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: An evaluation of the cultural supervision prototype undertaken within the Department of Corrections, Hamilton

authors: Masters-Awatere, Bridgette

subjects: Maori

abstract: Disproportionately high rates of offending and recidivism among Māori are well documented. As part of its attempt to better meet the needs of Māori offenders, the Department of Corrections is developing cultural supervision for staff in the Community Probation Service, the Public Prisons Service and the Psychological Service. The aims of cultural supervision include improving staff members’ knowledge of Māori cultural values, providing support for staff in managing complex cultural issues, and ensuring safe practice and culturally appropriate behaviour. During 2002, the Māori and Psychology Research Unit was contracted to conduct a survey of current practices in relation to cultural supervision and a process evaluation of a prototype of cultural supervision being trialled in the Waikato among probation officers (Hamilton Area) and sentence planners (Waikeria Prison) (Karapu, Masters, Robertson, Trynes, & Waitoki, 2002). Findings from the survey indicated that most staff had informal cultural support or advice available to them. Usually, this was in the form of Māori colleagues within the Department. Less commonly, support was sought from Māori in other organisations, from knowledgeable non-Māori within the Department, kaumātua and kuia, and whānau members. About a third of Corrections staff were receiving some formal cultural supervision, most of whom regarded it positively. Among other staff, both Māori and non-Māori, there was a high level of interest in cultural supervision, and a view that it would be beneficial to their professional practice. Overall, staff felt that the support and advice currently available to them was inadequate. Findings from the evaluation of the prototype suggested that while many of the participants viewed cultural supervision as important for their job, fewer considered that the supervision they were receiving was meeting their needs. Some experienced non-Māori staff seemed to be resistant to the idea of cultural supervision, feeling that they already knew how to relate to Māori offenders. Māori staff were generally enthusiastic about cultural supervision but wanted it to focus on their personal safety as Māori within a “mainstream” institution rather than on their practice. However, both Māori and non-Māori staff generally felt that the cultural supervision sessions provided a safe environment. The prototype appeared to be a good beginning and the model should be stronger when modified in the light of experience.

text: An evaluation of the cultural supervision prototype undertaken within the Department of Corrections, Hamilton Disproportionately high rates of offending and recidivism among Māori are well documented. As part of its attempt to better meet the needs of Māori offenders, the Department of Corrections is developing cultural supervision for staff in the Community Probation Service, the Public Prisons Service and the Psychological Service. The aims of cultural supervision include improving staff members’ knowledge of Māori cultural values, providing support for staff in managing complex cultural issues, and ensuring safe practice and culturally appropriate behaviour. During 2002, the Māori and Psychology Research Unit was contracted to conduct a survey of current practices in relation to cultural supervision and a process evaluation of a prototype of cultural supervision being trialled in the Waikato among probation officers (Hamilton Area) and sentence planners (Waikeria Prison) (Karapu, Masters, Robertson, Trynes, & Waitoki, 2002). Findings from the survey indicated that most staff had informal cultural support or advice available to them. Usually, this was in the form of Māori colleagues within the Department. Less commonly, support was sought from Māori in other organisations, from knowledgeable non-Māori within the Department, kaumātua and kuia, and whānau members. About a third of Corrections staff were receiving some formal cultural supervision, most of whom regarded it positively. Among other staff, both Māori and non-Māori, there was a high level of interest in cultural supervision, and a view that it would be beneficial to their professional practice. Overall, staff felt that the support and advice currently available to them was inadequate. Findings from the evaluation of the prototype suggested that while many of the participants viewed cultural supervision as important for their job, fewer considered that the supervision they were receiving was meeting their needs. Some experienced non-Māori staff seemed to be resistant to the idea of cultural supervision, feeling that they already knew how to relate to Māori offenders. Māori staff were generally enthusiastic about cultural supervision but wanted it to focus on their personal safety as Māori within a “mainstream” institution rather than on their practice. However, both Māori and non-Māori staff generally felt that the cultural supervision sessions provided a safe environment. The prototype appeared to be a good beginning and the model should be stronger when modified in the light of experience.

year: 2003

title: An ecological study of Chinese privet (Ligustrum sinense Lour.) in the Waikato Region

authors: Grove, E.

subjects: New Zealand

abstract: Chinese privet (Ligustrum sinense) has naturalised across the Waikato region invading lowland native forest and wetland habitat. This shrub has the ability to form a dense canopy or subcanopy and appears to exclude other native species from establishing in the understorey. Chinese privet seedlings were found in abundance underneath privet canopy, where they grow slower than when invading a new site yet are able to succeed adult plants and continually occupy a site. Chinese privet seedlings establish readily under intact native canopy but are more prolific in disturbed high light environments. Fruit is produced in abundance and is dispersed by birds particularly beneath perch sites, which limits seed dispersal over open ground. Chinese privet seedlings appear to be palatable to stock, but rapidly out-compete and dominate regenerating native species when grazing pressure is removed. A short-lived seedbank, six months to one year viability, suggests that the removal of adult plants will quickly reduce the number of seedlings establishing. This invasive shrub is a serious weed in south-eastern USA where it is well established and would appear to have similar potential in New Zealand to form vast, dense thickets with very low floristic diversity.

text: An ecological study of Chinese privet (Ligustrum sinense Lour.) in the Waikato Region Chinese privet (Ligustrum sinense) has naturalised across the Waikato region invading lowland native forest and wetland habitat. This shrub has the ability to form a dense canopy or subcanopy and appears to exclude other native species from establishing in the understorey. Chinese privet seedlings were found in abundance underneath privet canopy, where they grow slower than when invading a new site yet are able to succeed adult plants and continually occupy a site. Chinese privet seedlings establish readily under intact native canopy but are more prolific in disturbed high light environments. Fruit is produced in abundance and is dispersed by birds particularly beneath perch sites, which limits seed dispersal over open ground. Chinese privet seedlings appear to be palatable to stock, but rapidly out-compete and dominate regenerating native species when grazing pressure is removed. A short-lived seedbank, six months to one year viability, suggests that the removal of adult plants will quickly reduce the number of seedlings establishing. This invasive shrub is a serious weed in south-eastern USA where it is well established and would appear to have similar potential in New Zealand to form vast, dense thickets with very low floristic diversity.

year: 2005