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Research papers, University of Canterbury Library

The Canterbury Earthquakes of 2010 and 2011 and subsequent re-organisation and rebuilding of schools in the region is initiating a rapid transitioning from traditional classrooms and individual teaching to flexible learning spaces (FLS’s) and co-teaching. This transition is driven by the Ministry of Education property division who have specific guidelines for designing new schools, re-builds and the five and ten year property plan requirements. Boards of Trustees, school leaders and teachers are faced with the challenge of reconceptualising teaching and learning from private autonomous learning environments to co-teaching in Flexible Learning Spaces provisioned for 50 to 180 children and two to six teachers in a single space. This process involves risks and opportunities especially for teachers and children. This research project investigates the key components necessary to create effective co-teaching relationships and environments. It explores the lessons learnt from the 1970’s open plan era and the views of 40 experienced practitioners and leaders with two or more years’ experience working in collaborative teaching and learning environments in sixteen New Zealand and Australian schools. The research also considers teacher collaboration and co-teaching as evidenced in literature. The findings lead to the identification of eight key components required to create effective collaborative teaching and learning environments which are discussed using three themes of student centeredness, effective pedagogy and collaboration. Six key recommendations are provided to support the effective co-teaching in a flexible learning space: 1. Situate learners at the centre 2. Develop shared understanding about effective pedagogy in a FLS 3. Develop skills of collaboration 4. Implement specific co-teaching strategies 5. Analyse the impact of co-teaching strategies 6. Strategically prepare for change and the future

Images, UC QuakeStudies

Members of the University of Canterbury's E-Learning team in their temporary office in the NZi3 building. The photographer comments, "University of Canterbury administration all fits into one building! Well, sort of. Alison McIntyre, manager of the liaison librarians, and Herbert Thomas, e-learning team leader, discussing support for teachers".

Videos, UC QuakeStudies

A video of an interview with Grant Ross, teacher at Branston Intermediate School, about the boys-only class he set up to encourage learning for boys. This video is part of a series which looks at the innovative projects which will be lost if the Ministry of Education pushes ahead with its school closure and merger plans.

Videos, UC QuakeStudies

A video of an interview with Judith Bell, music teacher at Chisnallwood Intermediate School, about the school's award-winning jazz band. This video is part of a series which looks at the innovative projects which will be lost if the Ministry of Education pushes ahead with its school closure and merger plans.

Audio, Radio New Zealand

Former drama teacher and casting director Rosie Belton (right) has a motto she lives by: "When all else fails - cook!" Her new book Wild Blackberries explores her life through food. It's about how food enhances the feeling of celebration, and comforts in times of sadness. Having lived through nearly four years of earthquakes in her hometown of Christchurch, Rosie tells Wallace Chapman about why the kitchen and dining table provided so much solace in such unstable times.

Videos, UC QuakeStudies

A video of Principal Toni Simpson telling the students and teachers of Phillipstown School about the plan to merge their school with Woolston School. Phillipstown is one of twelve schools which is set to merge in the Education Renewal Recovery Programme. The programme was created by the Minister of Education in the wake of the 2010 and 2011 Canterbury earthquakes.

