title: Preparing for inclusive education through effective teaching

authors: Brown, Don F.

abstract: This thesis synthesizes developmental trends toward a more democratic and equitous education system in New Zealand. It traces progress toward inclusion in New Zealand schools. It describes how the reform of special education began with the Draft Review of Special Education in 1987 that advocated abandoning the parallel special/regular education system in favour of a combined general education system based upon mainstreaming, in which the author played a part. This reform was effected through the Special Education 2000 policy, introduced in 1996 which went a step further, introducing an intention to develop an inclusive education system within a decade. 

To achieve such a change required teachers and school leaders to adopt practices that enabled inclusion to be successful. In the period between these two events, the author was engaged in a systematic process of trialing the introduction of effective teaching and learning practices in primary and secondary schools.

The new policy demanded a paradigmatic change that was necessary for an inclusive education system. A series of stepping-stone projects carried out by the author contributed to the establishment of a national professional development programme for Resource Teachers: Learning and Behaviour (RTLB) which was expected to act as a catalyst for change. The ways in which this training programme has contributed to inclusive teaching practices is noted.

The thesis is set out in four parts.
Part One sets the scene where education has moved from highly selective, elitist schooling for a privileged few to universal education for all students. Within this context, inequities and disrespect for diversity, discrimination against students with disabilities, and elitism had still to be overcome. The author's advocacy for inclusion is noted.

Part Two goes on to describe three projects initiated by the author that laid out pathways toward effective teaching and learning. Each project builds upon those before it, demonstrating how teachers can respond to the needs of all their students, including those who are struggling to achieve. In the first two projects, ways in which a collaborative consultant can work with classroom teachers and school leaders to introduce effective teaching practices is illustrated. The third project describes ways in which trainee teachers can learn and put effective teaching strategies into practice.

Part Three examines four critical elements emerging from the stepping-stone projects and the literature, for implementing a paradigmatic change process in special and regular education - the change process itself, managing professional development, collaborative problem solving and ecological assessment.

Part Four examines the ways in which an emerging model for special education has developed in New Zealand through the RTLB professional development programme.
This thesis describes one person’s contribution to the challenge of reforming regular education to be inclusive of all students in New Zealand schools. The critical elements that make up a transformational change process are identified. A vision for the future is offered, noting the conceptual and operational issues that constitute a challenge for inclusive education in New Zealand.

text: Preparing for inclusive education through effective teaching This thesis synthesizes developmental trends toward a more democratic and equitous education system in New Zealand. It traces progress toward inclusion in New Zealand schools. It describes how the reform of special education began with the Draft Review of Special Education in 1987 that advocated abandoning the parallel special/regular education system in favour of a combined general education system based upon mainstreaming, in which the author played a part. This reform was effected through the Special Education 2000 policy, introduced in 1996 which went a step further, introducing an intention to develop an inclusive education system within a decade. 

To achieve such a change required teachers and school leaders to adopt practices that enabled inclusion to be successful. In the period between these two events, the author was engaged in a systematic process of trialing the introduction of effective teaching and learning practices in primary and secondary schools.

The new policy demanded a paradigmatic change that was necessary for an inclusive education system. A series of stepping-stone projects carried out by the author contributed to the establishment of a national professional development programme for Resource Teachers: Learning and Behaviour (RTLB) which was expected to act as a catalyst for change. The ways in which this training programme has contributed to inclusive teaching practices is noted.

The thesis is set out in four parts.
Part One sets the scene where education has moved from highly selective, elitist schooling for a privileged few to universal education for all students. Within this context, inequities and disrespect for diversity, discrimination against students with disabilities, and elitism had still to be overcome. The author's advocacy for inclusion is noted.

Part Two goes on to describe three projects initiated by the author that laid out pathways toward effective teaching and learning. Each project builds upon those before it, demonstrating how teachers can respond to the needs of all their students, including those who are struggling to achieve. In the first two projects, ways in which a collaborative consultant can work with classroom teachers and school leaders to introduce effective teaching practices is illustrated. The third project describes ways in which trainee teachers can learn and put effective teaching strategies into practice.

Part Three examines four critical elements emerging from the stepping-stone projects and the literature, for implementing a paradigmatic change process in special and regular education - the change process itself, managing professional development, collaborative problem solving and ecological assessment.

