title: Beyond teacher praise: Evaluating tootling as an inclusive intervention for academically engaged behaviour in Aotearoa New Zealand primary classrooms

authors: Symes, Jessica

abstract: This thesis reports on two single case experimental studies investigating the effects of a peer-mediated behaviour intervention, known as “Tootling ”, on student behaviour in Aotearoa New Zealand primary schools. Tootling involves students recognising prosocial behaviours performed by their peers and reporting these events as “tootles” which are then read aloud to the class by the teacher. The studies aimed to evaluate whether Tootling increased academically engaged behaviour (AEB) at both, class-wide level, and for individual target students who have shown high rates of disruptive behaviours. Secondary questions examined whether Tootling influenced teacher-delivered praise and reprimands, teacher indices of happiness (IoH), and patterns in tootle submissions, including the focus of tootles on prosocial behaviours and school values. The intervention was implemented within the Positive Behaviour for Learning (PB4L) framework, supporting alignment with the school’s values-based systems. 

This research sought to address several gaps in the literature by examining the effects of Tootling across two culturally inclusive classroom settings in Aotearoa New Zealand. Study 1, conducted in a Year 0–1 classroom, with four target students, employed an A-B research design due to contextual factors. Study 2, conducted in a Year 5–6 classroom with three target students, used a multiple treatment single-case design to examine Tootling alone and in combination with a values-specific focus (respect, responsibility, resilience). Data on AEB, teacher praise and reprimands, IoH, and student tootle submissions were collected using direct observation and integrity measures. 

Results demonstrated consistent increases in class-wide AEB across both classrooms, with the largest gains observed for target students identified as having low initial rates of academic engagement. Teacher praise and IoH showed variable but generally positive effects. Patterns of tootling submissions highlighted that students engaged actively in recording and acknowledging prosocial behaviours, linked to school values. The values-specific conditions in Study 2 also produced increases in tootles on the targeted value (respect, responsibility and resilience). 

Overall, findings suggest that Tootling is a practical, effective, and socially valid whole-class intervention, with strong potential for integration within PB4L frameworks in Aotearoa New Zealand schools.

text: Beyond teacher praise: Evaluating tootling as an inclusive intervention for academically engaged behaviour in Aotearoa New Zealand primary classrooms This thesis reports on two single case experimental studies investigating the effects of a peer-mediated behaviour intervention, known as “Tootling ”, on student behaviour in Aotearoa New Zealand primary schools. Tootling involves students recognising prosocial behaviours performed by their peers and reporting these events as “tootles” which are then read aloud to the class by the teacher. The studies aimed to evaluate whether Tootling increased academically engaged behaviour (AEB) at both, class-wide level, and for individual target students who have shown high rates of disruptive behaviours. Secondary questions examined whether Tootling influenced teacher-delivered praise and reprimands, teacher indices of happiness (IoH), and patterns in tootle submissions, including the focus of tootles on prosocial behaviours and school values. The intervention was implemented within the Positive Behaviour for Learning (PB4L) framework, supporting alignment with the school’s values-based systems. 

This research sought to address several gaps in the literature by examining the effects of Tootling across two culturally inclusive classroom settings in Aotearoa New Zealand. Study 1, conducted in a Year 0–1 classroom, with four target students, employed an A-B research design due to contextual factors. Study 2, conducted in a Year 5–6 classroom with three target students, used a multiple treatment single-case design to examine Tootling alone and in combination with a values-specific focus (respect, responsibility, resilience). Data on AEB, teacher praise and reprimands, IoH, and student tootle submissions were collected using direct observation and integrity measures. 

Results demonstrated consistent increases in class-wide AEB across both classrooms, with the largest gains observed for target students identified as having low initial rates of academic engagement. Teacher praise and IoH showed variable but generally positive effects. Patterns of tootling submissions highlighted that students engaged actively in recording and acknowledging prosocial behaviours, linked to school values. The values-specific conditions in Study 2 also produced increases in tootles on the targeted value (respect, responsibility and resilience). 

Overall, findings suggest that Tootling is a practical, effective, and socially valid whole-class intervention, with strong potential for integration within PB4L frameworks in Aotearoa New Zealand schools.

year: 2025

title: Child Abuse Prevention in New Zealand: Legislative and Policy Responses Within An Ecological Framework

authors: Cutler-Naroba, Maree

subjects: Child Abuse NZ

abstract: ABSTRACT

	
The purpose of this paper is to demonstrate that one way New Zealand's high prevalence of child abuse can be reduced is by the government increasing the legislative and policy responses within an ecological framework, to child abuse prevention.  This is because such responses would ensure a 'best practice' approach to child abuse prevention.  This 'best-practice' approach is one where child abuse prevention measures are community-driven, child-centred, multi-disciplinary and inter-sectoral. 

Section 1 of this thesis will provide a background on the different types of child abuse, why child abuse occurs and what the consequences of child abuse are.  This section will also cover some current statistics on the incidences of child abuse in New Zealand.  Additionally, there is a discussion on how child abuse is increasingly being minimised within a family violence paradigm - even though family violence is only one form of child abuse.  New Zealand does not have a good track record when it comes to its rates of child abuse. Section 1 is intended to give the reader a very clear picture of how children in New Zealand are not currently being protected adequately enough from child abuse.  This protection should be coming from the adults in their lives, in their community and in their nation.

