title: Use your kind words please: Effects of tootling on student and teacher behaviour in New Zealand primary-school classrooms

authors: Powell, Cheniel

subjects: Tootling

abstract: The aim of this study was to extend the literature on tootling, an intervention consisting of student reports of peers’ prosocial behaviour. Effects on student on-task behaviour and disruptions, alongside teacher praise statements, in a New Zealand primary-school were investigated. A single-subject multiple baseline design, with a follow-up phase, was used in an evaluation of the effects of the intervention across three groups. Students were taught how to notice and record peers’ prosocial behaviour on slips of paper, which were collected each day before the teacher read several out loud to the class and provided feedback. An interdependent group contingency, whereby students worked together towards a shared goal, alongside public display of progress, was used to provide class-wide rewards for reaching a pre-determined tootle target. An increase in on-task behaviour across all three groups, decreases in student disruptions of one group, and little, to no change in teacher praise statements were found. Results mostly remained consistent during follow-up observations. Teachers and students rated the intervention socially acceptable and, according to treatment integrity scores, tootling can be used effectively in a classroom setting. Implications and future directions are discussed.

text: Use your kind words please: Effects of tootling on student and teacher behaviour in New Zealand primary-school classrooms The aim of this study was to extend the literature on tootling, an intervention consisting of student reports of peers’ prosocial behaviour. Effects on student on-task behaviour and disruptions, alongside teacher praise statements, in a New Zealand primary-school were investigated. A single-subject multiple baseline design, with a follow-up phase, was used in an evaluation of the effects of the intervention across three groups. Students were taught how to notice and record peers’ prosocial behaviour on slips of paper, which were collected each day before the teacher read several out loud to the class and provided feedback. An interdependent group contingency, whereby students worked together towards a shared goal, alongside public display of progress, was used to provide class-wide rewards for reaching a pre-determined tootle target. An increase in on-task behaviour across all three groups, decreases in student disruptions of one group, and little, to no change in teacher praise statements were found. Results mostly remained consistent during follow-up observations. Teachers and students rated the intervention socially acceptable and, according to treatment integrity scores, tootling can be used effectively in a classroom setting. Implications and future directions are discussed.

year: 2020

title: A retrospective case study of Kiribati identity through language camp participation

authors: Packham, Emma

abstract: This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

text: A retrospective case study of Kiribati identity through language camp participation This retrospective study examined the Ueen Kiribati Language Camps, which was funded by the Ministry for Pacific Peoples in 2022 and 2023, as part of a broader context of Pacific language and cultural revitalisation in Aotearoa, New Zealand. I-Kiribati methodology and thematic analysis of semi-structured interviews, combined with Maroro (dialogue, reminiscing, or storytelling), were used to examine the experiences and perspectives of five participants from various age groups.  

This study examined how I-Kiribati participants in two Ueen Kiribati Language Camps describe their cultural identity and the effects they reported from participation in the language camps that reinforce their sense of cultural identity and contribute to their cultural confidence. The immersive experience included both theoretical and practical workshops, facilitated by elders and older members. The findings challenged the assumptions that a sense of belonging depends on speaking the language fluently, having a single I-Kiribati identity, and living in Kiribati. The camps offered a supportive environment where dual, multiple, and diasporic I-Kiribati could gather and share experiences, and reconnect with each other, their language and culture. This research contributes to the ongoing discussions around language and cultural revitalisation, emphasising the need for community-led initiatives to sustain Pacific languages. The findings also have the potential to inform educational strategies and funding policy decision making and support other Pacific communities delivering similar programmes.

year: 2025

title: E tama Hikairo

authors: Maxwell, Te Kahautu

subjects: Oriori

abstract: He oriori tēnei mō Hikairo, te mokopuna tuatahi a Kīngi Tūheitia. He oriori tēnei e whakanui ana i a Hikairo, tōna whakapapa, tōna tūranga i te ao Māori me te ao Kīngitanga. He mokopuna Ringatū anō a Hikairo, nā Kīngi Tūheitia i tuku mai a Hikairo kia tūātia e Te Hāhi Ringatū ki te Poukai o Wāhi Pā i te tuawaru o Whiringa-ā-Nuku 2014. Ka whakaaturia tōna whakapono Hāhi Ringatū ki roto i te oriori nei e kupu whakaaritia ana. I tohua hoki e Kīngi Tūheitia a Te Kāhautu hai pou whakaruruhau1 mō Hikairo koinei ia i titoa ai tēnei oriori mō tana tamaiti mokopuna, mō Hikairo. He aroha nui nō te matua mō wai oti, mō Hikairo.

I titoa tēnei oriori hai waiatatanga mā te kapa haka o Ōpōtiki Mai Tawhiti. I waiatatia e Ōpōtiki Mai Tawhiti tēnei ki Te Matatini i tū ki Ōtautahi te tau rua mano tekau mā rima. He huarahi anō tēnei mā Te Kāhautu ki te whakamānawa i tana mokopuna i a Hikairo, nara nā te kapa haka a Te Kāhautu i waiata, i whakanui a Hikairo ki te maraenui o te iwi Māori, ko Te Matatini. Ana i tuatahi a Hikairo i te wehenga o Te Waiata Tira. “E Tama Hikairo, haere mai rā.”

text: E tama Hikairo He oriori tēnei mō Hikairo, te mokopuna tuatahi a Kīngi Tūheitia. He oriori tēnei e whakanui ana i a Hikairo, tōna whakapapa, tōna tūranga i te ao Māori me te ao Kīngitanga. He mokopuna Ringatū anō a Hikairo, nā Kīngi Tūheitia i tuku mai a Hikairo kia tūātia e Te Hāhi Ringatū ki te Poukai o Wāhi Pā i te tuawaru o Whiringa-ā-Nuku 2014. Ka whakaaturia tōna whakapono Hāhi Ringatū ki roto i te oriori nei e kupu whakaaritia ana. I tohua hoki e Kīngi Tūheitia a Te Kāhautu hai pou whakaruruhau1 mō Hikairo koinei ia i titoa ai tēnei oriori mō tana tamaiti mokopuna, mō Hikairo. He aroha nui nō te matua mō wai oti, mō Hikairo.

I titoa tēnei oriori hai waiatatanga mā te kapa haka o Ōpōtiki Mai Tawhiti. I waiatatia e Ōpōtiki Mai Tawhiti tēnei ki Te Matatini i tū ki Ōtautahi te tau rua mano tekau mā rima. He huarahi anō tēnei mā Te Kāhautu ki te whakamānawa i tana mokopuna i a Hikairo, nara nā te kapa haka a Te Kāhautu i waiata, i whakanui a Hikairo ki te maraenui o te iwi Māori, ko Te Matatini. Ana i tuatahi a Hikairo i te wehenga o Te Waiata Tira. “E Tama Hikairo, haere mai rā.”

year: 2016