title: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators

authors: Cheesman, Sue

subjects: dance

abstract: In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

text: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

year: 2009

title: Revealing the interactional features of learning and teaching moments in outdoor activity

authors: Waters, Jane

subjects: intersubjectivity

abstract: The data considered in this article was generated as part of a doctoral research study entitled: A sociocultural consideration of child-initiated interaction with teachers in indoor and outdoor spaces (Waters 2011) where child-initiated, teacher–child interaction in indoor and outdoor spaces were investigated. The purpose of the secondary analysis was twofold; firstly to explore, more deeply, the establishment of intersubjectivity between teacher and child in educative interaction, particularly in episodes that support and extend thinking. Secondly, the secondary analysis was to consider the role of the environment in such episodes. Through investigating the selected interactions using conversation analysis, it is revealed that children talk their environment into being (Heritage 1978) through the initiation of an interaction using a wh type question. Also, the child's initiation of an interaction regarding the environment sequentially offers the teacher an opportunity to engage in a sustained, affiliated interaction with the child via the mobilized topic.

text: Revealing the interactional features of learning and teaching moments in outdoor activity The data considered in this article was generated as part of a doctoral research study entitled: A sociocultural consideration of child-initiated interaction with teachers in indoor and outdoor spaces (Waters 2011) where child-initiated, teacher–child interaction in indoor and outdoor spaces were investigated. The purpose of the secondary analysis was twofold; firstly to explore, more deeply, the establishment of intersubjectivity between teacher and child in educative interaction, particularly in episodes that support and extend thinking. Secondly, the secondary analysis was to consider the role of the environment in such episodes. Through investigating the selected interactions using conversation analysis, it is revealed that children talk their environment into being (Heritage 1978) through the initiation of an interaction using a wh type question. Also, the child's initiation of an interaction regarding the environment sequentially offers the teacher an opportunity to engage in a sustained, affiliated interaction with the child via the mobilized topic.

year: 2013

title: Location of Te Wahitapu Stream and other possible streams in 1877

authors: de Lange, Willem P.

abstract: Review of evidence to establish, with as much confidence as possible, the path of the Te Wahitapu Stream at Matapouri in 1877. The review also examines if other streams may have been present on or in the vicinity of Te Wahitapu Stream in 1877, and if the 1877 or later tsunami may have latered the course of the boundary stream.

text: Location of Te Wahitapu Stream and other possible streams in 1877 Review of evidence to establish, with as much confidence as possible, the path of the Te Wahitapu Stream at Matapouri in 1877. The review also examines if other streams may have been present on or in the vicinity of Te Wahitapu Stream in 1877, and if the 1877 or later tsunami may have latered the course of the boundary stream.

year: 2009