Audio, Radio New Zealand

MARAMA DAVIDSON to the Minister of Housing and Urban Development: Will he commit to ensuring that the 800 tenancies terminated or otherwise affected by Housing New Zealand’s previous approach to meth testing receive compensation that genuinely reflects the level of harm done, and takes account of both direct costs and emotional distress? Hon JUDITH COLLINS to the Minister of Housing and Urban Development: Is it acceptable for Housing New Zealand tenants to smoke methamphetamine in Housing New Zealand houses? Hon PAUL GOLDSMITH to the Minister of Finance: Does he stand by all of the statements, actions, and policies of the Government in relation to the New Zealand economy? RINO TIRIKATENE to the Minister for Māori Crown Relations: Te Arawhiti: What recent announcements has he made on the scope of his new portfolio? Hon Dr NICK SMITH to the Minister of State Services: What are the dates and contents of all work-related electronic communications between former Minister Hon Clare Curran and the Prime Minister since the decision in Cabinet last year “that the CTO be appointed by, and accountable to, the Prime Minister and the Ministers of Government Digital Services and Broadcasting, Communications and Digital Media”? Dr DEBORAH RUSSELL to the Minister of Finance: What is his reaction to the Independent Tax Working Group’s interim report released today? Hon NIKKI KAYE to the Minister of Education: How many communications has she received from teachers or principals in the last three days regarding teacher shortages, relief teacher issues, and increases in class sizes, and is she confident there will be no more primary teacher strikes this year? Hon NATHAN GUY to the Minister for Biosecurity: How many inbound passengers arrived at Auckland International Airport yesterday between 2 a.m. and 5 a.m., and how many dog detector teams worked on the Green Lane at this time? TAMATI COFFEY to the Minister of Housing and Urban Development: What steps is the Government taking to ensure Housing New Zealand is a compassionate landlord focused on tenant well-being? STUART SMITH to the Minister for Courts: Is he confident that the Canterbury Earthquakes Insurance Tribunal will comply with all requirements of the rule of law? SIMEON BROWN to the Minister of Health: When did the Expert Advisory Committee on drugs give its advice that synthetic cannabinoids AMB-FUBINACA and 5F-ADB be scheduled as Class A controlled drugs, and what action has he taken on this advice? ANAHILA KANONGATA'A-SUISUIKI to the Minister of Commerce and Consumer Affairs: What measures has the Government announced to protect the public from unscrupulous wheel-clamping practices?

Audio, Radio New Zealand

A review of the week's news including the aftermath of Auckland's killer Tornado, the pros and cons of the castration of serial sex offenders, the current state of the property market, the RNZAF's first revamped Orion on show, a Penthouse posing teacher's registration is revoked, Rugby World Cup opportunities for NZ business, a heroic ship wreck rescue remembered 80 years on and a true story of 'the show must go on' in the aftermth of the Christchurch earthquake.

Audio, Radio New Zealand

A review of the week's news including the aftermath of Auckland's killer Tornado, the pros and cons of the castration of serial sex offenders, the current state of the property market, the RNZAF's first revamped Orion on show, a Penthouse posing teacher's registration is revoked, Rugby World Cup opportunities for NZ business, a heroic ship wreck rescue remembered 80 years on and a true story of 'the show must go on' in the aftermath of the Christchurch earthquake.

Audio, Radio New Zealand

Education advisors are warning that children could suffer mental health problems for years to come if schools botch their return to the classroom. They say the Christchurch earthquakes and Australian bushfires show teachers should resist the temptation to launch straight back into normal lessons after a major event. Principals are hoping to learn today when they will move into alert level two and how many of their students will be able to return to school. RNZ's education correspondent John Gerritsen reports.

Audio, UC QuakeStudies

A recorded conversation about the arts in Christchurch, facilitated by Rosalee Jenkin (UC CEISMIC) and featuring Sophie Davis (UC Masters student and co-director of North Projects), Lara Strongman (Senior Curator at Christchurch Art Gallery), Gaby Montejo (visual art practitioner and teacher) and Wongi Wilson (street artist and professional graffiti artist). The podcast is the first in a series of conversations hosted by UC CEISMIC about Christchurch, five years on from the February 22 earthquake.

Videos, UC QuakeStudies

A video of Adam McGrath, Jess Shanks and Alice Ryan Williams from Lyttelton band The Eastern singing songs to people in the community. The song recipients were nominated by family, friends or workmates, and in total seven people were chosen, including a teacher, office worker and traffic controller. The video and event were organised by All Right?. The video was distributed by The Press and was posted to the All Right? Facebook Timeline in October 2014.

