title: Developing an effective education reform model for indigenous and other minoritized students

authors: Bishop, Russell

subjects: indigenous

abstract: Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.

text: Developing an effective education reform model for indigenous and other minoritized students Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.

year: 2012

title: Ko te reo i Te Rarawa: Pēhea rainī te tūāhua reo o ngā mātua tūpuna i Pukepoto

authors: McGrath, Daniel

abstract: Ko te reo Māori, ko te reo ā-iwi, ko te mita o te reo; ko tēhea te mea nui? Mai anō tēnei tohe, ko tēhea ko runga, ko tēhea ko raro. He tinitini nei anō ngā rangahau mō te reo Māori, mō ngā rautaki whakaora i te reo Māori. Erangi pēhea mai ana te reo ā-iwi? I te mahi nui whakaharahara ki te whakaora i te reo Māori e noho ana tērā kaupapa hei aronga matua. E kite mārika ana i ngā hua o aua mahi, hoi anō te reo ā-iwi, te hanga nei, i paria ki rāhaki. Nā, i ngā tau tata nei anō, kua kitea rawatia te wheinu o ngā uri whakaheke, o ngā mokopuna o ngā iwi ki te ako i ō rātou mita, otirā i te reo ā-iwi.
Hoi anō tēnei kaupapa rangahau he mea whakapiripiri ki ngā rangahau mō te reo Māori, waihoki mō te reo ā-iwi. E āta mātai atu ana te titiro ki te reo ake anō o Te Rarawa, otirā ki te reo o ngā kaumātua i noho ai i Pukepoto. Ko ngā whāinga matua o te rangahau kia kitea pēnā rainī he patanga wō te reo i te kāinga ki te mana, ki te ahurea o te tangata, ka tahi. Ka rua, kia huraina mai ai ngā āhuatanga motuhake o te reo o Te Rarawa, otirā, o te reo i Pukepoto. I runga i tērā, ko te pātai matua o te rangahau nei, ko tēnei;
Pēhea hoki nei te tūāhua reo Māori i kōrerohia ai e ngā mātua tūpuna, e ngā wheinga i Pukepoto?
Nā, e tutuki ngā whāinga rangahau, i arohia wētahi rīpene kei te pātaka kōrero o Te Reo Irirangi Māori o Te Hiku o Te Ika e mau nei ngā reo o ngā kaumātua o te kāinga e kōrero ana mō ngā tini āhuatanga e hāngai ana ki ō rātou nā ao. E tāwharautia ana tēnei kaupapa e te Rangahau Kaupapa Māori, ā, ko ngā tikanga, ko ngā kōrero i ahua mai i Te Rarawa i Pukepoto e noho mai ana hei tāhuhu tikanga mōku. Ko ngā taupānga hou kua oti kē nei i a Te Reo Irirangi Māori o Te Hiku o Te Ika hei taputapu e nanao atu ai a hau ki te pātaka kōrero o Te Hiku o Te Ika, e pai ai taku āta wānanga i ngā kupu, i ngā kōrero kei ngā rīpene e mau ana.
Tokowhitu katoa ngā kaumātua i āta arohia e ahau i tēnei rangahau nei, katoa i noho ai i Pukepoto. Ko tāku, he āta whakataringa atu ki wā rātou kōrero, ka āta arotake ai i wētahi kupu, i wētahi kīwaha, i wētahi whakatakotoranga rerenga kōrero i kaha whakahuangia e rātou mā. Kei te puke tuaono te roanga o ngā kōrero mō ngā kitenga o te rangahau; i mārama te kite atu he tini ngā momo kupu, ngā kīwaha me ngā rerenga kōrero he tikanga kē atu wō rātou, he whakamahinga kē anō, ka mutu, arā wētahi kāhore e tino rangona ana i wēnei wā nei. Nō reira, ko tā tēnei rangahau e whai ana kia whakahokia wēnei āhuatanga o te reo ki ngā arero o ngā uri whakaheke o Pukepoto, o Te Rarawa, otirā o Te Hiku o te Ika.

