title: Thinkpiece: Making a case for nurturing Pasifika students through the Arts in New Zealand: Now would be a good time

authors: Edwards, Frances

subjects: Pasifika

abstract: This think piece was inspired by observations of students in a school with more than 80 percent Pasifika students and less than 1 percent European students, and in whose community the vibrancy of the Pacific cultures is evident.

text: Thinkpiece: Making a case for nurturing Pasifika students through the Arts in New Zealand: Now would be a good time This think piece was inspired by observations of students in a school with more than 80 percent Pasifika students and less than 1 percent European students, and in whose community the vibrancy of the Pacific cultures is evident.

year: 2016

title: Strategies and characteristics of effective one-to-one literacy tutors

authors: Bennett, Tracey Shelley-Anne

subjects: Reading

abstract: What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

text: Strategies and characteristics of effective one-to-one literacy tutors What makes an effective one-to-one tutor of literacy is unclear.  Researchers (Anand  Bennie, 2004; Chapman, Tunmer,  Prochnow, 1999; Holland, 2004; Oliver, 2000) in New Zealand have investigated the effectiveness of one-to-one tutoring programmes; however there are very few studies on tutor effectiveness especially in the context of New Zealand education.  The present New Zealand study explored the strategies that effective one-to-one tutors of literacy used as well as the observed and perceived characteristics distinctive to effective one-to-one literacy tutors.    

Three effective tutors were observed at the Hamilton Children's Reading Centre during their regular tutoring with two of their tutees over a period of four weeks.  To determine the strategies used and the characteristics distinctive to the three tutors, tutoring sessions were audio-tape recorded, and observational notes were recorded.  The time spent engaged in various teaching activities was recorded and tutors were required to comment on the successes and challenges of the session in a journal entry after each tutoring session.  Individual and group interviews with the tutors were conducted to gain further insight into observational data and journal entries.  
 
Numerous strategies were identified during observations of the three effective tutors; the use of these strategies was further explored during individual and group interviews.  The majority of each one-to-one tutoring session focused on the teaching of direct letter-sound relationships, listening to tutees read, and phonemic awareness activities.  Open questions were asked more frequently than closed questions.  Tutees were praised frequently.  Scaffolding was observed regularly throughout tutoring sessions.  The effective tutors used Questioning as their most frequent type of help and used Demonstrating least frequently.  High levels of engaged teaching were maintained throughout tutoring sessions.  A higher percentage of words were spoken by the effective tutors than the tutees.  Written planning did not appear to play a role in the effectiveness of the tutor.  Role reversal was a strategy used frequently by one of the effective tutors. Effective tutors used a variety of ways to motivate tutees to read, complete homework, and remain on task.

Many characteristics of effective tutors were revealed during observations and journal entries.  The perceived characteristics of effective tutors were explored during interviews with the three tutors.  The ability to establish positive, caring relationships appeared to play a major role in the tutees' learning and confidence.  The tutors believed being responsive to tutees' emotional needs was the most important characteristic of an effective tutor.  The tutors ensured that the sessions were positive and laughter was frequently observed.  Good communication was maintained with parents and tutees.  The effective tutors were flexible during tutoring sessions, yet consistent with routines.  The three effective tutors were knowledgeable and experienced in working with children experiencing reading difficulties.  They believed effective tutors are aware of their tutees' areas of greatest need, understand their tutee, and maximise all teaching opportunities.

year: 2007

title: New Zealand army chaplains at war : 2 NZEF 1939 - 1945

authors: Glen, Frank

abstract: This thesis investigates the motivations to engage in, and the pastoral and sacramental work of, the 1939-45 World War Two chaplains of the Second New Zealand Expeditionary Force, and it explores the theological framework, and theology in which such chaplaincy was carried out. It concludes by noting significant factors and issues of concern to chaplains and their churches in respect of the transition from war to peace.

Historical models of military chaplaincy are found in Constantine’s Roman Empire of 312-337CE, the Christian Crusades of 1096-1291, and the later British Empire. Features of these models provide a tool for understanding and interpreting many aspects of the work and role of the military chaplains of this study. The impact of Christian pacifism is considered, as it is one of the influences which came to bear upon the decision of some clergy who enlisted as chaplains.

Chaplains were recruited from eight denominations and they demonstrated a common pastoral concern for all who were engaged in the various theatres of war. Through the introduction of the concept of ecumenical unit chaplaincy, the battalion became the padre’s parish where he conducted worship, exercised pastoral skills, read the liturgies and preached the Gospel. This became the corner-stone of an ecumenical chaplaincy which developed throughout the war years. Despite the exigencies of war a Bible Class network, church parades - both voluntary and compulsory - and a wide range of religious activities contributed to a spiritual programme which met the needs of a largely nominal Christian 2NZEF.