Audio, Radio New Zealand

Police have arrested Rollie James Heke after a two-week nationwide manhunt. The government's come up with a radical new plan to tackle Auckland's critical teacher shortage offering thousands of dollars to any new graduate prepared to stay at any city school for at least three years. The All Blacks and the Wallabies will observe a minute's silence at Saturday's Bledisloe Cup match in Dunedin. The government has confirmed speed limits on some of the main expressways will be lifted to 110km/h. National's MP for Kaikoura, Stuart Smith, has leaked when State Highway 1 north of Kaikoura will be re-opened - on December 15. The country's building regulator admits it needs a major overhaul after years scrambling just to react to leaky homes and the Canterbury and Kaikoura earthquakes. Peter Dunne's shock exit this week has forced both National and Labour to completely re-evaluate their strategies in the contest for the Ohariu electorate. 

Images, Alexander Turnbull Library

At top left is text reading 'Christchurch pupils return to school...' The teacher has written the words 'Nosey', 'Bob', and 'Double' on the blackboard and says to the children 'Our first test today... Sort these into Parkers we love and Parkers we don't'... Context - the correct answers would be that we hate 'nosey parkers' and 'double parkers' but that we love 'Bob Parker'. Bob Parker is the Mayor of Christchurch and is generally considered to have done a remarkably good job of demonstrating calm and cheerfulness after the two earthquakes of 4 September 2010 and 22 February 2011, as well as having been able to chose fitting words to express grief and despair at so much loss. Quantity: 1 digital cartoon(s).

Research papers, The University of Auckland Library

The author followed five primary (elementary) schools over three years as they responded to and began to recover from the 2010–2011 earthquakes in and around the city of Christchurch in the Canterbury region of New Zealand. The purpose was to capture the stories for the schools themselves, their communities, and for New Zealand’s historical records. From the wider study, data from the qualitative interviews highlighted themes such as children’s responses or the changing roles of principals and teachers. The theme discussed in this article, however, is the role that schools played in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation http://www.schoolcommunitynetwork.org/SCJ.aspx

Research papers, University of Canterbury Library

Children are often overlooked in the aftermath of a natural disaster, and children’s use of coping strategies plays an important part in their post-disaster adaptation (Vernberg, La Greca, Silverman, & Prinstein, 1996). The aim of this qualitative study was to explore the coping strategies of children with adequate self-regulation skills and minimal behaviour problems, living in Christchurch following the major 2010 and 2011 earthquakes. This aim was achieved through the use of semi-structured interviews with five seven-year-old children, their parents, and their teachers. These interviews were analysed using Directed Content Analysis and results showed that children most often reported using active and adaptive coping strategies, followed by avoidant strategies. Results in the current literature regarding children’s coping suggest that children exposed to natural disasters are able to utilise strategies that involve some personal control over their environment and emotions, through the use of active and adaptive coping strategies. Findings from this study contribute to the current understanding of children’s use of coping strategies when faced with commonly occurring childhood upsets. Further research is required regarding the outcomes associated with the use of effective coping strategies following traumatic events.

Research papers, University of Canterbury Library

As part of the Canterbury Earthquake Digital Archive, this thesis documents the effects of the earthquakes on the musical life of Christchurch. It concentrates, primarily, on the classical music scene. The thesis examines the difficulties experienced by musical organisations, individual musicians, and teachers as they sought to bring music to the broken city, together with the measures that were necessary in order to overcome those difficulties. It examines how those organisations have worked to re-establish themselves in their particular musical fields. It charts the progress made, to date, along the path to recovery and offers suggestions regarding precautionary measures which, if instituted, could reduce the after-effects of a future disaster. Recognising that not all of the difficulties encountered were directly related to the earthquakes, this thesis also examines the effects on music and musicians, of decision making associated with the recovery effort. The thesis also demonstrates how a destructive event can provide the inspiration for creativity. It recognises the importance of music in maintaining a sense of normality for people, whether they realise it or not, as well as its influences in providing emotional relief in times of stress. Hopefully, it may become a useful guide to which other cities that may be faced with some natural disaster, could refer.

