title: Important Messages from Students' Responsive Writing: s a big holloboleoos

authors: Vanstone, Brooke

subjects: children's written language

abstract: This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences.  This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English.

A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings.  Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies.  In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English.  These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.

text: Important Messages from Students' Responsive Writing: s a big holloboleoos This thesis explores responsive written feedback as a means of mediating the written language of six to eight year olds, including students traditionally minoritised within mainstream New Zealand classrooms because of cultural and/or language differences.  This research aimed to develop understandings about the effect responsive writing has on all of the students who participated, including those students whose second language was English.

A review of the literature identified the importance of socio-cultural contexts for mediating students' learning, including a specific examination of responsive written feedback and its effects on students' written language in English and in Māori medium settings.  Chapter two presents the mixed methods approach utilised in this research, which involves a retrospective look at two different responsive writing studies.  In chapters three and four, the results from these two studies are presented in terms of how effectively the responsive writing was undertaken by the responders and the extent to which the responsive writing strategy mediated both the quality and quantity of writing for the students who participated, including students whose second language was English.  These results suggest a very positive impact from mediating the learning of all students, including second language learners, within the context of responsive written feedback. The thesis concludes with implications for other teachers, from the existing students' outcome data and participants' interviews.

year: 2008

title: Volunteer tourism: A host community capital perspective

authors: Zahra, Anne Louise

subjects: Bridging and bonding social capital

abstract: This study examines the impact of volunteer tourism on host communities utilising a community capitals perspective. A research design that includes focus groups, interviews and website analysis targets a cluster of communities that have hosted NGO run volunteer tourism programs in the Philippines for over twenty years. Flora's (2004) community capitals framework is applied to delineate a broad spectrum of impacts resulting from volunteer tourism. This framework accounts for political, built, natural, financial, human, cultural, and social (bridging and bonding) capitals. The data provides strong evidence that, in this case, volunteer tourists exert bridging social capital that in turn impacts every form of community capital. The study also reveals two additional forms of capital: welfare and personal.

text: Volunteer tourism: A host community capital perspective This study examines the impact of volunteer tourism on host communities utilising a community capitals perspective. A research design that includes focus groups, interviews and website analysis targets a cluster of communities that have hosted NGO run volunteer tourism programs in the Philippines for over twenty years. Flora's (2004) community capitals framework is applied to delineate a broad spectrum of impacts resulting from volunteer tourism. This framework accounts for political, built, natural, financial, human, cultural, and social (bridging and bonding) capitals. The data provides strong evidence that, in this case, volunteer tourists exert bridging social capital that in turn impacts every form of community capital. The study also reveals two additional forms of capital: welfare and personal.

year: 2013

title: Addressing diversity: Race, ethnicity, and culture in the classroom

authors: Bishop, Russell

subjects: New Zealand

abstract: The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

text: Addressing diversity: Race, ethnicity, and culture in the classroom The widely accepted educational goals for Maori, established at the first Hui Taumata Matauranga held in 2001, are that Maori ought to be able to live as Maori, actively participate as citizens of the world, and enjoy both good health and high standards of living (Durie, 2001). Together with the government goals of equipping learners with twenty-first century skills and reducing systemic underachievement in education, these goals inform the new 2008-2012 Maoni Education Strategy, Ka Hikitia Managing for Success (Ministry of Education, 2007), which has as its main strategic outcome: Maori students enjoying education success as Maori. Within this frame, there are four student outcomes for Maori: learning to learn, making a distinctive cultural contribution, contributing to Te Ao Maori, and contributing to Aotearoa/New Zealand and the world.

year: 2009