title: Collaborative Partnerships: An Investigation of Co-construction in Secondary Classrooms

authors: Mansell, Heather Lorraine

subjects: co-construction

abstract: The understanding that learning develops best in participatory, collaborative, interactive partnerships suggests that attempts to establish such relationships in classrooms deserve scrutiny. This study investigates co-constructive approaches to teaching and learning in a New Zealand secondary school. It studies co-construction from the perspectives of seven mathematics teachers and one art teacher and their students, as the teachers attempted to co-construct aspects of the classroom curriculum with students.

This study focused on the practices, understandings and expectations of both teachers and students when co-constructing. In addition, it identified the potential constraints and difficulties that impacted on such practices in this secondary setting. Ideally, such classrooms demonstrate collaborative, democratic, socially just practices with sharing of power between teacher and student: ideas emanating from theorists such as Dewey, Bruner, Freire and Vygotsky. This interpretive study responds to the dearth of research in New Zealand secondary classrooms about such approaches. It draws on principles and methods of grounded theory (Charmaz, 2003, 2006) to analyse the rich data generated by multiple methods. This allows the meanings of participants to prevail, by guarding against the imposition of meanings from either literature or researcher. Methods of data collection included classroom observation, interviews with teachers and groups of students, audiorecording and various forms of documentation sourced from these.

The findings showed co-constructive practice has shared characteristics, such as spontaneity, quality teacher-student communication with a stress on the teacher as a listener, active participation by learners, and a distinction of varying qualities of practice. However, classrooms are not formulaic, as each teacher evolves their own approach. Initially, strong subject pedagogical traditions and mythologies emerged as barriers to co-construction, particularly in mathematics. Learning is involved for all participants in pedagogical change. Students generally responded positively as co-construction provided opportunities for some input, choice and control of their learning which improved relevance, motivation and responsibility. While very aware of the issues related to the use of particular strategies such as groups, the positives of helping each other learn prevailed. 

The numerous potential constraints to easy implementation of co-construction reflected the diversity of teacher and student personal traits and beliefs about pedagogy, roles, and responsibilities. Moreover, teacher subject and pedagogical knowledge had import, as did their need to establish control and a relationship of trust with a class. The difficulty of secondary settings was endorsed. However, despite these, aspirational reasons for continuing to co-construct were expressed in the benefits experienced by both teachers and students.

This study demonstrates how co-construction features in the daily interactions which comprise the classroom curriculum, even where there are constraints to formal consultation over content of classroom programmes. If the bi-directionality of classroom interactions is acknowledged, students have spaces for influence, input and control. It affirms the importance and the diversity of perspective that both teachers and learners bring to the partnership. The need to persevere to establish and grow this approach in secondary schools is strongly advocated. This approach maximises respectful relationships, dialogue, innovation, and excitement in teaching and learning.

text: Collaborative Partnerships: An Investigation of Co-construction in Secondary Classrooms The understanding that learning develops best in participatory, collaborative, interactive partnerships suggests that attempts to establish such relationships in classrooms deserve scrutiny. This study investigates co-constructive approaches to teaching and learning in a New Zealand secondary school. It studies co-construction from the perspectives of seven mathematics teachers and one art teacher and their students, as the teachers attempted to co-construct aspects of the classroom curriculum with students.

This study focused on the practices, understandings and expectations of both teachers and students when co-constructing. In addition, it identified the potential constraints and difficulties that impacted on such practices in this secondary setting. Ideally, such classrooms demonstrate collaborative, democratic, socially just practices with sharing of power between teacher and student: ideas emanating from theorists such as Dewey, Bruner, Freire and Vygotsky. This interpretive study responds to the dearth of research in New Zealand secondary classrooms about such approaches. It draws on principles and methods of grounded theory (Charmaz, 2003, 2006) to analyse the rich data generated by multiple methods. This allows the meanings of participants to prevail, by guarding against the imposition of meanings from either literature or researcher. Methods of data collection included classroom observation, interviews with teachers and groups of students, audiorecording and various forms of documentation sourced from these.

