title: Maori demography in Aotearoa New Zealand: Fifty Years on

authors: Kukutai, Tahu

abstract: Writing in the Journal of the Polynesian Society fifty years ago, budding demographer Ian Pool asked: “When is a Maori a ‘Maori’”? His assertion that cultural self-identification was the only credible way to define Māori collectively in official statistics was in stark contrast to the prevailing institutional practice of defining Māori by ‘degree of blood.’ In this article I use key insights from Ian’s paper to reflect on contemporary practices of demography, focusing specifically on the construction of Māori as a discrete population for demographic research, and the use of Māori ethnic identification as an independent variable. I conclude with some thoughts on how official statistics might be changed to better reflect the aspirations and needs of Māori in a post-settlement context.

text: Maori demography in Aotearoa New Zealand: Fifty Years on Writing in the Journal of the Polynesian Society fifty years ago, budding demographer Ian Pool asked: “When is a Maori a ‘Maori’”? His assertion that cultural self-identification was the only credible way to define Māori collectively in official statistics was in stark contrast to the prevailing institutional practice of defining Māori by ‘degree of blood.’ In this article I use key insights from Ian’s paper to reflect on contemporary practices of demography, focusing specifically on the construction of Māori as a discrete population for demographic research, and the use of Māori ethnic identification as an independent variable. I conclude with some thoughts on how official statistics might be changed to better reflect the aspirations and needs of Māori in a post-settlement context.

year: 2011

title: Culturally relevant assessment: Kaupapa Māori assessment in early childhood education

authors: Rameka, Lesley Kay

abstract: This chant according to Maori tradition is part of the dedication used at the birth of Maui-tikitiki-a-Taranga, the demigod, ancestor superhero of the Pacific. It was also sometimes used to welcome visitors on to marae, linking the visitors with the spiritual world and powers of the Maori gods, Tūmatauenga, Rongomatane and Tane Mahuta and to Hawaiki, the spiritual Maori homeland. It also provides a model of the universe that dates back thousands of years (Shirres, 1997); a model made up of two intimately connected worlds: the spiritual and the material. These worlds are closely linked with activities in the everyday material world coming under the influence of and interpenetrated by spiritual powers (Reilly, 2004a; Shirres, 1997). Consequently people are connected with the universe, with the world of spiritual powers, the world of the gods.

text: Culturally relevant assessment: Kaupapa Māori assessment in early childhood education This chant according to Maori tradition is part of the dedication used at the birth of Maui-tikitiki-a-Taranga, the demigod, ancestor superhero of the Pacific. It was also sometimes used to welcome visitors on to marae, linking the visitors with the spiritual world and powers of the Maori gods, Tūmatauenga, Rongomatane and Tane Mahuta and to Hawaiki, the spiritual Maori homeland. It also provides a model of the universe that dates back thousands of years (Shirres, 1997); a model made up of two intimately connected worlds: the spiritual and the material. These worlds are closely linked with activities in the everyday material world coming under the influence of and interpenetrated by spiritual powers (Reilly, 2004a; Shirres, 1997). Consequently people are connected with the universe, with the world of spiritual powers, the world of the gods.

year: 2013

title: Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6)

authors: Cowie, Bronwen

subjects: Laptop for Teachers Scheme

abstract: The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning.

text: Laptops for teachers: An evaluation of the TELA scheme in schools (Years 4 to 6) The purpose of this evaluation was to investigate the impacts of the Laptops for Teachers Scheme (referred to from here as the TELA scheme) on Years 4 to 6 teachers’ work over a period of three years (2004-2006) and to record emerging changes in laptop use. The investigation focused on the Ministry of Education expectation (Ministry of Education, 2004) that teacher access to a laptop for their individual professional use would lead to gains in confidence and expertise in the use of ICTs, to efficiencies in administration, would contribute to teacher collaboration and support the preparation of high quality lesson resources. It was also anticipated that teacher would use their laptop in the classroom for teaching and learning.

year: 2010