title: Māori and Dementia: Māori health professionals’ perceptions of dementia, support offered and suggested improvements

authors: Townsend, Marie

subjects: dementia

abstract: E iti noa ana, nā te aroha (It is the giving that counts and not the size of the gift) The purpose of this thesis was to investigate the perceptions of Māori health professionals about Māori elders and dementia. The study aimed to describe: Māori health care providers’ understandings of dementia; traditional versus contemporary understandings; how cultural beliefs affect experience; how Māori cope with dementia; key issues relevant to Māori people with dementia; and how services can be improved to meet the needs of aged Māori. The usefulness and possible cultural adaptation of the biomedical model has been explored within the context of a Māori worldview and the perceptions of participants. Semi-structured and in-depth interviews were conducted with eight mental health professionals and one caregiver. The information gathered at interviews was recorded within verbatim transcripts, which were written and returned to the participants for feedback. A qualitative data analysis was carried out on the approved transcripts. The main findings suggest that Māori health professionals recognise that many Māori perceive dementia both from a traditional cultural perspective, associated with spirituality as well as a holistic understanding of wellness. Key issues identified by participants were: that there is fear associated with mental health facilities; the exclusion of cultural values and understandings from service providers is detrimental to the wellbeing of Māori elders; Māori do not understand the symptoms typically associated with dementia as an illness; there is a need for information and education within an appropriate frame for whānau; disjointed and multiple service providers inhibits Māori from accessing facilities offered; and that there is a real need for further services. It was considered important that mental health services are culturally appropriate, show respect for Māori values; are coordinated and sensitive; encourage and continue the development of a Māori mental health workforce; and further develop kaupapa Māori services for Māori elders. The main implication of this research is that further investigation into Māori and dementia is required. Recommendations are made with a view towards better addressing some of the mental health needs of Māori elders.

text: Māori and Dementia: Māori health professionals’ perceptions of dementia, support offered and suggested improvements E iti noa ana, nā te aroha (It is the giving that counts and not the size of the gift) The purpose of this thesis was to investigate the perceptions of Māori health professionals about Māori elders and dementia. The study aimed to describe: Māori health care providers’ understandings of dementia; traditional versus contemporary understandings; how cultural beliefs affect experience; how Māori cope with dementia; key issues relevant to Māori people with dementia; and how services can be improved to meet the needs of aged Māori. The usefulness and possible cultural adaptation of the biomedical model has been explored within the context of a Māori worldview and the perceptions of participants. Semi-structured and in-depth interviews were conducted with eight mental health professionals and one caregiver. The information gathered at interviews was recorded within verbatim transcripts, which were written and returned to the participants for feedback. A qualitative data analysis was carried out on the approved transcripts. The main findings suggest that Māori health professionals recognise that many Māori perceive dementia both from a traditional cultural perspective, associated with spirituality as well as a holistic understanding of wellness. Key issues identified by participants were: that there is fear associated with mental health facilities; the exclusion of cultural values and understandings from service providers is detrimental to the wellbeing of Māori elders; Māori do not understand the symptoms typically associated with dementia as an illness; there is a need for information and education within an appropriate frame for whānau; disjointed and multiple service providers inhibits Māori from accessing facilities offered; and that there is a real need for further services. It was considered important that mental health services are culturally appropriate, show respect for Māori values; are coordinated and sensitive; encourage and continue the development of a Māori mental health workforce; and further develop kaupapa Māori services for Māori elders. The main implication of this research is that further investigation into Māori and dementia is required. Recommendations are made with a view towards better addressing some of the mental health needs of Māori elders.

year: 2011

title: What is the role of English transition in Māori-medium education?

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

text: What is the role of English transition in Māori-medium education? The place of English language instruction in Māori-medium programmes is a controversial issue. Many Māori-medium schools either exclude it from their curriculum, or pay lip service to it. However, English language instruction is an important element for all Māori-medium schools to consider, as its role will affect the extent to which the students achieve the aim of becoming biliterate. Unfortunately though, how to support the English language growth of Māori-medium students remains an as yet unresolved and under-researched issue. It is this theme that this research seeks to investigate. This Doctoral thesis reports on a multiple case study research project that investigated the English transition programmes of three Māori-medium schools including: a wharekura, a kura kaupapa Māori and a bilingual school. The research implemented a Kaupapa Māori framework and used interviews, classroom observations, and language assessments to explore the subject. The central aim of this project was to examine how these schools arrange their English transition programmes, what issues they face, and how they negotiate them. This research found that the teaching of English in Māori-medium education is an area in which Māori-medium schools have little support, and often struggle to negotiate. Despite this, some programmes offer good quality instruction that contributes to their students achieving high levels of literacy development. This study concluded that there is a relationship between the English transition programme design, and the students’ literacy (English and Māori) development. The higher quality programmes included greater quantities of English instruction, the staff was informed about bilingual education principles and they nurtured closer relationships with their student. Overall, this research found that English language instruction can play a part in Māori-medium education in a way that does not need to detract from the school focus on the learning of te reo Māori. The layout of this thesis is as follows. Chapter One explores the history of research into bilingualism before discussing some of the theoretical models that apply to this research project. Chapter Two explains some of the structural considerations concerning bilingual programmes, and the characteristics of Māori-medium education in the New Zealand context. Chapter Three examines New Zealand research into Māori-medium education with a particular focus on three areas: general teaching practices, research about student assessment, and research about English transition. Chapter Four discusses the methodological decisions that I made when approaching this research and the research tools I chose for the data collection process. Chapters Five, Six and Seven each presents a single case study of an English transition programme in a Māori-medium school. They provide descriptions of the programmes and explore the perspectives of the key participants, including staff and students. An analysis of Year 8 student literacy outcomes are provided followed by a discussion of the predominant findings that emerge. Chapter Eight is the discussion chapter where the key results from all three case studies will be discussed. This is followed by the concluding chapter (Chapter Nine), which discusses the educational implications of this research.

year: 2010

title: Supporting student growth in syntactical fluency as writers: A paired learning approach

authors: Barrett, Sally Jane

subjects: syntactical fluency grammar

abstract: The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities.  Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication.

text: Supporting student growth in syntactical fluency as writers: A paired learning approach The widespread belief that the traditional teaching of grammar is ineffective in enhancing student writing has contributed to a reduction in the teaching of formal grammar in the New Zealand English curriculum. At the same time and perhaps as a consequence students have little understanding about how language functions and what is needed to communicate effectively in writing. There has been widespread debate about the role grammar might play in enhancing writing effectiveness. This thesis will present the results of an intervention-centred inquiry involving the introduction of syntax in the context of teaching writing. The purpose of the research was to examine whether the teaching of syntactical concepts and structures at point of need enhanced students' writing, and how pairs, writing their stories alongside each other, might be utilised to provide productive, formative feedback. Pre- and post-intervention writing was collected as well as a questionnaire and attitudinal survey data on grammatical knowledge and writing confidence. Students subsequently worked on writing a narrative utilising the grammatical features taught during class activities.  Over an eight-week period, teacher interventions included 'incidental' grammar lessons, inductive lessons where students were guided to notice grammatical patterns, conferencing together over problems, and mini-lessons that involved applying a strategy in the writing pairs. The results indicate significant improvement in areas of fluency and syntactical sophistication.

year: 2013