Part Four examines the ways in which an emerging model for special education has developed in New Zealand through the RTLB professional development programme.
This thesis describes one person’s contribution to the challenge of reforming regular education to be inclusive of all students in New Zealand schools. The critical elements that make up a transformational change process are identified. A vision for the future is offered, noting the conceptual and operational issues that constitute a challenge for inclusive education in New Zealand.

year: 2002

title: Chinese students: Holiday behaviours in New Zealand

authors: Ryan, Chris

subjects: Chinese students

abstract: This article reports findings from a sample of 158 students from the People's Republic of China studying in New Zealand. The purpose of the study was to assess the extent to which this market segment undertook travel within their country of studies; and the degree to which they are motivated by features usually regarded as motivators for holidaying by visitors to New Zealand. It found that while relaxation needs motivate holiday patterns, travel was also strongly motivated for 16 per cent of the sample by a search for career and study opportunities. It was also found that trip expenditure per person was low, and a number of possible reasons are suggested. Additionally it appeared that many of the traditional outdoor-adventure attractions of New Zealand have limited appeal to many of these students. The study identifies a number of issues that constrain this market and reference is made to restricted budgets and the need for academic success as inhibiting travel.

text: Chinese students: Holiday behaviours in New Zealand This article reports findings from a sample of 158 students from the People's Republic of China studying in New Zealand. The purpose of the study was to assess the extent to which this market segment undertook travel within their country of studies; and the degree to which they are motivated by features usually regarded as motivators for holidaying by visitors to New Zealand. It found that while relaxation needs motivate holiday patterns, travel was also strongly motivated for 16 per cent of the sample by a search for career and study opportunities. It was also found that trip expenditure per person was low, and a number of possible reasons are suggested. Additionally it appeared that many of the traditional outdoor-adventure attractions of New Zealand have limited appeal to many of these students. The study identifies a number of issues that constrain this market and reference is made to restricted budgets and the need for academic success as inhibiting travel.

year: 2007

title: Is there evidence that traditional mōteatea (Māori laments) were composed from a common stock of oral formulae?

authors: Roa, Raukura

subjects: New Zealand

abstract: Oral formulaic composition, which involves the use of communally owned formulae of various kinds, is a common feature of verbal arts produced in many different languages. It is particularly associated with pre-literate cultures and tends to be gradually replaced by more individualistic verbal art forms when societies become literate. There are very few publications in which the analysis of mōteatea (Māori laments) is linked explicitly to oral formulaic theory. Nevertheless, there is sufficient evidence in published sources to indicate that traditional mōteatea (defined here as mōteatea that are not fundamentally influenced by European cultural beliefs and practices) exhibit evidence of regularly recurring, conventional themes (such as death, separation, loss and travel) and motifs (such as the setting sun, the presence of rain or mist and sleeplessness). The research reported here set out to test the hypothesis that traditional mōteatea were made up of verbal formulae, that is, of the same or very similar groups of words derived from a common store of poetic resources. Based on the analysis of the mōteatea included in Ngā mōteatea, a collection initially established by Sir Apirana Ngata, I conclude that this hypothesis must be rejected.

text: Is there evidence that traditional mōteatea (Māori laments) were composed from a common stock of oral formulae? Oral formulaic composition, which involves the use of communally owned formulae of various kinds, is a common feature of verbal arts produced in many different languages. It is particularly associated with pre-literate cultures and tends to be gradually replaced by more individualistic verbal art forms when societies become literate. There are very few publications in which the analysis of mōteatea (Māori laments) is linked explicitly to oral formulaic theory. Nevertheless, there is sufficient evidence in published sources to indicate that traditional mōteatea (defined here as mōteatea that are not fundamentally influenced by European cultural beliefs and practices) exhibit evidence of regularly recurring, conventional themes (such as death, separation, loss and travel) and motifs (such as the setting sun, the presence of rain or mist and sleeplessness). The research reported here set out to test the hypothesis that traditional mōteatea were made up of verbal formulae, that is, of the same or very similar groups of words derived from a common store of poetic resources. Based on the analysis of the mōteatea included in Ngā mōteatea, a collection initially established by Sir Apirana Ngata, I conclude that this hypothesis must be rejected.

year: 2007