title: Beyond teacher praise: Evaluating tootling as an inclusive intervention for academically engaged behaviour in Aotearoa New Zealand primary classrooms

authors: Symes, Jessica

abstract: This thesis reports on two single case experimental studies investigating the effects of a peer-mediated behaviour intervention, known as “Tootling ”, on student behaviour in Aotearoa New Zealand primary schools. Tootling involves students recognising prosocial behaviours performed by their peers and reporting these events as “tootles” which are then read aloud to the class by the teacher. The studies aimed to evaluate whether Tootling increased academically engaged behaviour (AEB) at both, class-wide level, and for individual target students who have shown high rates of disruptive behaviours. Secondary questions examined whether Tootling influenced teacher-delivered praise and reprimands, teacher indices of happiness (IoH), and patterns in tootle submissions, including the focus of tootles on prosocial behaviours and school values. The intervention was implemented within the Positive Behaviour for Learning (PB4L) framework, supporting alignment with the school’s values-based systems. 

This research sought to address several gaps in the literature by examining the effects of Tootling across two culturally inclusive classroom settings in Aotearoa New Zealand. Study 1, conducted in a Year 0–1 classroom, with four target students, employed an A-B research design due to contextual factors. Study 2, conducted in a Year 5–6 classroom with three target students, used a multiple treatment single-case design to examine Tootling alone and in combination with a values-specific focus (respect, responsibility, resilience). Data on AEB, teacher praise and reprimands, IoH, and student tootle submissions were collected using direct observation and integrity measures. 

Results demonstrated consistent increases in class-wide AEB across both classrooms, with the largest gains observed for target students identified as having low initial rates of academic engagement. Teacher praise and IoH showed variable but generally positive effects. Patterns of tootling submissions highlighted that students engaged actively in recording and acknowledging prosocial behaviours, linked to school values. The values-specific conditions in Study 2 also produced increases in tootles on the targeted value (respect, responsibility and resilience). 

Overall, findings suggest that Tootling is a practical, effective, and socially valid whole-class intervention, with strong potential for integration within PB4L frameworks in Aotearoa New Zealand schools.

text: Beyond teacher praise: Evaluating tootling as an inclusive intervention for academically engaged behaviour in Aotearoa New Zealand primary classrooms This thesis reports on two single case experimental studies investigating the effects of a peer-mediated behaviour intervention, known as “Tootling ”, on student behaviour in Aotearoa New Zealand primary schools. Tootling involves students recognising prosocial behaviours performed by their peers and reporting these events as “tootles” which are then read aloud to the class by the teacher. The studies aimed to evaluate whether Tootling increased academically engaged behaviour (AEB) at both, class-wide level, and for individual target students who have shown high rates of disruptive behaviours. Secondary questions examined whether Tootling influenced teacher-delivered praise and reprimands, teacher indices of happiness (IoH), and patterns in tootle submissions, including the focus of tootles on prosocial behaviours and school values. The intervention was implemented within the Positive Behaviour for Learning (PB4L) framework, supporting alignment with the school’s values-based systems. 

This research sought to address several gaps in the literature by examining the effects of Tootling across two culturally inclusive classroom settings in Aotearoa New Zealand. Study 1, conducted in a Year 0–1 classroom, with four target students, employed an A-B research design due to contextual factors. Study 2, conducted in a Year 5–6 classroom with three target students, used a multiple treatment single-case design to examine Tootling alone and in combination with a values-specific focus (respect, responsibility, resilience). Data on AEB, teacher praise and reprimands, IoH, and student tootle submissions were collected using direct observation and integrity measures. 

Results demonstrated consistent increases in class-wide AEB across both classrooms, with the largest gains observed for target students identified as having low initial rates of academic engagement. Teacher praise and IoH showed variable but generally positive effects. Patterns of tootling submissions highlighted that students engaged actively in recording and acknowledging prosocial behaviours, linked to school values. The values-specific conditions in Study 2 also produced increases in tootles on the targeted value (respect, responsibility and resilience). 

Overall, findings suggest that Tootling is a practical, effective, and socially valid whole-class intervention, with strong potential for integration within PB4L frameworks in Aotearoa New Zealand schools.

year: 2025

title: The mechanisms of subnational population growth and decline in New Zealand 1976-2013

authors: Jackson, Natalie

abstract: This article summarises key findings from the strand of the Tai Timu Tangata. Taihoa e? project that examined the mechanisms of subnational population change in New Zealand for 143 towns, 132 rural centres and 66 territorial authority areas (hereafter TAs), for the 37-year period 1976-2013. Because of space constraints we present the information as a set of 10 summary observations. For the underlying analyses please refer to Jackson, Brabyn and Maré (2016); Jackson and Cameron (2017), Jackson, Brabyn, Maré, Cameron and Pool (forthcoming); and Jackson and Brabyn (forthcoming).

text: The mechanisms of subnational population growth and decline in New Zealand 1976-2013 This article summarises key findings from the strand of the Tai Timu Tangata. Taihoa e? project that examined the mechanisms of subnational population change in New Zealand for 143 towns, 132 rural centres and 66 territorial authority areas (hereafter TAs), for the 37-year period 1976-2013. Because of space constraints we present the information as a set of 10 summary observations. For the underlying analyses please refer to Jackson, Brabyn and Maré (2016); Jackson and Cameron (2017), Jackson, Brabyn, Maré, Cameron and Pool (forthcoming); and Jackson and Brabyn (forthcoming).

year: 2017

title: Māori cultural definitions of sexual violence.

authors: Pihama, Leonie

abstract: Exploring definitions of sexual violence in Aotearoa highlights that on the whole such definitions are located within dominant Pākehā frameworks that do not provide adequately for understanding the context of sexual violence for Māori. As such Māori working in the area of healing the trauma of sexual violence have been developing frameworks which are enabling of culturally defined understandings and traditional knowledge as a basis by which to understand sexual violence in Aotearoa. Informed by te reo and tikanga Māori (Māori language and culture) Māori healers, social workers and health providers have moved beyond western definitions and have highlighted the link between acts of sexual violence and the violence of colonial invasion. This article explores Māori perspectives of the origins and impacts of sexual violence for Māori and advocates for Kaupapa Māori and decolonising approaches to be more fully supported and engaged in dealing with these issues within our communities.

text: Māori cultural definitions of sexual violence. Exploring definitions of sexual violence in Aotearoa highlights that on the whole such definitions are located within dominant Pākehā frameworks that do not provide adequately for understanding the context of sexual violence for Māori. As such Māori working in the area of healing the trauma of sexual violence have been developing frameworks which are enabling of culturally defined understandings and traditional knowledge as a basis by which to understand sexual violence in Aotearoa. Informed by te reo and tikanga Māori (Māori language and culture) Māori healers, social workers and health providers have moved beyond western definitions and have highlighted the link between acts of sexual violence and the violence of colonial invasion. This article explores Māori perspectives of the origins and impacts of sexual violence for Māori and advocates for Kaupapa Māori and decolonising approaches to be more fully supported and engaged in dealing with these issues within our communities.

year: 2016