title: Integrating kaupapa Māori in a pākeha philosophy programme

authors: Weijers, Dan M.

abstract: Presented at the University of Waikato, Hamilton, New Zealand on 15 September 2022

text: Integrating kaupapa Māori in a pākeha philosophy programme Presented at the University of Waikato, Hamilton, New Zealand on 15 September 2022

year: 2022-09-15

title: Chief’s Mana in action; a study investigating the team’s perspective.

authors: Howarth, Joelene

subjects: Sports psychology

abstract: Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

text: Chief’s Mana in action; a study investigating the team’s perspective. Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

year: 2016

title: The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12  classroom "I don't think it's about credits- definitely not about credits"

authors: Stoate, Gaenor Anne

subjects: Mantle of the Expert

abstract: This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
 Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.   
Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups.

text: The dialogic aspects of Mantle of the Expert pedagogy used to teach devising at NCEA Level 2 in a Year 12  classroom "I don't think it's about credits- definitely not about credits" This inquiry sets out to gather and consider student and teacher perceptions about the affordances and constraints of using Mantle of the Expert pedagogy, to support teaching and learning, through the process of devising drama at NCEA Level in a Year 12 classroom.
 Questions about the role of the teacher in a senior secondary drama classroom, and the epistemological frames used in the exploration of creative drama making formed the basis of the inquiry. The notion of a “learning community” (Ministry of Education, 2007, p.34) in which everyone “including the teacher, is a learner” is identified and the idea of “shared learning” is explored in contrast to traditional transmission models of teaching.
The case study was conducted in a North Island secondary school where teachers and students were positioned together as members of THEATRON, a fictional professional theatre company. THEATRON, commissioned by an artistic director of a national arts festival, were to develop original, devised drama for festival audiences which captured the essence of “What it means to be human”.
This qualitative study generated data from interviews with the class teacher and the students, observations of the lessons throughout the devising process and student documentation developed in both electronic and hard copy formats.   
Findings from the study, considered in the light of Bakhtin’s theory of dialogism, indicated that the dialogic aspects of the core elements of the Mantle of the Expert pedagogy could provide rich opportunities for purposeful creative collaboration, through student autonomy, to develop more effectively in the performance groups.

year: 2013