Research papers, Victoria University of Wellington

A natural disaster will inevitably strike New Zealand in the coming years, damaging educational facilities. Delays in building quality replacement facilities will lead to short-term disruption of education, risking long-term inequalities for the affected students. The Christchurch earthquake demonstrated the issues arising from a lack of school planning and support. This research proposes a system that can effectively provide rapid, prefabricated, primary schools in post-disaster environments. The aim is to continue education for children in the short term, while using construction that is suitable until the total replacement of the given school is completed. The expandable prefabricated architecture meets the strength, time, and transport requirements to deliver a robust, rapid relief temporary construction. It is also adaptable to any area within New Zealand. This design solution supports personal well-being and mitigates the risk of educational gaps, PTSD linked with anxiety and depression, and many other mental health disorders that can impact students and teachers after a natural disaster.

Audio, Radio New Zealand

Fear and humour increasingly drive the TV news. What was the most radical thing you did at school? Some Rangitoto College year 13 girls are upset they're being told to dress more modestly.Students and parents are accusing the school of encouraging "rape culture".A senior staff member from the school is said to have told Year 13 girls that what they're wearing is proving a distraction to their male teachers. Western Springs College which is also in Auckland has been mufti since the 1980s their principal Ivan Davis talks about their attitude to dress code. Displaced residents of Merivale Retirement village in Christchurch were told that they need to move out by April 1. A new facility that has replaced the earthquake damaged one won't have enough beds for everyone. The CEO of Age Concern Canterbury Simon Templeton talks about what measures are in place to look after these vulnerable elderly people. Thirty-six per cent of 16-24 year-olds in full-time education in the UK are not touching booze. They're joining teetotal clubs and opting for alcohol-free accomodation. High levels of debt and the pressure to do well means that students are going out less. Will alchol go completely out of fashion one day? The Nest security alarm system has a microphone in it. Although you probably wouldn't know that because it's not stated on the gadget's specifications. It's a Google product and the company says it never meant to keep the listening devices a secret. UK privacy campaign group Big Brother Watch says it's deceptive and it's normalising the disturbing notion of tech giants constant listening within the privacy of our homes.

Research papers, University of Canterbury Library

Background: Earthquakes are found to have lingering post-disaster effects on children that can be present for months or years after the disaster, including hyperarousal symptoms. Young children have the most difficulties in regulating their emotions, especially when they are highly aroused. Colouring-in mandala designs have been found to reduce hyperarousal symptoms of stress in young adults. The purpose of this study was to determine if the same effects of colouring-in mandalas would be seen with children showing signs of hyperarousal. Research Question: To identify what effect colouring-in mandala designs would have on the heart rate in a young child showing signs of hyperarousal. Method: Following approved procedures for informed consent, two 6-year-old girls from a Christchurch primary school were chosen for the study. Heart rate was measured using a Fitbit in a single subject design. The baseline, colouring-in and a second baseline phase were conducted during mathematics. The participants and their teacher reported on arousal, enjoyment, and positive and problem behaviours. The study took 26 school days to complete. Results: Compared with baseline, the average heart rate data showed no decrease in heart rate (i.e., calming effect) during the mandala colouring-in task phase. Conclusions: The participants enjoyed colouring-in the mandalas, but the average heart rate data did not show that colouring-in pre-drawn designs reduced heart rate, a measure of arousal. Major study limitations included; not having suitable participants or a suitable setting for the colouring-in task, and not being able to observe both participants.

Research papers, University of Canterbury Library

Post-traumatic stress symptoms are a common reaction to experiencing a traumatic event such as a natural disaster. Young children may be at an increased risk for such mental health problems as these catastrophic events may coincide with developmentally sensitive periods of development. Treatments currently recommended for children with post-traumatic stress symptoms insufficiently acknowledge the role of neurobiological stress related systems responsible for these symptoms. As such, alternative approaches to the treatment of posttraumatic symptoms have been explored, with nature-based interventions offering a potential alternative based on two different theories that uphold the stress reducing benefits of natural environments. To date, there are a limited number of experimental studies that have explored the use of nature-based interventions with children, and no known research that has used a simulated nature experience with child participants. The purpose of this study was to investigate the effects of a simulated nature experience on the physiological and behavioural responses of children with post-traumatic stress symptoms that experienced the Christchurch earthquakes. A single-case research design with repeated measures of heart rate and teacherreported behaviour was gathered across a 20-day period. Heart rate data was collected before and after participants watched a 10-minute nature video, while data from a teacher rating scale provided information about the participants’ behaviours in the 30-minute period after they watched the nature video. Comparisons made to data collected during two different baseline phases indicated that the nature video intervention had no recognisable effects on the participants’ physiological and behavioural stress responses. Limitations to the current study are discussed as possible reasons for the incompatibility between the current study’s results and the findings from previous research. Suggestions are made for any future replications of the study.

