title: Succeeding as Māori: Māori students’ views on our Stepping Up to the Ka Hikitia Challenge

authors: Berryman, Mere

subjects: Ka Hikitia

abstract: This paper examines the vision and intent of New Zealand’s Māori education policy, Ka Hikitia, and its implications on the daily lives of Māori students in New Zealand’s education system. Extensive information on the secondary school experiences of rangatahi Māori (youth) have been gathered—originally in 2001 and at the end of 2015, through Kia Eke Panuku: Building on Success (Kia Eke Panuku: Building on Success is a secondary school reform initiative that is fully funded by the Ministry of Education, however, this paper represents the view of the authors and is not necessarily the view of the Ministry). Based on the messages from these two points in time, the paper concludes that the promises of Ka Hikitia are yet to be fully realised. If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains.

text: Succeeding as Māori: Māori students’ views on our Stepping Up to the Ka Hikitia Challenge This paper examines the vision and intent of New Zealand’s Māori education policy, Ka Hikitia, and its implications on the daily lives of Māori students in New Zealand’s education system. Extensive information on the secondary school experiences of rangatahi Māori (youth) have been gathered—originally in 2001 and at the end of 2015, through Kia Eke Panuku: Building on Success (Kia Eke Panuku: Building on Success is a secondary school reform initiative that is fully funded by the Ministry of Education, however, this paper represents the view of the authors and is not necessarily the view of the Ministry). Based on the messages from these two points in time, the paper concludes that the promises of Ka Hikitia are yet to be fully realised. If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains.

year: 2017

title: Chief’s Mana in action; a study investigating the team’s perspective.

authors: Howarth, Joelene

subjects: Sports psychology

abstract: Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

text: Chief’s Mana in action; a study investigating the team’s perspective. Team culture, and its relevance to performance behaviour and attitudes, has recently gained increased focus in sport psychology research and practice (Schroeder, 2010; Cruickshank & Collins 2012; Morgan, Fletcher & Sarkar, 2014). Cruickshank and Collins (2012) state that“high performing cultures prevail when the shared perception and action of the elite team environment members; (a) supports sustained optimal performance; (b) persists across time in the face of variable results(i.e. wins, losses, ties); and most importantly, (c) leads to consistently high performance” (p.340). Spink et al. (2013) found preliminary evidence that a positive psychological climate, as defined by the significance and meaning of the work environment to the individual, is also linked to increased athlete effort. Various researchers suggests that it is a difficult task to change, cultivate and maintain a team culture, that is the social and psychological environment, which promotes best performance (Cruickshank & Collins 2012; Schroeder, 2010).

year: 2016

title: Learning communities for curriculum change: key factors in an educational change process in New Zealand

authors: Edwards, Frances

subjects: professional development

abstract: Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

text: Learning communities for curriculum change: key factors in an educational change process in New Zealand Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The formation and support of these types of groups to build capacity has been a major feature in the professional support landscape for New Zealand schools for a number of years, with sustainability and longevity of these groups seen as success criteria. A professional learning community approach was adopted by the New Zealand Ministry of Education to help schools implement the revised New Zealand Curriculum by facilitating the development of community members’ capacities and expertise in school curriculum design. In this article I report on my experience as the facilitator of one professional learning community of nine schools that worked together over a two-year period. Three significant phases in the life of this community are identified and illustrated: establishing, converging, and diverging. I contend that sustainability and longevity are not necessarily key determinants of a community’s success, but that success can be attained through the community’s ability to flexibly achieve its purposes and prepare for future change.

year: 2011