The findings showed co-constructive practice has shared characteristics, such as spontaneity, quality teacher-student communication with a stress on the teacher as a listener, active participation by learners, and a distinction of varying qualities of practice. However, classrooms are not formulaic, as each teacher evolves their own approach. Initially, strong subject pedagogical traditions and mythologies emerged as barriers to co-construction, particularly in mathematics. Learning is involved for all participants in pedagogical change. Students generally responded positively as co-construction provided opportunities for some input, choice and control of their learning which improved relevance, motivation and responsibility. While very aware of the issues related to the use of particular strategies such as groups, the positives of helping each other learn prevailed. 

The numerous potential constraints to easy implementation of co-construction reflected the diversity of teacher and student personal traits and beliefs about pedagogy, roles, and responsibilities. Moreover, teacher subject and pedagogical knowledge had import, as did their need to establish control and a relationship of trust with a class. The difficulty of secondary settings was endorsed. However, despite these, aspirational reasons for continuing to co-construct were expressed in the benefits experienced by both teachers and students.

This study demonstrates how co-construction features in the daily interactions which comprise the classroom curriculum, even where there are constraints to formal consultation over content of classroom programmes. If the bi-directionality of classroom interactions is acknowledged, students have spaces for influence, input and control. It affirms the importance and the diversity of perspective that both teachers and learners bring to the partnership. The need to persevere to establish and grow this approach in secondary schools is strongly advocated. This approach maximises respectful relationships, dialogue, innovation, and excitement in teaching and learning.

year: 2009

title: Coastal oceanography and sedimentology in New Zealand, 1967-91.

authors: Hume, Terry M.

subjects: estuary

abstract: This paper reviews research that has taken place on physical oceanography and sedimentology on New Zealand's estuaries and the inner shelf since c. 1967. It includes estuarine sedimentation, tidal inlets, beach morphodynamics, nearshore and inner shelf sedimentation, tides and coastal currents, numerical modelling, short-period waves, tsunamis, and storm surges. An extensive reference list covering both published and unpublished material is included. Formal teaching and research programmes dealing with coastal landforms and the processes that shape them were only introduced to New Zealand universities in 1964; the history of the New Zealand Journal of Marine and Freshwater Research parallels and chronicles the development of physical coastal science in New Zealand, most of which has been accomplished in last 25 years.

text: Coastal oceanography and sedimentology in New Zealand, 1967-91. This paper reviews research that has taken place on physical oceanography and sedimentology on New Zealand's estuaries and the inner shelf since c. 1967. It includes estuarine sedimentation, tidal inlets, beach morphodynamics, nearshore and inner shelf sedimentation, tides and coastal currents, numerical modelling, short-period waves, tsunamis, and storm surges. An extensive reference list covering both published and unpublished material is included. Formal teaching and research programmes dealing with coastal landforms and the processes that shape them were only introduced to New Zealand universities in 1964; the history of the New Zealand Journal of Marine and Freshwater Research parallels and chronicles the development of physical coastal science in New Zealand, most of which has been accomplished in last 25 years.

year: 1992

title: Health reform and the impact on Mäori 1983-1997

authors: Ferguson, Lisa Arleen.

abstract: This study investigates the New Zealand health sector reforms from 1983 to 1997and examines whether the reform process has been consistent with the principles of the Treaty of Waitangi. It evaluates the impact of the reforms on Mäori from that perspective. 

The study introduces the health sector reforms generally and then their specific effects on Mäori. It draws on two research exercises undertaken by the author, being research for the Wai 692 Napier Hospital and Health Services claim to the Waitangi Tribunal and on improving Mäori Health outcomes for the National Health Committee. The methodologies used are those from the discipline of history.

The study outlines the argument for Crown responsibilities under the Treaty and draws out the distinctions between Article 2 and Article 3 of the Treaty. It provides a historical background to the place of the Treaty in the health sector, and forms the basis for a Treaty based analysis of the health reforms and their impact. 

