title: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education

authors: Paki, Vanessa Anne

subjects: kaupapa Maori assessment

abstract: This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

text: Kimihia, rangahaua ngā tikanga heke iho. He taonga huahua e riro mai: Exploring whakapapa as a tool towards a kaupapa Māori assessment framework in early childhood education This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education.
Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

year: 2007

title: The effectiveness of the silent way method in the teaching of Maori as a second language

authors: Mataira, Katerina

abstract: The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

text: The effectiveness of the silent way method in the teaching of Maori as a second language The socio-linguistic survey of Benton (1979) provides evidence to show that the continued existence of the Maori language is seriously threatened.

The national Department of Education is implementing a policy of Maori language and culture studies in schools, but the scale and depth of this commitment is restricted by limited resources and expertise. The schools alone cannot stem the threat to the Maori language.

Harnessing the resources within Maori communities would appear to be a necessary step toward language maintenance. The most useful of these resources are the native speakers of the Maori language.
A community-based training programme aimed at equipping such people for the teaching of Maori as a second language would provide a much needed facility for both community and school.

The only teacher training programme presently available to native speakers of the language is a one year course offered through Teachers Colleges. Since only a select few can avail themselves of this opportunity, there is a need for an alternative training programme which will cater for greater numbers and release more teachers into the community.

A community-based, on the job, periodic training programme with minimal disruptions to family life and work commitments, would probably be preferred to a long-term, institutionalised, away-from-home programme. Initially, the training programme might need to be quite specific, i.e. native speakers might be initiated into the use of a particular language teaching method and programme which has been planned, tested and found to be suitable.

Given a highly specific programme, trainees might be able to start·teaching after an initial short course of a week. Thereafter, training sessions could be paced and spaced so that teachers could continue to grow in strength and expertise as their experience increased.

The quest for a suitable method has been the focus of my studies for four years. It has brought me to investigate both the conventional and unconventional approaches to foreign language teaching, along with their linguistic, psychological and pedagogical bases. Of these a method which strikes me as having considerable potential as a teaching tool in the hands of native speakers, is Gattegno's Silent Way approach.

The experiment described in this thesis is part of the total investigation. It is an attempt to evaluate the effectiveness of the Silent Way as a teaching/learning instrument for second language acquisition. The teaching strategies of the Silent Way are measured against the opposing strategies of an eclectic approach.

Two Form I classes of randomly assigned pupils were used for the experiment. The Maori language was taught to Class S.W. using the Silent Way method, and to Class E. using an Eclectic method.

A total of 30 hours was used for the experiment, 20 hours for the language component and 10 hours for a culture component. Tests were administered to measure the achievement of subjects in the language areas of listening, speaking, writing and reading.

Significant differences between the groups were noted on all measures except on the measure for fluency. The children taught through the Silent Way method made significantly greater gains than the children taught through the Eclectic method.

year: 1980

title: Development of a real-time technique for in-sditu measurement of pH in capacitive deionisation

authors: Tharman, Mathavan

abstract: Capacitive Deionisation (CDI) as a desalination technique proves to be one of the most promising technologies owing to its simplicity and ease of manufacturability. The longevity of CDI depends on a number of factors, such as the ability of carbon to withstand Faradaic reactions to CO2. Furthermore,
like other technologies such as (reverse osmosis) RO and (electrodialysis reversal) EDR, scale formation is known to affect its hydraulic efficiency. The slow mineral deposition of magnesium and calcium carbonate is responsible for such phenomena. The extent of the problem is one where the
hydraulic efficiency of the device drops well below 10%, a state where the device is considered to be at the end-of-life as it is too difficult to pump water through it. In the preliminary study we examined the performance of an industrial scale (membrane capacitive deionisation) MCDI module that has
been in operation intermittently for 5 years to establish familiarity with the performance of a used module.
In the main study, we described a new technique for observing the chemical state within the spacer channel of a CDI cell, the part of the electrode that is prone to blockage. This new technique for the direct measurement of pH is based on colourimetric analysis of a novel synthetic formulation of a
pH-sensitive dye dissolved in the electrolyte phase. The basis for this novel technique combined a simple optical microscope integrated with a microfluidic device. This microfluidic device containing a microreactor cell of 750 picolitres in size was fabricated to host the electrochemical reaction (electrode and electrolyte phases) demonstrated in this study that recreates the “CDI effect” of an industrial cell.
The pH indicator formulations were synthesised from a 1:1:2 ratio of phenolphthalein, bromothymol blue and methyl red in an ethanol solution. The pH indicator, which we denote as the standard formulation (SF), had a density of 0.93 kg/L and pH of 2.74. This was the formulation that was subsequently used in the main part of the study. The dye was characterised by visible range
spectroscopy and subsequent conversion to (hue saturation value) HSV colourmap coordinates using the 1976 CIE (International Commission on Illumination) chromaticity model. This enabled the development of a range of pH-Hue relationships using best approximated by sigmoid functions. In
the analysis of these functions, we investigated the sensitivity of the pH-Hue relationship to variation in the SF formulation due to selective electrosorption of the dye. It was shown that the variation in functions produced was not significant and that the general pH-Hue relationship did not break down
into a non-usable form.

