title: Rangatahi Wahine: Overcoming the odds – preliminary results

authors: Merritt, Kiri

subjects: Maori

abstract: The purpose of my research was to
identify factors that have contributed to the
development of resilience in young Māori
girls’ lives. Incorporated into this was an
exploration of their psychosocial
competence makeup, to see whether their
sense of self, sense of relationship to the
world, and ability to negotiate life events,
was unique.

text: Rangatahi Wahine: Overcoming the odds – preliminary results The purpose of my research was to
identify factors that have contributed to the
development of resilience in young Māori
girls’ lives. Incorporated into this was an
exploration of their psychosocial
competence makeup, to see whether their
sense of self, sense of relationship to the
world, and ability to negotiate life events,
was unique.

year: 2003

title: Changes in the pronunciation of Māori and implications for teachers and learners of Māori

authors: Keegan, Peter J.

subjects: pronunciation of Maori

abstract: This paper discusses changes in the pronunciation of Māori and implications for teachers and learners of Māori. Data on changes in the pronunciation of Māori derives from the MAONZE project (Māori and New Zealand English with support from the Marsden fund). The project uses recordings from three sets of speakers to track changes in the pronunciation of Māori and evaluate influence from English. Results from the project show changes in both vowel quality and vowel duration and some evidence of diphthong mergers in pairs such as ai/ae and ou/au, especially amongst the younger speakers. In terms of duration the younger speakers are producing smaller length distinctions between long/short vowel pairs other than /ā, a/. We discuss the implications of such changes for those teaching Māori and for students learning Māori as a subject. These changes raise interesting questions concerning the pronunciation of Māori by future generations.

text: Changes in the pronunciation of Māori and implications for teachers and learners of Māori This paper discusses changes in the pronunciation of Māori and implications for teachers and learners of Māori. Data on changes in the pronunciation of Māori derives from the MAONZE project (Māori and New Zealand English with support from the Marsden fund). The project uses recordings from three sets of speakers to track changes in the pronunciation of Māori and evaluate influence from English. Results from the project show changes in both vowel quality and vowel duration and some evidence of diphthong mergers in pairs such as ai/ae and ou/au, especially amongst the younger speakers. In terms of duration the younger speakers are producing smaller length distinctions between long/short vowel pairs other than /ā, a/. We discuss the implications of such changes for those teaching Māori and for students learning Māori as a subject. These changes raise interesting questions concerning the pronunciation of Māori by future generations.

year: 2009

title: Bridging the transition from Year 6 to Year 7: A New Zealand context

authors: Gilroy, Kirsty

subjects: transition

abstract: The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

text: Bridging the transition from Year 6 to Year 7: A New Zealand context The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year 7 at intermediate or middle school. Specifically, it investigates what data on vulnerable students is recorded, how this data is utilised when transitioning students, how it is disseminated by receiving schools and in what ways it is useful in supporting students.

A convergent parallel mixed methods study design was used (Creswell & Clark, 2016); a national survey, a local Community of Learning / Kahui Ako survey and interviews were undertaken with five leaders from primary or intermediate/middle schools. This research identified a disconnect between primary feeder schools and receiving intermediate and middle schools in terms of what data is most valued, how it is utilised and how it is disseminated.

Respondents recognised the difficulties inherent in developing effective transition processes and the academic, social, behavioural and emotional risks to all students during transition, with particular concern for the vulnerable learners. Respondents also acknowledged the benefit of working across schools and across communities and expressed a desire to address the needs of Māori and Pasifika learners.

Recommendations are made for schools and teaching professionals to:
i. engage in collective and collaborative professional discussion on the type, accuracy and value of data being collected and utilised
ii. investigate changes in policy and practice with theory and current research as a basis for action
iii. co-construct what skills and knowledge it is felt would be beneficial for a Year 6 learner to have in order to successfully transition to Year 7 at an intermediate/middle school
iv. build understanding and relationships within the wider community through the Community of Learning / Kahui Ako
v. collectively address the challenges of addressing and catering for Māori and Pasifika learners along with other diverse learners, so that there are clear and successful learning pathways

year: 2018