The New Zealand health sector has undergone massive government initiated structural change throughout the period under study. During this time the neo-liberal reforms have had a key role in reshaping health service structures. The process of change, the international influences on the changes, and the resulting entities are described. An example from Tainui Iwi of the effect of structural health reform illustrates the changes in Mäori health service provision by Mäori.
Since 1983 successive governments have produced copious Mäori health policy. The key policy documents, and their recommendations, are identified, as is the degree to which they were implemented. The cyclical nature of such policy making suggests that it is not always followed by policy implementation. While Mäori are identified as a health gain priority, the evidence reviewed shows that the responsibility to implement and monitor the policy is diffuse and ineffective.

The Wai 692 claim provides a detailed look at the impact of the 1990s health reform for Mäori. The claim was precipitated by the threatened closure of Napier Hospital, but was broadened to include a wide-ranging look at the impact of health reform on Mäori. As a case study it provides a specific example of one Iwi’s experience of the reality of policy implementation at that time versus policy making.

Crown evaluation of the effectiveness of its own policies, and the extent to which its own agencies breach those policies is explored. The lack of control and accountability measures, plus the inability of the Crown to monitor (let alone sanction) success or failure, is highlighted. A contrast is drawn between the health and local government sectors, using the operation of the Resource Management Act (1991). 

The latest health sector reforms consequent on the 1999 Labour/Alliance coalition government are briefly considered, together with an overview of the Crown’s effectiveness in delivering improved Mäori health outcomes. The study suggests that the use of the Treaty as a cornerstone for Maori health policy formation and delivery may lead to more effective engagement between the Crown and Mäori in addressing Mäori health issues. The study concludes by asking the question, has the health sector reform process of the 1980s and 1990s itself been a Treaty breach?

A brief postscript considers the further reform of the health sector beyond the period of study.

text: Health reform and the impact on Mäori 1983-1997 This study investigates the New Zealand health sector reforms from 1983 to 1997and examines whether the reform process has been consistent with the principles of the Treaty of Waitangi. It evaluates the impact of the reforms on Mäori from that perspective. 

The study introduces the health sector reforms generally and then their specific effects on Mäori. It draws on two research exercises undertaken by the author, being research for the Wai 692 Napier Hospital and Health Services claim to the Waitangi Tribunal and on improving Mäori Health outcomes for the National Health Committee. The methodologies used are those from the discipline of history.

The study outlines the argument for Crown responsibilities under the Treaty and draws out the distinctions between Article 2 and Article 3 of the Treaty. It provides a historical background to the place of the Treaty in the health sector, and forms the basis for a Treaty based analysis of the health reforms and their impact. 

The New Zealand health sector has undergone massive government initiated structural change throughout the period under study. During this time the neo-liberal reforms have had a key role in reshaping health service structures. The process of change, the international influences on the changes, and the resulting entities are described. An example from Tainui Iwi of the effect of structural health reform illustrates the changes in Mäori health service provision by Mäori.
Since 1983 successive governments have produced copious Mäori health policy. The key policy documents, and their recommendations, are identified, as is the degree to which they were implemented. The cyclical nature of such policy making suggests that it is not always followed by policy implementation. While Mäori are identified as a health gain priority, the evidence reviewed shows that the responsibility to implement and monitor the policy is diffuse and ineffective.

The Wai 692 claim provides a detailed look at the impact of the 1990s health reform for Mäori. The claim was precipitated by the threatened closure of Napier Hospital, but was broadened to include a wide-ranging look at the impact of health reform on Mäori. As a case study it provides a specific example of one Iwi’s experience of the reality of policy implementation at that time versus policy making.

Crown evaluation of the effectiveness of its own policies, and the extent to which its own agencies breach those policies is explored. The lack of control and accountability measures, plus the inability of the Crown to monitor (let alone sanction) success or failure, is highlighted. A contrast is drawn between the health and local government sectors, using the operation of the Resource Management Act (1991). 

The latest health sector reforms consequent on the 1999 Labour/Alliance coalition government are briefly considered, together with an overview of the Crown’s effectiveness in delivering improved Mäori health outcomes. The study suggests that the use of the Treaty as a cornerstone for Maori health policy formation and delivery may lead to more effective engagement between the Crown and Mäori in addressing Mäori health issues. The study concludes by asking the question, has the health sector reform process of the 1980s and 1990s itself been a Treaty breach?

A brief postscript considers the further reform of the health sector beyond the period of study.

year: 2002