title: Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand

authors: Luton, Jane Isobel

subjects: Educational Drama

abstract: This thesis considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in schools in New Zealand has developed from the earliest school productions in the 1800's, through its perceived role to enrich lives, to becoming a discrete Arts subject within the New Zealand educational curriculum in 1999. During this development, theatre companies began to tour schools and arguments ensued regarding drama's role in education as a process or performance. This development is charted through a range of historical and current curriculum documents.  The thesis references the importance of the Australian UNESCO Seminar on drama in education in 1958 which explored the relationship between the educational aspects of Drama and Drama as an art form, and which inspired New Zealand Drama teachers. The research contains interviews conducted during 2009, with Drama teachers, students and theatre practitioners, as well as considering examples of performances by schools and professional theatre since the advent of the new curriculum. The thesis investigates some of the many kinds of Drama work taking place in contemporary New Zealand schools, including co-curricula and curricula productions concerning a wide range of issues and utilising a range of dramatic styles. These include, an Intermediate School's collaboration and contribution to capital E's production of Kia Ora Khalid,   and examples of devised and scripted projects undertaken at Secondary Colleges in New Zealand.  The research explores the relationship which exists between schools and professional theatre practitioners, and establishes some of the ways in which the relationship is beneficial for the development of high quality Drama programmes in schools.   The contribution of the Auckland Theatre Company's Educational Unit to schools is investigated, as is an example of the Artist in Schools programme at Pakuranga College in Auckland.  The introduction of the National certificate in Educational drama in 2001 has  undoubtedly contributed to the range and quality of work being undertaken in schools, allowing the contention that their Drama performance work can, and often does, contribute  to the cultural welfare of local communities and to a New Zealand theatre identity in general.

text: Drama and Theatre in and for Schools: Referencing the Nature of Theatre in Contemporary New Zealand This thesis considers the nature of drama and theatre in and for schools and references the nature of theatre in contemporary New Zealand. Drama in schools in New Zealand has developed from the earliest school productions in the 1800's, through its perceived role to enrich lives, to becoming a discrete Arts subject within the New Zealand educational curriculum in 1999. During this development, theatre companies began to tour schools and arguments ensued regarding drama's role in education as a process or performance. This development is charted through a range of historical and current curriculum documents.  The thesis references the importance of the Australian UNESCO Seminar on drama in education in 1958 which explored the relationship between the educational aspects of Drama and Drama as an art form, and which inspired New Zealand Drama teachers. The research contains interviews conducted during 2009, with Drama teachers, students and theatre practitioners, as well as considering examples of performances by schools and professional theatre since the advent of the new curriculum. The thesis investigates some of the many kinds of Drama work taking place in contemporary New Zealand schools, including co-curricula and curricula productions concerning a wide range of issues and utilising a range of dramatic styles. These include, an Intermediate School's collaboration and contribution to capital E's production of Kia Ora Khalid,   and examples of devised and scripted projects undertaken at Secondary Colleges in New Zealand.  The research explores the relationship which exists between schools and professional theatre practitioners, and establishes some of the ways in which the relationship is beneficial for the development of high quality Drama programmes in schools.   The contribution of the Auckland Theatre Company's Educational Unit to schools is investigated, as is an example of the Artist in Schools programme at Pakuranga College in Auckland.  The introduction of the National certificate in Educational drama in 2001 has  undoubtedly contributed to the range and quality of work being undertaken in schools, allowing the contention that their Drama performance work can, and often does, contribute  to the cultural welfare of local communities and to a New Zealand theatre identity in general.

year: 2010

title: Effect of the time characteristics of the Compton camera on its performance

authors: Uche, Chibueze Zimuzo

abstract: Purpose: The effect of the time characteristics of the Compton camera data acquisition (DAQ) system on the camera’s performance has been studied. 
Methods: The GEANT4 simulation software was used to simulate radiation transport and interactions with matter. Further investigations were carried out by utilizing straightforward approximations to estimate the charge collection times and their relationship to finding coincident events, setting thresholds to reject noise, and the resultant impacts on the Compton camera performance. 
Results: The results show that the time characteristics of the Compton camera DAQ account for about 17% and 13% reduction in detection efficiency at 140.5 keV and 511 keV, respectively, but made no significant difference on the Compton camera resolution.
Conclusions: Findings suggest that the detection efficiency of the Compton camera has been overestimated by previous investigators who did not predict count rate losses under clinical conditions.

text: Effect of the time characteristics of the Compton camera on its performance Purpose: The effect of the time characteristics of the Compton camera data acquisition (DAQ) system on the camera’s performance has been studied. 
Methods: The GEANT4 simulation software was used to simulate radiation transport and interactions with matter. Further investigations were carried out by utilizing straightforward approximations to estimate the charge collection times and their relationship to finding coincident events, setting thresholds to reject noise, and the resultant impacts on the Compton camera performance. 
Results: The results show that the time characteristics of the Compton camera DAQ account for about 17% and 13% reduction in detection efficiency at 140.5 keV and 511 keV, respectively, but made no significant difference on the Compton camera resolution.
Conclusions: Findings suggest that the detection efficiency of the Compton camera has been overestimated by previous investigators who did not predict count rate losses under clinical conditions.

year: 2011

title: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school

authors: Evans, Mary

subjects: Ka Hikitia

abstract: In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

text: Investigating the understanding and implementation of Ka Hikitia, in a New Zealand primary school In New Zealand, the education system has underserved Māori learners for many years, with various factors contributing to this underperformance.  Many of these factors stem from racism and bias, conscious or unconscious, inherent in our system (Ministry of Education, 2019b).  Ka Hikitia Accelerating Success 2013 - 2017 (Ministry of Education, 2013a) set about to make transformative change in schools.  This research presents an investigation into the understanding and implementation of Ka Hikitia, in a New Zealand primary school.  
The research was guided by culturally responsive methodologies, bringing together both kaupapa Māori and critical theories (Berryman, 2013b).  Participants’ understandings and how these understandings transferred into their practice was determined through a case study.  The rich information generated within the case was analysed using grounded theory.  The main source of information came from interviewing the management team and teaching staff members.  As an insider/outsider researcher and also a participant, some of my information came from my own observations and knowledge of the school. Some attendance and achievement data held by the school also informed the case.  
The Office of the Auditor-General (2016b) contended that Ka Hikitia was a well-worded policy but, due to a lack of understanding of the policy in many schools, it was poorly implemented nationwide.  In this school, despite the good leadership and hard-working teachers, staff had difficulty fully understanding and therefore implementing the Ka Hikitia strategy as it was intended.  Strong relationships between teachers and students were evident throughout the study, however, stronger relationships were needed between the school and the wider Māori community.  The research shows that, despite the good intentions of the teachers, to fully implement the intent of Ka Hikitia, educators need to be committed to te ao Māori.  
The Ministry of Education plans to relaunch a further iteration of Ka Hikitia this year, supported by another initiative, Te Hurihanganui.  For this iteration to be successful, more effective implementation systems are required that will enable Māori students to enjoy and achieve educational success as Māori.

year: 2020