text: Ko te reo i Te Rarawa: Pēhea rainī te tūāhua reo o ngā mātua tūpuna i Pukepoto Ko te reo Māori, ko te reo ā-iwi, ko te mita o te reo; ko tēhea te mea nui? Mai anō tēnei tohe, ko tēhea ko runga, ko tēhea ko raro. He tinitini nei anō ngā rangahau mō te reo Māori, mō ngā rautaki whakaora i te reo Māori. Erangi pēhea mai ana te reo ā-iwi? I te mahi nui whakaharahara ki te whakaora i te reo Māori e noho ana tērā kaupapa hei aronga matua. E kite mārika ana i ngā hua o aua mahi, hoi anō te reo ā-iwi, te hanga nei, i paria ki rāhaki. Nā, i ngā tau tata nei anō, kua kitea rawatia te wheinu o ngā uri whakaheke, o ngā mokopuna o ngā iwi ki te ako i ō rātou mita, otirā i te reo ā-iwi.
Hoi anō tēnei kaupapa rangahau he mea whakapiripiri ki ngā rangahau mō te reo Māori, waihoki mō te reo ā-iwi. E āta mātai atu ana te titiro ki te reo ake anō o Te Rarawa, otirā ki te reo o ngā kaumātua i noho ai i Pukepoto. Ko ngā whāinga matua o te rangahau kia kitea pēnā rainī he patanga wō te reo i te kāinga ki te mana, ki te ahurea o te tangata, ka tahi. Ka rua, kia huraina mai ai ngā āhuatanga motuhake o te reo o Te Rarawa, otirā, o te reo i Pukepoto. I runga i tērā, ko te pātai matua o te rangahau nei, ko tēnei;
Pēhea hoki nei te tūāhua reo Māori i kōrerohia ai e ngā mātua tūpuna, e ngā wheinga i Pukepoto?
Nā, e tutuki ngā whāinga rangahau, i arohia wētahi rīpene kei te pātaka kōrero o Te Reo Irirangi Māori o Te Hiku o Te Ika e mau nei ngā reo o ngā kaumātua o te kāinga e kōrero ana mō ngā tini āhuatanga e hāngai ana ki ō rātou nā ao. E tāwharautia ana tēnei kaupapa e te Rangahau Kaupapa Māori, ā, ko ngā tikanga, ko ngā kōrero i ahua mai i Te Rarawa i Pukepoto e noho mai ana hei tāhuhu tikanga mōku. Ko ngā taupānga hou kua oti kē nei i a Te Reo Irirangi Māori o Te Hiku o Te Ika hei taputapu e nanao atu ai a hau ki te pātaka kōrero o Te Hiku o Te Ika, e pai ai taku āta wānanga i ngā kupu, i ngā kōrero kei ngā rīpene e mau ana.
Tokowhitu katoa ngā kaumātua i āta arohia e ahau i tēnei rangahau nei, katoa i noho ai i Pukepoto. Ko tāku, he āta whakataringa atu ki wā rātou kōrero, ka āta arotake ai i wētahi kupu, i wētahi kīwaha, i wētahi whakatakotoranga rerenga kōrero i kaha whakahuangia e rātou mā. Kei te puke tuaono te roanga o ngā kōrero mō ngā kitenga o te rangahau; i mārama te kite atu he tini ngā momo kupu, ngā kīwaha me ngā rerenga kōrero he tikanga kē atu wō rātou, he whakamahinga kē anō, ka mutu, arā wētahi kāhore e tino rangona ana i wēnei wā nei. Nō reira, ko tā tēnei rangahau e whai ana kia whakahokia wēnei āhuatanga o te reo ki ngā arero o ngā uri whakaheke o Pukepoto, o Te Rarawa, otirā o Te Hiku o te Ika.

year: 2021

title: Concentration boundary layers around complex assemblages of macroalgae: Implications for the effects of ocean acidification on understory coralline algae

authors: Cornwall, Christopher E.

abstract: Metabolic processes have the potential to modulate the effects of ocean acidification (OA) in nearshore macroalgal beds. We investigated whether natural mixed assemblages of the articulate coralline macroalga Arthrocardia corymbosa and understory crustose coralline algae (CCA) altered pH and O₂ concentrations within and immediately above their canopies. In a unidirectional flume, we tested the effect of water velocity (0-0.1 ms⁻¹), bulk seawater pH (ambient pH 8.05, and pH 7.65), and irradiance (photosynthetically saturating light and darkness) on pH and O₂ concentration gradients, and the derived concentration boundary layer (CBL) thickness. At bulk seawater pH 7.65 and slow velocities (0 and 0.015 ms⁻¹), pH at the CCA surface increased to 7.90-8.00 in the light. Although these manipulations were short term, this indicates a potential daytime buffering capacity that could alleviate the effects of OA. Photosynthetic activity also increased O2 concentrations at the surface of the CCA. However, this moderating capacity was flow dependent; the CBL thickness decreased from an average of 26.8 mm from the CCA surface at 0.015 ms⁻¹ to 4.1 mm at 0.04 ms⁻¹. The reverse trends occurred in the dark, with respiration causing pH and O2 concentrations to decrease at the CCA surface. At all flow velocities the CBL thicknesses (up to 68 mm) were much greater than those previously published, indicating that the presence of canopies can alter the CBL substantially. In situ, the height of macroalgal canopies can be an order of magnitude larger than those used here, indicating that the degree of buffering to OA will be context dependent.

text: Concentration boundary layers around complex assemblages of macroalgae: Implications for the effects of ocean acidification on understory coralline algae Metabolic processes have the potential to modulate the effects of ocean acidification (OA) in nearshore macroalgal beds. We investigated whether natural mixed assemblages of the articulate coralline macroalga Arthrocardia corymbosa and understory crustose coralline algae (CCA) altered pH and O₂ concentrations within and immediately above their canopies. In a unidirectional flume, we tested the effect of water velocity (0-0.1 ms⁻¹), bulk seawater pH (ambient pH 8.05, and pH 7.65), and irradiance (photosynthetically saturating light and darkness) on pH and O₂ concentration gradients, and the derived concentration boundary layer (CBL) thickness. At bulk seawater pH 7.65 and slow velocities (0 and 0.015 ms⁻¹), pH at the CCA surface increased to 7.90-8.00 in the light. Although these manipulations were short term, this indicates a potential daytime buffering capacity that could alleviate the effects of OA. Photosynthetic activity also increased O2 concentrations at the surface of the CCA. However, this moderating capacity was flow dependent; the CBL thickness decreased from an average of 26.8 mm from the CCA surface at 0.015 ms⁻¹ to 4.1 mm at 0.04 ms⁻¹. The reverse trends occurred in the dark, with respiration causing pH and O2 concentrations to decrease at the CCA surface. At all flow velocities the CBL thicknesses (up to 68 mm) were much greater than those previously published, indicating that the presence of canopies can alter the CBL substantially. In situ, the height of macroalgal canopies can be an order of magnitude larger than those used here, indicating that the degree of buffering to OA will be context dependent.

year: 2012