title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978

title: Proposing a Kaupapa Tuku Iho informed Māori model for practice to enhance cultural competence and foster kaimahi flourishing within health and social service providers

authors: Winiata, Rangimarie

subjects: Kaupapa Tuku Iho

abstract: Kaupapa Tuku Iho are Māori values that have been used across various social institutions to inform culturally competent practices with those accessing services. This thesis set out to promote the use Kaupapa Tuku Iho to not only enhance cultural competence and culturally appropriate services, but to take a step further and explore factors that foster the flourishing of kaimahi (workers) who deliver those services. There is research that suggests kaimahi in health and social services are overworked, burdened by stressed and approaching a state of compassion fatigue. This is detrimental for those both delivering and accessing services. This study will explore factors that foster kaimahi flourishing and enable kaimahi to practice Kaupapa Tuku Iho, along with factors that stand as barriers to achieving flourishing and culturally competent practice.
Furthermore, I have developed Ngā Kākano, which is a values-based model informed by Kaupapa Tuku Iho that aims to foster kaimahi flourishing and achieve culturally competent practice within health and social service providers. Ngā Kākano has been aligned to various psychological disciplines, including Community Psychology, Industrial-Organisational Psychology and Indigenous Psychology.
Data concerning the exploration of barriers and enablers kaimahi experienced was collected using a Kaupapa Māori research approach consisting of focus group structures combined with Wānanga as a Kaupapa Māori research methodology. The data was analysed using processes of thematic analysis, where themes were identified and presented in association with the relevant stages of Ngā Kākano.
	The findings of this study saw the organisation stood as a prominent barrier to kaimahi practising Kaupapa Tuku Iho and achieving flourishing. This reflected a need for the organisation to make improvements to support kaimahi in all necessary forms that enable them to achieve flourishing as reflected in positive states of being. It became apparent that most kaimahi were able to achieve flourishing through the practice of Kaupapa Tuku Iho between, amongst and across all kaimahi throughout the organisation irrespective of direct support from the organisation.

text: Proposing a Kaupapa Tuku Iho informed Māori model for practice to enhance cultural competence and foster kaimahi flourishing within health and social service providers Kaupapa Tuku Iho are Māori values that have been used across various social institutions to inform culturally competent practices with those accessing services. This thesis set out to promote the use Kaupapa Tuku Iho to not only enhance cultural competence and culturally appropriate services, but to take a step further and explore factors that foster the flourishing of kaimahi (workers) who deliver those services. There is research that suggests kaimahi in health and social services are overworked, burdened by stressed and approaching a state of compassion fatigue. This is detrimental for those both delivering and accessing services. This study will explore factors that foster kaimahi flourishing and enable kaimahi to practice Kaupapa Tuku Iho, along with factors that stand as barriers to achieving flourishing and culturally competent practice.
Furthermore, I have developed Ngā Kākano, which is a values-based model informed by Kaupapa Tuku Iho that aims to foster kaimahi flourishing and achieve culturally competent practice within health and social service providers. Ngā Kākano has been aligned to various psychological disciplines, including Community Psychology, Industrial-Organisational Psychology and Indigenous Psychology.
Data concerning the exploration of barriers and enablers kaimahi experienced was collected using a Kaupapa Māori research approach consisting of focus group structures combined with Wānanga as a Kaupapa Māori research methodology. The data was analysed using processes of thematic analysis, where themes were identified and presented in association with the relevant stages of Ngā Kākano.
	The findings of this study saw the organisation stood as a prominent barrier to kaimahi practising Kaupapa Tuku Iho and achieving flourishing. This reflected a need for the organisation to make improvements to support kaimahi in all necessary forms that enable them to achieve flourishing as reflected in positive states of being. It became apparent that most kaimahi were able to achieve flourishing through the practice of Kaupapa Tuku Iho between, amongst and across all kaimahi throughout the organisation irrespective of direct support from the organisation.

year: 2022

title: Computerised tomography indices of raised intracranial pressure and traumatic brain injury severity in a New Zealand sample

authors: Barker-Collo, Suzanne

abstract: After traumatic brain injury (TBI) complex cellular and biochemical processes occur¹ including changes in blood flow and oxygenation of the brain; cerebral swelling; and raised intracranial pressure (ICP).² This can dramatically worsen the damage³ and contributes to mortality.

text: Computerised tomography indices of raised intracranial pressure and traumatic brain injury severity in a New Zealand sample After traumatic brain injury (TBI) complex cellular and biochemical processes occur¹ including changes in blood flow and oxygenation of the brain; cerebral swelling; and raised intracranial pressure (ICP).² This can dramatically worsen the damage³ and contributes to mortality.

year: 2012