There emerged from the experience of worship within the 2NZEF a pragmatic ecumenical approach to many aspects of chaplaincy, including in particular the practice, at least for Protestants, of inter-communion. Roman Catholic practice and theological understanding of the Eucharist was enriched by a particular New Zealand contribution. The isolation of the Pacific theatre, coupled with the maturing of the Chaplain’s Department through the Middle East experiences, resulted in a heightening of ecumenical development within the 3rd Division chaplaincy.

The chaplain’s skills in pastoral matters were required to maintain morale, cope with death, wounding and captivity. They are defined first from a military perspective and then examined from a biblical viewpoint. It is primarily in reference to chaplains’ skills associated with the battlefield context, although other situations are included, that issues of pastoral ministry are identified and discussed. The Maori chaplains’ task is discussed in reference to the tohunga of pre-Christian times. Unlike their Pakeha (European) associates. Maori chaplains had access to individuals of influence within New Zealand Maori politics, a factor which was of particular significance.

Almost all chaplains had a belief in the natural justice of World War Two and this thesis will suggest they believed that not to have embarked upon war would have led to infinitely more serious problems for both civilization and the Christian Church. Throughout the war years there was an identified and distinct implicit theological framework which underwrote their attitudes and actions. Their opinions, theological framework and ideology, regarding the war arose both from the ministerial duties they performed and their battlefield experience of war itself.

The model of New Zealand chaplaincy is defined and compared with the classical models noted at the beginning of the thesis. At the end of the war, the 2NZEF Chaplains’ Department held a series of Leadership Schools. These Schools, involving laymen of all denominations. addressed a series of transitional religious and social issues, the outcomes of which were to develop over the decades following WW2. The concluding chapter summarizes a Theology of Chaplaincy which has developed from the foregoing study.

text: New Zealand army chaplains at war : 2 NZEF 1939 - 1945 This thesis investigates the motivations to engage in, and the pastoral and sacramental work of, the 1939-45 World War Two chaplains of the Second New Zealand Expeditionary Force, and it explores the theological framework, and theology in which such chaplaincy was carried out. It concludes by noting significant factors and issues of concern to chaplains and their churches in respect of the transition from war to peace.

Historical models of military chaplaincy are found in Constantine’s Roman Empire of 312-337CE, the Christian Crusades of 1096-1291, and the later British Empire. Features of these models provide a tool for understanding and interpreting many aspects of the work and role of the military chaplains of this study. The impact of Christian pacifism is considered, as it is one of the influences which came to bear upon the decision of some clergy who enlisted as chaplains.

Chaplains were recruited from eight denominations and they demonstrated a common pastoral concern for all who were engaged in the various theatres of war. Through the introduction of the concept of ecumenical unit chaplaincy, the battalion became the padre’s parish where he conducted worship, exercised pastoral skills, read the liturgies and preached the Gospel. This became the corner-stone of an ecumenical chaplaincy which developed throughout the war years. Despite the exigencies of war a Bible Class network, church parades - both voluntary and compulsory - and a wide range of religious activities contributed to a spiritual programme which met the needs of a largely nominal Christian 2NZEF.

There emerged from the experience of worship within the 2NZEF a pragmatic ecumenical approach to many aspects of chaplaincy, including in particular the practice, at least for Protestants, of inter-communion. Roman Catholic practice and theological understanding of the Eucharist was enriched by a particular New Zealand contribution. The isolation of the Pacific theatre, coupled with the maturing of the Chaplain’s Department through the Middle East experiences, resulted in a heightening of ecumenical development within the 3rd Division chaplaincy.

The chaplain’s skills in pastoral matters were required to maintain morale, cope with death, wounding and captivity. They are defined first from a military perspective and then examined from a biblical viewpoint. It is primarily in reference to chaplains’ skills associated with the battlefield context, although other situations are included, that issues of pastoral ministry are identified and discussed. The Maori chaplains’ task is discussed in reference to the tohunga of pre-Christian times. Unlike their Pakeha (European) associates. Maori chaplains had access to individuals of influence within New Zealand Maori politics, a factor which was of particular significance.

Almost all chaplains had a belief in the natural justice of World War Two and this thesis will suggest they believed that not to have embarked upon war would have led to infinitely more serious problems for both civilization and the Christian Church. Throughout the war years there was an identified and distinct implicit theological framework which underwrote their attitudes and actions. Their opinions, theological framework and ideology, regarding the war arose both from the ministerial duties they performed and their battlefield experience of war itself.

The model of New Zealand chaplaincy is defined and compared with the classical models noted at the beginning of the thesis. At the end of the war, the 2NZEF Chaplains’ Department held a series of Leadership Schools. These Schools, involving laymen of all denominations. addressed a series of transitional religious and social issues, the outcomes of which were to develop over the decades following WW2. The concluding chapter summarizes a Theology of Chaplaincy which has developed from the foregoing study.

year: 1996