
THESIS etc.
Thesis etc.
This section covers research thesis submitted for Masters study etc. and Literature Reviews.
We believe there have been many insightful RTLB Theses and would like to showcase these. If you have completed a thesis, or literature review or know of a colleague who has, get in touch.
E kore e mutu tō mātou whakawhetai ki a koutou katoa i tuku i ā koutou mahi.
"Language matters: Developing inclusive, strengths-based practice in an RTLB cluster"
Fiona Harkness
Practice Leader
Cluster 2
This thesis investigates the language practices of Resource Teachers: Learning and Behaviour (RTLB) within New Zealand's educational system. The purpose of the thesis is to examine the extent to which inclusive, strengths-based language is used by RTLBs during the Initial Meeting phase of the collaborative problem-solving process and to explore whether professional learning and development (PLD) can effectively shift RTLB language towards more inclusive practices.
The significance of this research lies in its potential to improve educational outcomes for students facing learning and behavior challenges by fostering more inclusive, strengths-based approaches in RTLB practice. The findings indicate that targeted PLD can significantly enhance RTLB's use of inclusive language, which is crucial for developing positive and effective educational interventions.

Anthony Sandford
RTLB
Cluster 33
This literature review examines the transition of students with Autism Spectrum Disorder (ASD) from primary to secondary school. The review explores perspectives from key education stakeholders: ASD students, parents, and teachers, based on twelve empirical studies. It highlights the central role of ASD students (mostly male) in the transition process, followed by the perspectives of parents (mainly mothers) and teachers (primarily secondary educators with ASD expertise).
The review identifies gaps in the research within this transition field and emphasises how each study contributes to the understanding of these stakeholders' experiences during the transition process.

The Role of RTLB in Gifted Education
Amanda Hurley
RTLB
Cluster 23
This study explores the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting gifted learners in New Zealand schools. Using survey data from Mensa New Zealand members, it highlights challenges faced by gifted students, including inadequate learning support, social-emotional difficulties, and disengagement.
Key themes include the link between giftedness and neurodiversity, barriers to equity, learner agency, and the importance of relationships. The study emphasises RTLB's role in advocating for gifted students, improving identification processes, and supporting inclusive policies. Recommendations focus on professional development, collaboration with schools, and tailored learning approaches to enhance outcomes for gifted learners.