title: Improving student motivation and engagement in high school music composition through Orff Schulwerk pedagogy

authors: Baker, Damian Lee

subjects: music composition

abstract: Over the past twenty years or so music composition has developed into a significant part of the secondary school music curriculum in New Zealand and in many countries around the world. Unfortunately, research into strategies for introducing music composition at secondary school level are scarce. 
This thesis will present the results of an action research-based teacher inquiry that looked to assess the suitability of an Orff Schulwerk-based pedagogy for introducing music composition to Year 11 NCEA students in New Zealand.
The study focussed on students' in-class engagement (behavioural, cognitive, affective) as a way to assess the suitability of the approach, drawing data from observations made by the teacher/researcher and a peer observer, as well as incorporating student voice as a key influence in program development and generating findings. It also drew on an analysis of student work to inform its suitability in terms of achievement against the New Zealand Qualifications Authority's (NZQA) externally set music composition Achievement Standard 91092. 

Over two five-week units, the teacher introduced a process-centred approach to learning how to compose music. The first unit focused on learning to improvise rhythmic ideas that developed into rhythmic motifs, which incorporated compositional devises and accompaniments before moving on to incorporate the elements of structure, rhythm, timbre, dynamics and texture to the point where students working in groups developed their own percussion-based piece of music. The second unit revisited the learning from Unit One and added the elements of melody and harmony. Students then worked in groups to complete a second piece for assessment. The results indicated that an Orff Schulwerk based pedagogy can be successfully utilized as a strategy for teaching music composition to senior secondary school students.

text: Improving student motivation and engagement in high school music composition through Orff Schulwerk pedagogy Over the past twenty years or so music composition has developed into a significant part of the secondary school music curriculum in New Zealand and in many countries around the world. Unfortunately, research into strategies for introducing music composition at secondary school level are scarce. 
This thesis will present the results of an action research-based teacher inquiry that looked to assess the suitability of an Orff Schulwerk-based pedagogy for introducing music composition to Year 11 NCEA students in New Zealand.
The study focussed on students' in-class engagement (behavioural, cognitive, affective) as a way to assess the suitability of the approach, drawing data from observations made by the teacher/researcher and a peer observer, as well as incorporating student voice as a key influence in program development and generating findings. It also drew on an analysis of student work to inform its suitability in terms of achievement against the New Zealand Qualifications Authority's (NZQA) externally set music composition Achievement Standard 91092. 

Over two five-week units, the teacher introduced a process-centred approach to learning how to compose music. The first unit focused on learning to improvise rhythmic ideas that developed into rhythmic motifs, which incorporated compositional devises and accompaniments before moving on to incorporate the elements of structure, rhythm, timbre, dynamics and texture to the point where students working in groups developed their own percussion-based piece of music. The second unit revisited the learning from Unit One and added the elements of melody and harmony. Students then worked in groups to complete a second piece for assessment. The results indicated that an Orff Schulwerk based pedagogy can be successfully utilized as a strategy for teaching music composition to senior secondary school students.

year: 2014

title: The predictive accuracy of risk factors in the Sexual Violence Risk–20 (Svr-20)

authors: Rettenberger, Martin

subjects: risk assessment

abstract: The Sexual Violence Risk–20 (SVR-20) is the most commonly used structured professional judgment guideline for sexual offender risk assessment and risk management planning. Using a prospective longitudinal research design the authors evaluated the predictive accuracy of the SVR-20, of its subscales, and of the individual items in relation to different recidivism criteria and offender subgroups by analyzing a total sample of 493 sexual offenders released from the Austrian Prison System. Findings indicate good predictive accuracy for the prediction of sexual recidivism for the total sample (area under the receiver operating characteristic curve [AUC] = .72) as well as for the rapist subgroup (n = 221, AUC = .71) and the child molester subsample (n = 249, AUC = .77). However, the results also revealed some inconsistency in the predictive power of the SVR-20 depending on recidivism criterion and offender subgroup. Furthermore, it can be pointed out that the subscales and individual items substantially differ in their association with future sexual and nonsexual violence.

text: The predictive accuracy of risk factors in the Sexual Violence Risk–20 (Svr-20) The Sexual Violence Risk–20 (SVR-20) is the most commonly used structured professional judgment guideline for sexual offender risk assessment and risk management planning. Using a prospective longitudinal research design the authors evaluated the predictive accuracy of the SVR-20, of its subscales, and of the individual items in relation to different recidivism criteria and offender subgroups by analyzing a total sample of 493 sexual offenders released from the Austrian Prison System. Findings indicate good predictive accuracy for the prediction of sexual recidivism for the total sample (area under the receiver operating characteristic curve [AUC] = .72) as well as for the rapist subgroup (n = 221, AUC = .71) and the child molester subsample (n = 249, AUC = .77). However, the results also revealed some inconsistency in the predictive power of the SVR-20 depending on recidivism criterion and offender subgroup. Furthermore, it can be pointed out that the subscales and individual items substantially differ in their association with future sexual and nonsexual violence.

year: 2011-10

title: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes

authors: Edge, Kiri

subjects: bereavement

abstract: New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

text: Dual cultural identity and tangihanga: Conflict, resolution and unexpected outcomes New Zealand has a significant number of dual-cultural whānau (families) which incorporate the identities of both Pākehā (New Zealander of European descent) and Māori (indigenous peoples of New Zealand). Little attention has been paid to the bereavement processes that will inevitably impact upon the lives of these whānau/families. As part of the Tangihanga Research Programme based at The University of Waikato, a directed study was conducted with a participant whose family/whānau included two life ways: Māori and Pākehā. An open-ended narrative approach was used to explore the participant’s bereavement after the death of his beloved wife. Two central themes emerged within the narrative, which related to conflict and eventual resolution. Decision-making processes and language played significant roles in the conflict experienced by the participant. Communication and compromise helped to resolve these conflicts. Unexpected outcomes included new understandings and strengthened connections between the participant and his wife’s marae.

year: 2010