our schools and asks are they meeting the needs of these teachers?
Qualitative in nature the research examines the narratives of three participants: Sue, Neta and Denise.  Aligning with similar studies into the complex world of drama teachers (Ackroyd, 2007) three unique case studies were undertaken to address questions and gather evidence. Photographs were submitted by participants; two semi structured interviews were carried out and observations of a drama lesson were conducted concurrently.  The thesis is written with a metaphorical framework familiar to drama teachers, the acting techniques of: Voice, Body, Movement and Space.
Three key findings suggest that location, architecture and personal space of the physical areas affected the collaborative, relational and performative nature of the secondary subject ‘Drama’. These physical elements affected both participants pedagogy and the ability to deliver New Zealand secondary curriculum and assessments.
The physical location of the drama space within the school affected the ability to find private creative space and collaborate with other learning disciplines. The architecture of the spaces, particularly the size, flexibility and style of the performance area contributed to participants capacity to do the work of drama and deliver curriculum. Participants that had agency in their new builds had positive perspectives about their spaces to assist in developing a safe and supportive environment for secondary drama teaching.

text: Voice, body, movement, ‘space’:  Perspectives and pedagogical endeavours of three New Zealand secondary drama teachers in their new build spaces Space is important to drama teachers and as Benade (2017a) suggests physical space can support their relational pedagogy. Historically New Zealand secondary drama teachers have had to ‘make do’ (Wright, 2021) with less than ideal, shared traditional auditoriums, and ad hoc spaces. 
Motivated by earlier practitioner research (Coleman & Thomson, 2021), this inquiry aims to understand the perspectives of New Zealand secondary drama teachers in their new build spaces. This research examines the new physical spaces being built in our schools and asks are they meeting the needs of these teachers?
Qualitative in nature the research examines the narratives of three participants: Sue, Neta and Denise.  Aligning with similar studies into the complex world of drama teachers (Ackroyd, 2007) three unique case studies were undertaken to address questions and gather evidence. Photographs were submitted by participants; two semi structured interviews were carried out and observations of a drama lesson were conducted concurrently.  The thesis is written with a metaphorical framework familiar to drama teachers, the acting techniques of: Voice, Body, Movement and Space.
Three key findings suggest that location, architecture and personal space of the physical areas affected the collaborative, relational and performative nature of the secondary subject ‘Drama’. These physical elements affected both participants pedagogy and the ability to deliver New Zealand secondary curriculum and assessments.
The physical location of the drama space within the school affected the ability to find private creative space and collaborate with other learning disciplines. The architecture of the spaces, particularly the size, flexibility and style of the performance area contributed to participants capacity to do the work of drama and deliver curriculum. Participants that had agency in their new builds had positive perspectives about their spaces to assist in developing a safe and supportive environment for secondary drama teaching.

year: 2022

title: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor

authors: Hohepa, Margie Kahukura

subjects: Māori doctoral student

abstract: There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

text: ‘Doctoring’ our own: Confessions of a Māori doctoral supervisor There is very little literature, empirically based or otherwise, on the supervision of Māori doctoral students (Fitzgerald, 2005; Pope, 2008; Kidman, 2007; Smith, 2007). There is even less relating to Māori supervisors working with Māori doctoral students (Kidinan, 2007), let alone Māori supervisors working with non- Māori students. While the relatively large corpus of literature on doctoral supervision may be of some assistance to Māori supervisors, there is also a dearth of studies that focus on the pedagogical aspects. Research undertaken by Elizabeth McKinley and her co-researchers (McKinley, Grant, Middleton, Irwin & Williams, 2009) will now help to fill the literature gap on the teaching and learning process of supervision as it pertains to Māori.

year: 2010