title: Introduction

authors: Houlahan, Mark

abstract: When Dr Johnson, the 18• century critic, was asked to describe the quality of the poets from Pembroke College, Oxford (where the great doctor was briefly an undergraduate); he proudly said: "Sir, we are a nest of singing birds." In this collection we make the same claim about Waikato poets, accomplished and at ease in writing poetry and, by turns, confident, assertive, lyrical and sceptical in the ways they address the wide terrain of the Waikato. Readers north of the Mangatawhiri stream or south below Lake Taupo might be surprised by the poetic claims this anthology makes. We hope they will be also delighted and enthralled.

text: Introduction When Dr Johnson, the 18• century critic, was asked to describe the quality of the poets from Pembroke College, Oxford (where the great doctor was briefly an undergraduate); he proudly said: "Sir, we are a nest of singing birds." In this collection we make the same claim about Waikato poets, accomplished and at ease in writing poetry and, by turns, confident, assertive, lyrical and sceptical in the ways they address the wide terrain of the Waikato. Readers north of the Mangatawhiri stream or south below Lake Taupo might be surprised by the poetic claims this anthology makes. We hope they will be also delighted and enthralled.

year: 2019

title: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom

authors: Brierly, Emerald Stevie

subjects: functional assessment

abstract: The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

text: An evaluation of functional assessment of the behaviour of students with adhd in a mainstream classroom The overall aim of this study was to replicate and extend Hoff, Ervin, and Friman (2005) and to investigate whether a functional assessment, including the intervention, could be implemented within a mainstream New Zealand classroom, with students diagnosed with Attention Deficit Hyperactivity Disorder, and with the teachers implementing the interventions. Experiment 1 included 2 participants, Joel diagnosed as Attention Deficit Hyperactivity Disorder, and Brad who met study inclusion criteria. Descriptive assessments (based on interviews and observations) of the functions of the target behaviours were conducted to produce hypotheses.  Two interventions for each student, based on these hypotheses, were selected in collaboration with the class teachers. The interventions were implemented, first singularly and then in combination, using a multiple-baseline design with alternating treatments after the baseline period. They all decreased target behaviours to some degree. One intervention, the token economy, was the most effective with both students. Social acceptability questionnaires showed all procedures were acceptable but of the interventions the token economy was the least favoured by teachers and most favoured by students. Both participants in Experiment 2 were diagnosed with Attention Deficit Hyperactivity Disorder. Experiment 2 replicated Experiment 1 and also compared hypotheses about the function of behaviour resulting from the Motivation Assessment Scale to those from the descriptive assessment as used in Experiment 1. The Motivation Assessment Scale provided a different hypothesis for one student and it is suggested that this scale is not useful with these students. The two interventions were selected for each student based on the hypotheses. These were designed to be easier to implement and to have more student involvement in their implementation than in Experiment 1. A multiple-baseline design with alternating treatments after the baseline was used and each treatment was evaluated alone. Three of the four interventions decreased target behaviour, the exception was self-management. The social acceptability scores for these interventions were high for both the teachers and students. The overall findings replicated Hoff et al.'s (2005) findings and showed that functional assessment of behaviour could be successfully used with students with Attention Deficit Hyperactivity Disorder in a mainstream classroom. They also showed that the teachers could successfully implement the interventions derived from the hypotheses to decrease target behaviours and that decreasing the difficulty of implementation of the interventions increased the acceptability of the interventions by the teachers.

year: 2007

title: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star

authors: Barbour, Julie Renee

subjects: Indigenous language and culture

abstract: While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

text: Representations of te reo Māori and te ao Māori in a translingual picturebook: How my Koro became a Star While English is the most commonly used language in Aotearoa New Zealand, it is a multilingual nation with two languages recognised as official: te reo Māori (the Māori language) and New Zealand Sign Language. The English language is dominant in children’s literature published in Aotearoa New Zealand, but since the 1980s there has been an increase in the number of picturebooks featuring two languages, te reo Māori and English. Previous work has explored how representations of te reo Māori and English in pukapuka pikitia reorua (dual language picturebooks) in Aotearoa reflect changing attitudes towards the two languages. In this article, we focus particularly on Brianne Te Paa and Story Hemi-Morehouse’s picturebook How my Koro became a Star. Originally written in te reo Māori, this multi-award winning picturebook is located at the beginning of Matariki, the Māori New Year celebration. In a move away from the linguistic analysis of te reo Māori being ‘borrowed’ by English, we consider how storytellers like Te Paa weave Māori language together with English in a translingual publication, supporting reader comprehension of Māori vocabulary and cultural meanings through embedded illustrations and explanations, inviting the curious reader to learn beyond the story.

year: 2025