title: Tootling through a cultural lens: Effects of tootling on student and teacher behaviours in an inclusive school in Aotearoa

authors: Choundira, Rhea

subjects: Tootling

abstract: This study aimed to extend the literature on the effects of tootling in an inclusive classroom in Aotearoa New Zealand. The tootling intervention involved students monitoring and reporting their peers’ prosocial behaviours, which was used with an interdependent group contingency. The current study used a series of AB designs to evaluate the effects on three teacher-nominated students from primary and middle-block classrooms separately. The study also investigated the effects of tootling on teacher praise statements with participant teachers from primary and middle-block classrooms. Target students were nominated for the study as they were thought to be at risk for emotional and behavioural disorders (EBD). Students were randomly picked from the rest of the class during data collection for the comparison group. Participant teachers included the classroom teachers present in class. An increase in academically engaged behaviour (AEB) was found across all three target students in the middle-block classroom and found in two out of three students in the primary-block classroom. An increase in praise statements from the middle block participant teacher was also found. Incidentally, the tootling intervention was integrated with MANA values practised in both classes; as a result, it was accepted as socially valid by the teachers and students. Discussion focuses on limitations due to Covid-19 restrictions and direction for future research.

text: Tootling through a cultural lens: Effects of tootling on student and teacher behaviours in an inclusive school in Aotearoa This study aimed to extend the literature on the effects of tootling in an inclusive classroom in Aotearoa New Zealand. The tootling intervention involved students monitoring and reporting their peers’ prosocial behaviours, which was used with an interdependent group contingency. The current study used a series of AB designs to evaluate the effects on three teacher-nominated students from primary and middle-block classrooms separately. The study also investigated the effects of tootling on teacher praise statements with participant teachers from primary and middle-block classrooms. Target students were nominated for the study as they were thought to be at risk for emotional and behavioural disorders (EBD). Students were randomly picked from the rest of the class during data collection for the comparison group. Participant teachers included the classroom teachers present in class. An increase in academically engaged behaviour (AEB) was found across all three target students in the middle-block classroom and found in two out of three students in the primary-block classroom. An increase in praise statements from the middle block participant teacher was also found. Incidentally, the tootling intervention was integrated with MANA values practised in both classes; as a result, it was accepted as socially valid by the teachers and students. Discussion focuses on limitations due to Covid-19 restrictions and direction for future research.

year: 2022

title: Choosing to Choose: Preference for free-choice over forced-choice

authors: Goldsmith, Micaela Jane

subjects: Choice

abstract: Brown Shaver hens responded on a concurrent chain procedure, containing two independent initial link keys, that ran on VI 30-s schedules. Following the conclusion of the initial link schedules either 1 or 2 terminal link keys were made available to the subject, all of which ran on a FI 20-s schedule and resulted in 3-s access to reinforcement. The results replicated Catania’s (1975) findings demonstrating preference for the terminal link which contained two available keys. The second experiment aimed to equalise terminal link entry ratios by changing the initial links to concurrently running dependent VI 30-s schedules. The last experiment attempted to increase the observed preference for the terminal link that contained two keys, by reducing the initial link schedules to dependent VI 10-s. These later experiments were not able to successfully replicate the strength of the preference for the 2 key terminal link shown in the initial experiment and by Catania (1975).

text: Choosing to Choose: Preference for free-choice over forced-choice Brown Shaver hens responded on a concurrent chain procedure, containing two independent initial link keys, that ran on VI 30-s schedules. Following the conclusion of the initial link schedules either 1 or 2 terminal link keys were made available to the subject, all of which ran on a FI 20-s schedule and resulted in 3-s access to reinforcement. The results replicated Catania’s (1975) findings demonstrating preference for the terminal link which contained two available keys. The second experiment aimed to equalise terminal link entry ratios by changing the initial links to concurrently running dependent VI 30-s schedules. The last experiment attempted to increase the observed preference for the terminal link that contained two keys, by reducing the initial link schedules to dependent VI 10-s. These later experiments were not able to successfully replicate the strength of the preference for the 2 key terminal link shown in the initial experiment and by Catania (1975).

year: 2013

title: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa

authors: Simon, Hemopereki

subjects: whakapapa

abstract: The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

text: Genealogical Violence: Mormon (Mis)Appropriation of Māori Cultural Memory through Falsification of Whakapapa The study examines how members of the historically white possessive and supremacist Church of Jesus Christ of Latter-day Saints in the United States (mis)appropriated Māori genealogy, known as whakapapa. The Mormon use of whakapapa to promote Mormon cultural memory and narratives perpetuates settler/invader colonialism and white supremacy, as this paper shows. The research discusses Church racism against Native Americans and Pacific Peoples. This paper uses Anthropologist Thomas Murphy’s scholarship to demonstrate how problematic the Book of Mormon’s religio-colonial identity of Lamanites is for these groups. Application of Aileen Moreton-Robinson’s white possessive doctrine and Hemopereki Simon’s adaptation to cover Church-Indigenous relations and the salvation contract is discussed. We explore collective and cultural memory and discuss key Māori concepts like Mana, Taonga, Tapu, and Whakapapa. A brief review of LDS scholar Louis C. Midgley’s views on Church culture, including Herewini Jones’s whakapapa wānanga, is followed by a discussion of Māori cultural considerations and issues. The paper concludes that the alteration perpetuates settler/invader colonialism and Pacific peoples’ racialization and white supremacy. Genetics science and human migration studies contradict Mormon identity narratives and suggest the BOM is spiritual rather than historical. Finally, the paper suggests promoting intercultural engagement on Mormon (mis)appropriation of taonga Māori.

year: 2024