Audio, Radio New Zealand

SARAH DOWIE to the Minister of Finance: What reports has he received on New Zealand’s trade exports? EUGENIE SAGE to the Minister for Land Information: Has he asked Land Information New Zealand to withdraw the 997-hectare Riversdale Flats from the proposed sale of Mt White Station pastoral lease; if not, why not? PHIL TWYFORD to the Minister for Social Housing: Will she confirm that as of 30 June the Government has only delivered 323 of the additional 1,400 emergency beds they promised at the start of November last year? STUART SMITH to the Minister of Transport: What update can he provide on the reinstatement of State Highway 1 following the Kaikōura earthquakes? STEFFAN BROWNING to the Minister for the Environment: Does he have confidence in the Environmental Protection Authority’s review of glyphosate? Dr DAVID CLARK to the Minister of Health: Does he support the establishment of a cross-agency working group with Canterbury District Health Board on their finances, funding, and facilities? DAVID SEYMOUR to the Minister of Health: Does he stand by all his answers to Oral Question No. 6 on 6 June regarding intraoperative radiotherapy for breast cancer? BARBARA KURIGER to the Minister of Immigration: What recent announcements has he made in relation to immigration settings? Hon NANAIA MAHUTA to the Minister for Treaty of Waitangi Negotiations: Does he believe that the signing of the Pare Hauraki Collective Settlement with the inclusion of redress disputed by Tauranga Moana iwi is a breach of Te Tiriti o Waitangi? CHRIS BISHOP to the Associate Minister of Education: What recent announcements have the Government made on school property in the Wellington region? PITA PARAONE to the Minister for Māori Development: Does he stand by all his statements; if so, why? JENNY SALESA to the Minister of Education: Is she satisfied that the Government is doing all that it can to ensure an adequate supply of teachers, particularly in Auckland?

Research papers, University of Canterbury Library

Five years on from the 2010-2011 Canterbury earthquakes, research has shown an increase in hyperarousal symptoms in school children. While Cognitive Behaviour Therapy is currently the gold standard for treating Post-Traumatic Stress, there are insufficient clinicians to treat the high numbers of children in post-disaster communities. Alternative non-verbal interventions in school based settings that target the physiological basis of hyperarousal may be more effective for long term stress reduction in some young children. Neuroscience research suggests that drawing activates brain areas connected with the autonomic nervous system, resulting in relaxation and self-regulation. The aim of the current study was to determine whether a 20-minute drawing lesson during the afternoon of the school day would reduce stress in children with hyperarousal symptoms. The study had a single subject ABA design. Four children participated, two of the children exhibited hyperarousal symptoms, and the other two did not, as determined by teacher and parent responses on the Behaviour Problem Index (BPI). The children’s selfreported stress (measured by the Subjective Unit of Distress (SUD) thermometer) and physiological stress (measured by finger temperature) were recorded at the start and end of each session during baseline, drawing lessons, and return to baseline phases. The results of the study showed a general reduction in physiological stress during the drawing lessons for the children with hyperarousal symptoms. However, the results indicated some discrepancies between the children’s physiological stress and perception of stress, which may suggest that the self-report measure was inappropriate for the children in this study. Overall, the study suggests that drawing lessons show promise as a school-based intervention for reducing stress in children with hyperarousal. More research is required to address the limitations of the present study, and before the study can be applied to the whole classroom as a positive strategy for managing stress at school.