Section 2 of this thesis outlines an ecological framework for child abuse prevention.  More specifically the way in which such an ecological model is operating presently in New Zealand, at particularly an exosystem (community) and macrosystem (national) level.  The second part of this section discusses factors which will ensure the 'success' of an ecological framework for child abuse prevention.  By 'success' the author is referring to a framework in which the primary outcome is the prevalence of child abuse in New Zealand is reducing.

Section 3 of this thesis will contain the substantive arguments of this paper.  New Zealand does currently have in place legislative and policy responses to child abuse prevention.  However, the author maintains these responses to date have not been sufficient because New Zealand's rates of child abuse continue to escalate.  This section consists of 19 recommendations of legislative and policy responses that could be implemented at a macrosystem/national level.  

At the conclusion of the recommendations contained in this thesis, it becomes clear that the government does need to respond urgently to New Zealand's growing child abuse rates.  New Zealand can no longer afford to have a reactive, ad-hoc approach to child abuse.  Nor can the response at a macro level continue to be one of rhetoric where there is more talk on child abuse prevention than there is on activating, monitoring and funding practical solutions.  It is the author's contention that if the government considered the interests and welfare of children as paramount in legislative and policy decisions that relate to children, then this will send a strong and clear signal to the adults in childrens' lives that children are not to be abused.  Instead, children are to be nurtured, respected and cherished in every way.

text: Child Abuse Prevention in New Zealand: Legislative and Policy Responses Within An Ecological Framework ABSTRACT

	
The purpose of this paper is to demonstrate that one way New Zealand's high prevalence of child abuse can be reduced is by the government increasing the legislative and policy responses within an ecological framework, to child abuse prevention.  This is because such responses would ensure a 'best practice' approach to child abuse prevention.  This 'best-practice' approach is one where child abuse prevention measures are community-driven, child-centred, multi-disciplinary and inter-sectoral. 

Section 1 of this thesis will provide a background on the different types of child abuse, why child abuse occurs and what the consequences of child abuse are.  This section will also cover some current statistics on the incidences of child abuse in New Zealand.  Additionally, there is a discussion on how child abuse is increasingly being minimised within a family violence paradigm - even though family violence is only one form of child abuse.  New Zealand does not have a good track record when it comes to its rates of child abuse. Section 1 is intended to give the reader a very clear picture of how children in New Zealand are not currently being protected adequately enough from child abuse.  This protection should be coming from the adults in their lives, in their community and in their nation.

Section 2 of this thesis outlines an ecological framework for child abuse prevention.  More specifically the way in which such an ecological model is operating presently in New Zealand, at particularly an exosystem (community) and macrosystem (national) level.  The second part of this section discusses factors which will ensure the 'success' of an ecological framework for child abuse prevention.  By 'success' the author is referring to a framework in which the primary outcome is the prevalence of child abuse in New Zealand is reducing.

Section 3 of this thesis will contain the substantive arguments of this paper.  New Zealand does currently have in place legislative and policy responses to child abuse prevention.  However, the author maintains these responses to date have not been sufficient because New Zealand's rates of child abuse continue to escalate.  This section consists of 19 recommendations of legislative and policy responses that could be implemented at a macrosystem/national level.  

At the conclusion of the recommendations contained in this thesis, it becomes clear that the government does need to respond urgently to New Zealand's growing child abuse rates.  New Zealand can no longer afford to have a reactive, ad-hoc approach to child abuse.  Nor can the response at a macro level continue to be one of rhetoric where there is more talk on child abuse prevention than there is on activating, monitoring and funding practical solutions.  It is the author's contention that if the government considered the interests and welfare of children as paramount in legislative and policy decisions that relate to children, then this will send a strong and clear signal to the adults in childrens' lives that children are not to be abused.  Instead, children are to be nurtured, respected and cherished in every way.

year: 2006

title: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia

authors: Berryman, Mere

subjects: education policy

abstract: This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

text: Leadership: Going beyond personal will and professional skills to give life to Ka Hikitia This paper investigates the Ka Hikitia Māori education policy and its subsequent influence in effecting system change towards Māori students’ achievement. It discusses how a Request for Proposal to the Ministry of Education’s Building on Success was conceptualised to support English-medium secondary schools across New Zealand to address this policy. The result, Kia Eke Panuku, is a professional learning and development response that works with Strategic Change Leadership Teams to create culturally responsive and relational contexts for learning, focused on Māori students enjoying and achieving educational success as Māori. It is argued that neither a political mandate for change nor a set of learned strategies by school personnel will truly bring about a changed reality for Māori students. Rather the reform must be led by transformative leaders who are driven by both the moral imperative to change and a keen sense of urgency to see this happen in our schools for Māori students and their home communities.
The major issues raised in this paper, and the solutions that have been reached thus far, can help inform others who are trying to raise the participation, inclusion and achievement of students who may currently be marginalised from formal education settings.

year: 2015