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

title: The time machine. Norman Taylor Memorial Lecture 2002

authors: Lowe, David J.

abstract: I've chosen to talk about five topics dealing with longstanding pedological or paleoenvironmental problems involving tephrostratigraphy. I'll begin with the oldest tephras and work 'stratigraphically upwards' to the youngest. Along the way I'll mention or show a few of the people I've worked with, or who were involved historically in the research areas. I've allowed around five or six minutes for each topic (but I'd be grateful if you didn't set your stopwatches!). As promised, the second part of the talk will begin when we reach the year 1952. Among a range of personal observations relating to the birth of the society and to Norman Taylor, I will attempt to explain how I came to be giving this lecture today.

text: The time machine. Norman Taylor Memorial Lecture 2002 I've chosen to talk about five topics dealing with longstanding pedological or paleoenvironmental problems involving tephrostratigraphy. I'll begin with the oldest tephras and work 'stratigraphically upwards' to the youngest. Along the way I'll mention or show a few of the people I've worked with, or who were involved historically in the research areas. I've allowed around five or six minutes for each topic (but I'd be grateful if you didn't set your stopwatches!). As promised, the second part of the talk will begin when we reach the year 1952. Among a range of personal observations relating to the birth of the society and to Norman Taylor, I will attempt to explain how I came to be giving this lecture today.

year: 2002

title: He Poroporoaki ki a Kahurangi Te Heikōkō Kāterina Mataira

authors: Temara, Pou

subjects: Poroporoaki

abstract: He kupu whakamānawa nā Ahorangi Pou Temara ki a Kahurangi Te Heikōkō Kāterina Mataira i tana matenga.

text: He Poroporoaki ki a Kahurangi Te Heikōkō Kāterina Mataira He kupu whakamānawa nā Ahorangi Pou Temara ki a Kahurangi Te Heikōkō Kāterina Mataira i tana matenga.

year: 2012-05