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    How do principals of English-medium primary schools understand Māori students achieving educational success as Māori, and what are the factors that influence the development of this understanding : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) De Goldi, John Anthony
    This thesis investigates how the principals of English-medium primary schools understand Māori students achieving educational success as Māori. Additionally, it explores the factors that support and hinder the development of their understanding. A qualitative case-study was used to explore the understanding and experiences of the 28 principals of all English-medium, full and contributing primary schools on Te Tai Poutini West Coast of Te Wai Pounamu South Island. Twenty-seven principals were interviewed in their own schools over a period of two months, while one principal completed an on-line questionnaire. The study found that English-medium primary school principals’ understanding of Māori students achieving educational success as Māori align largely with the vision for young people who are confident, connected, actively engaged lifelong learners. Additionally, principals incorporate the acquisition of other skills and knowledge including the learning of te reo Māori that will enable students to participate in and contribute to te ao Māori. Although their descriptions approximate the broad student outcomes outlined in Ka Hikitia, few principals in this study refer specifically to them. The findings from this study also bring to light a complex lattice of interacting connections and disconnections with place, people, and the power of Pākehā/Eurocentric hegemony that frames and influences the development of principals understanding of Māori students’ educational success as Māori. Factors of physical and cultural isolation, and disconnection with Poutini Ngāi Tahu, hinder principals’ ability to develop a wider understanding of Māori students’ educational success as Māori. The thesis concludes that although principals are the leaders of learning and teaching in their schools, they need support from, whānau, hapū, iwi and perhaps most importantly, the Ministry of Education, to connect with people, place, and the power of Pākehā/Eurocentric hegemony in order to develop their understanding of Māori students achieving success as Māori.
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    An exploratory study : Māori children's bi/literacy experiences moving from a kōhanga reo setting to a kura kaupapa Māori, bilingual, and mainstream education setting : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Education Psychology at Massey University, Manawatu, New Zealand
    (Massey University, 2015) Rona, Sarika
    This research explored the bi/literacy experiences of three kōhanga reo children as they start school in one of the three school settings: kura kaupapa Māori, bilingual unit, and mainstream. A Kaupapa Māori approach underpinned this research and guided the case study methodology employed. Parents and teachers are interviewed to gain insight into the aspirations and expectations of their child’s literacy development. The children’s literacy experiences were observed in the school classroom upon school entry. The findings of each case study is discussed and analysed separately and then synthesised and critiqued Key findings include the importance of home literacy support, relationship building, building on prior literacy experiences and knowledge, and quality language instruction in supporting biliteracy development. The study highlights the obligation for further understanding of biliteracy learning in New Zealand schools by teachers and parents, the need for more bilingual teachers, the urgency for further development of assessment tools appropriate for bilingual children, and the demand for quality resources that support literacy development in all school settings, kōhanga reo, and the home.
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    An investigation into how Māori students who are gifted and talented are identified in mainstream schools : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2012) Scobie-Jennings, Emma
    This study examined the current practices used by 11 schools in one region of Aotearoa New Zealand when identifying Māori students who are gifted and talented. It sought to establish and discuss definitions and identification procedures schools are using as well as the barriers and challenges that schools face when attempting to identify Māori students who are gifted and talented. A multi-method approach to gathering data was used. Survey research methodology was used to gain information from principals and teachers in charge of gifted and talented education. Content analysis was used to analyse the policies and documents the schools used when identifying gifted and talented students to cross-reference and add to data gathered through the survey. The key finding of this study was that the identification of Māori students who are gifted and talented was an area that the majority of sample schools were not confident in. Several of the schools involved in the research indicated this was an area they were pursuing professional development and learning in. The research indicates that although some schools have definitions and identification practices which are culturally responsive, their practices are not resulting in the formal identification of the numbers of gifted and talented Māori students that are suggested by the literature. The research concludes that culturally responsive environments are the most appropriate way of generating effective identification practices, but in order to create these teachers need to have the knowledge and expertise required. As the main barrier to culturally responsive identification of Māori students who are gifted and talented is the lack of teacher expertise and knowledge, there is a major need for ongoing professional development and learning in this area.
