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    Nāu te rūnanga, nāku te rūnanga, ka piki ake te ōranga o te iwi : partnership relationships between schools and Māori communities : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2002) Graham, James Philip Hector
    In tracing the development of partnership relationships between Māori, Pākehā and the State, this thesis explores how partnerships are defined and practised. The research examines historically the role of the Treaty of Waitangi in terms of establishing foundations for partnerships, the principles of the Treaty and its interpretation in educational reforms contemporarily, and the practical applications of both the theories and policy for Māori communities. The thesis thus, examines a range of educational initiatives to address Māori community participation and involvement in schooling and critiques the effectiveness of these initiatives to explicitly achieve this. The thesis argues that conceptions of partnership at the school level rely heavily on policy rhetoric that provides no guidelines for implementation. Thus, interpretations of partnerships are based on individuals' or groups' willingness to pursue relationships with Māori communities. While there is a foreseeable positive development of partnership relationships between Māori communities and schools, this thesis argues that this process is reliant upon contexts and situations that Māori have no control over.
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    Rural school-community relationships : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Education at Massey University
    (Massey University, 1979) Frater, Garry Kingsley
    The Wanganui Education Board Annual Report for the Year Ended 31st January 1977 stated: "Without wishing to overstate the problem, it is worth recording that recent years have been marked by an increasing incidence of breakdown of amicable relationships between teachers and local communities." This study examines the area of rural education, and particularly that of rural school - community relationships in order to ascertain the 'nature, 'extent', 'reasons' and 'possible actions to help alleviate' such breakdowns occurring. The literature discussing rural education in New Zealand reveals the preoccupation of educational authorities since the time of early settlement with ensuring the country child receives a level of educational opportunity equal to his urban counterpart. Rural principals in the Wanganui Education Board in response to a questionnaire indicated their viewpoints on a range of matters related to 'living' and 'teaching' in rural communities. While many areas of satisfactions with living and teaching in rural communities were expressed, the 'morale' of rural principals appears to have been adversely affected, by such factors as the escalating cost of living and the status and promotion opportunities perceived in the proposed 'broadbanding' scheme. To ascertain the viewpoints of parents on a range of matters related to rural education, interviews were conducted with 17 school committees in the Wanganui Education Board district. The parents perceived the most important qualities of a rural principal to be: an ability to fit into a country community and communicate with its people; and having an attitude of interest and concern in the school and community. They also expressed a desire for more say in the appointment and termination of staffing. To determine the 'nature' and 'extent' of rural school - community relationship difficulties, data was solicited by questionnaire from N.Z.E.I. Counsellors involved in cases 'related to' and 'affecting' such relationships. Problems relating to the broad areas of 'School Management' and 'School Programmes' together made up nearly three-quarters of the cases contributing to rural school - community relationship difficulty. Just over one quarter of the difficulties reported were resolved by the transfer of the teacher, yet in no case was transfer compulsory under the provisions of the Education Act. From the actual data supplied, on average one school in every 7.5 is experiencing a school - community relationship problem involving a counsellor during a four terms period. Advisers to Rural Schools and N.Z.E.I. Counsellors, in response to similar questionnaire items, gave their opinions as to possible 'reasons for' and 'actions to help alleviate' rural school - community relationship difficulties. On analysis, 10 broad categories of school and community behaviour that could provide reasons for breakdowns in relationships, were identified. Possible 'actions to help alleviate' such difficulties occurring were classified into 7 areas, a number of which may need to be effected, if there is to be an improvement. The complexity of human nature and the variables operating to complicate the issues in each situation preclude any simple answer as to why so many rural communities and their teaching staff are having relationship problems. It seems quite clear however, that in the current times of rapid social change, the rural school principal, staff and their families can find themselves, with their community members, especially if living at a distance from urban growth centres, less able to achieve and maintain living conditions, whether economic, social or environmental as in the past. Furthermore their conditions may not compare favourably with those in the urban sector. Such a climate is not conducive to attracting and retaining skilled teachers, a necessary component of good school - community relationships. The study concludes with a list of recommendations considered supportive of both the school and community, and hopefully the relationships between them.
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    Parent-teacher relationships at a secondary school : parent and teacher perceptions of their own and each other's role in the functioning of the school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Department of Education, Massey University
    (Massey University, 1991) Naidoo, Nadas Narismaloo
    This study compare the perceptions of parents and teachers on parent-teacher relationships at a secondary school. A random sample of 320 parents were drawn on the basis of their ethnic classification. All the teachers at the school participated in the study. The findings were analysed by comparing: (1) The total parent responses with the teacher responses. (2) Within the parent group according to ethnicity and (3) within the parent group according to socio-economic status. The results indicate that there was a general agreement between and within the groups but also some important differences concerning how they perceive their own and each others' role within the school. One of the most significant findings was that the teachers' willingness to participate in the specified school activities was lower than their actual involvement. The opposite result was obtained for the parents. The reason for this could be traced to the parents' and teachers' attitudes. A survey and analysis of their attitudes are also included. It was generally concluded that although the school structures are efficient there needs to be an evaluation of their effectiveness in realising the objectives they were designed to achieve.
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    Better relationships for better learning : schools addressing Maori achievement through partnership : research thesis submitted as partial fulfillment of a Masters degree in Education at Te Uru Maraurau, Massey University College of Education, Palmerston North
    (Massey University, 2002) McLeod, Jen
    This thesis examines the policy document Better Relationships for Better Learning: Guidelines for Boards of Trustees and Schools on Engaging with Mäori Parents, Whanau, and Communities (Ministry of Education, 2000a). The thesis is concerned with an examination and analysis of the Ministry of Education’s policy Better Relationships for Better Learning document and its implementation as evidenced by a case study school. The thesis demonstrates that while Government policy may intend to benefit Maori, the outcomes do not necessarily do so. It is argued that neither Government nor schools, as agents of the state, are neutral bodies but in large part reflect the influence of the majority over the provision of education for Maori. The claim for school/Maori partnerships made in the policy Better Relationships for Better Learning ignores the founding partnership envisaged through the Treaty of Waitangi. Maori participation as partners in negotiating the terms of the relationship with the school is ignored. This thesis examines the function of those relationships in terms of ‘Better Learning’, investigating the developments and practices in schools for Maori children’s learning.