Application of the novel technique was initially performed on a membraneless cell configuration. The pH profile was investigated from a starting range of interest of pH 8 to 9 where scale formation occurs. In the second series of reactions, we demonstrated microreactor CDI configurations with varying degrees of membrane coverage from 12.5% to 100%. It was found that the pH variation in the spacer channel was minimal or non-existent across the full charge cycle from adsorption through to desorption. This indicates that obscuration of the carbon surface blocks the protons diffusing from the surface of the carbon where it is generated by way of the standard faradaic reaction in CDI or blocking co-ions from being expelled from the membrane that may result in speciation that affects the pH.
We recommend longer in-situ observation type studies be performed to confirm the speciation chemistry present in the spacer channel typical of many situations where electrodes are reducing in performance by way of fouling and scale formation.

text: Development of a real-time technique for in-sditu measurement of pH in capacitive deionisation Capacitive Deionisation (CDI) as a desalination technique proves to be one of the most promising technologies owing to its simplicity and ease of manufacturability. The longevity of CDI depends on a number of factors, such as the ability of carbon to withstand Faradaic reactions to CO2. Furthermore,
like other technologies such as (reverse osmosis) RO and (electrodialysis reversal) EDR, scale formation is known to affect its hydraulic efficiency. The slow mineral deposition of magnesium and calcium carbonate is responsible for such phenomena. The extent of the problem is one where the
hydraulic efficiency of the device drops well below 10%, a state where the device is considered to be at the end-of-life as it is too difficult to pump water through it. In the preliminary study we examined the performance of an industrial scale (membrane capacitive deionisation) MCDI module that has
been in operation intermittently for 5 years to establish familiarity with the performance of a used module.
In the main study, we described a new technique for observing the chemical state within the spacer channel of a CDI cell, the part of the electrode that is prone to blockage. This new technique for the direct measurement of pH is based on colourimetric analysis of a novel synthetic formulation of a
pH-sensitive dye dissolved in the electrolyte phase. The basis for this novel technique combined a simple optical microscope integrated with a microfluidic device. This microfluidic device containing a microreactor cell of 750 picolitres in size was fabricated to host the electrochemical reaction (electrode and electrolyte phases) demonstrated in this study that recreates the “CDI effect” of an industrial cell.
The pH indicator formulations were synthesised from a 1:1:2 ratio of phenolphthalein, bromothymol blue and methyl red in an ethanol solution. The pH indicator, which we denote as the standard formulation (SF), had a density of 0.93 kg/L and pH of 2.74. This was the formulation that was subsequently used in the main part of the study. The dye was characterised by visible range
spectroscopy and subsequent conversion to (hue saturation value) HSV colourmap coordinates using the 1976 CIE (International Commission on Illumination) chromaticity model. This enabled the development of a range of pH-Hue relationships using best approximated by sigmoid functions. In
the analysis of these functions, we investigated the sensitivity of the pH-Hue relationship to variation in the SF formulation due to selective electrosorption of the dye. It was shown that the variation in functions produced was not significant and that the general pH-Hue relationship did not break down
into a non-usable form.

Application of the novel technique was initially performed on a membraneless cell configuration. The pH profile was investigated from a starting range of interest of pH 8 to 9 where scale formation occurs. In the second series of reactions, we demonstrated microreactor CDI configurations with varying degrees of membrane coverage from 12.5% to 100%. It was found that the pH variation in the spacer channel was minimal or non-existent across the full charge cycle from adsorption through to desorption. This indicates that obscuration of the carbon surface blocks the protons diffusing from the surface of the carbon where it is generated by way of the standard faradaic reaction in CDI or blocking co-ions from being expelled from the membrane that may result in speciation that affects the pH.
We recommend longer in-situ observation type studies be performed to confirm the speciation chemistry present in the spacer channel typical of many situations where electrodes are reducing in performance by way of fouling and scale formation.

year: 2025