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    Tuku iho, he tapu te upoko = From our ancestors, the head is sacred : Indigenous theory building and therapeutic framework development for Māori children and adolescents with traumatic brain injury : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Public Health, Massey University, Wellington, New Zealand
    (Massey University, 2012) Elder, Hinemoa
    International research shows „minority‟ culture and indigeneity are risk factors for traumatic brain injury (TBI) and for differential responses by rehabilitation services. New Zealand epidemiological studies align with those findings showing that Māori tamariki (children) and taiohi (adolescents) are significantly over represented in TBI populations with poorer outcomes, including higher mortality rates. This study asked two questions. Firstly, what do Māori people say about tamariki and taiohi TBI in the context of the Māori cultural belief that the head is the most sacred part of the body? Secondly, how could this information be used to build theory and inform a framework to address the rehabilitation needs of this group? Eighteen marae wānanga (culture specific fora in traditional meeting houses) were held in urban, rural and remote locations. Participation in these marae wānanga established an overt collective Māori cultural orientation at the entry point of the study. This collective view meant that marae themselves were considered as respondents. Data were analysed using Rangahau Kaupapa Māori (Māori indigenous research methods) and informed by elements of grounded theory. The central aspect of the theory proposes that TBI not only injures anatomical structures and physiology but also injures wairua. Wairua is defined here as a uniquely Māori dimension of wellbeing characterised by profound connection with all elements of the universe. The wairua injury means culturally determined interventions are both indicated and expected. The cultural knowledge required to address the wairua injury is housed within whakapapa (genealogy). This knowledge is activated by a cascade of events. The wairua theory in mokopuna TBI thereby provides a guide to intervention. The interventional framework underpinned by this theoretical position is called Te Waka Oranga. This framework uses the metaphor of a waka, a traditional Māori sailing vessel, preparing for journeys, in the process of moving across the ocean and finally arriving at it‟s destination. In this way this framework provides a Māori space where both Māori and clinical world views and their respective interventions can co-exist and be jointly monitored. This framework is therefore a practical tool that clarifies the interface where the two world views of the whānau and clinicians meet, suggesting opportunity for improved outcomes. This is the first study to propose and operationalise an indigenous theoretical construct for Māori child and adolescent TBI rehabilitation. Methods including noho puku, whanaungatanga, kaitiakitanga and centrifugal thinking were employed in novel ways. Future application of this work includes non-accidental traumatic brain injury, youth forensic populations, incarcerated groups and virtual rehabilitation.
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    Beginning teachers' preparedness to teach Māori children : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2010) Kenrick, Peti Mihiroa Mere Jessie
    The preparation of teachers is complicated by a plethora of competing elements seeking consensus as to what a teacher education curriculum might look like for those entering the teaching profession. Ideally the preparation of teachers needs to be an exact science to ensure and secure the future of the teaching profession and educational outcomes for all New Zealanders. Unfortunately, teaching is not an exact science. In New Zealand, education, and teachers as agents of the education system, has not always served all students and groups well. Failure to serve all well challenges the education system and teacher educators’ preparation of teachers to teach. This research focuses on beginning teacher preparedness and whether they enter the teaching profession prepared or not. Beginning teachers represent the future of the teaching profession (Education Review Office, 2005). More specifically, and in light of growing diversity, disparity and rights, this research examines beginning teachers’ perception of their preparedness to teach Māori children. The consequence of a prepared or unprepared teacher is reflected in the student achievement and educational outcomes. A profession that does not prepare their professionals to perform the job they are charged with do a disservice to their clients. Sadly, poorly prepared teachers are too common, particularly when it comes to teaching Māori children. Concerns raised by participants in this study point clearly at the lack of preparation during their teacher education and later during their induction programme. However, this study did also find teacher education had not completely ignored preparing students to teach Māori children but the approach was limited. Unfortunately, the consequence for Māori children is poor educational outcomes that are too often mirrored in the workforce.