title: Recognising and building on freshman students' prior knowledge of economics

authors: Cameron, Michael Patrick

subjects: freshman economics

abstract: The results of three surveys of freshman economics students (2008-2010) at the Waikato Management School, New Zealand, suggest that incoming students have significant levels of prior economics knowledge. Given this head start in knowledge, we have expanded our freshman lecture material with more advanced content than students would normally encounter in a microeconomics principles class. This paper examines the sources of incoming students’ prior economics knowledge and discusses some of the changes made to the learning material. The changes relate principally to the links we make between students’ basic, prior economics knowledge and the more advanced learning content that demonstrates how formal economics training can add considerable value in thinking more deeply about current affairs, business issues and daily life experiences.

text: Recognising and building on freshman students' prior knowledge of economics The results of three surveys of freshman economics students (2008-2010) at the Waikato Management School, New Zealand, suggest that incoming students have significant levels of prior economics knowledge. Given this head start in knowledge, we have expanded our freshman lecture material with more advanced content than students would normally encounter in a microeconomics principles class. This paper examines the sources of incoming students’ prior economics knowledge and discusses some of the changes made to the learning material. The changes relate principally to the links we make between students’ basic, prior economics knowledge and the more advanced learning content that demonstrates how formal economics training can add considerable value in thinking more deeply about current affairs, business issues and daily life experiences.

year: 2011-05

title: Safeguarding kava: Pacific sovereignty, safety, and trade

authors: Aporosa, S. 'Apo'

abstract: Over the past 3 millennia, Kava has maintained its position as a culturally, socially, and politically potent foundational plant species and Indigenous practice of various Oceanian societies. However, in the nearly 100 years past it has become one of Oceania’s most economically viable resources that has played a significant role in shaking the very foundations of the culture and peoples that it helped to build up. This panel brings together culturally rooted kava experts from across Oceania to share in their expertise and experience on the current state of contemporary kava practices as well as related ongoing issues for one of Oceania’s most sacred keystone species. Their experience and expertise range from Indigenous chiefly and everyday ceremonial practices and spaces to the burgeoning international kava industry.

text: Safeguarding kava: Pacific sovereignty, safety, and trade Over the past 3 millennia, Kava has maintained its position as a culturally, socially, and politically potent foundational plant species and Indigenous practice of various Oceanian societies. However, in the nearly 100 years past it has become one of Oceania’s most economically viable resources that has played a significant role in shaking the very foundations of the culture and peoples that it helped to build up. This panel brings together culturally rooted kava experts from across Oceania to share in their expertise and experience on the current state of contemporary kava practices as well as related ongoing issues for one of Oceania’s most sacred keystone species. Their experience and expertise range from Indigenous chiefly and everyday ceremonial practices and spaces to the burgeoning international kava industry.

year: 2026

title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017