title: Effective Pākehā teachers of Māori Students

authors: Lang, Catherine Margaret

subjects: primary teaching

abstract: To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

text: Effective Pākehā teachers of Māori Students To teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds.  A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school.  There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored.  Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts.  This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers.  At present, there are not enough Māori teachers to teach all Māori learners.
The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008).  The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways.
The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools.  The effective teaching profile that was developed as part of this project informs this thesis.

The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau.  The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.

year: 2013

title: On the stage Māori medium ITE: Listening to students’ voices

authors: Lee-Morgan, Jenny Bol Jun

subjects: Māori medium education

abstract: Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

text: On the stage Māori medium ITE: Listening to students’ voices Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

year: 2017

title: Clusters and regional development: Some cautionary observations from the semiconductor industry

authors: McCann, Philip

subjects: clustering

abstract: In this paper, we investigate the transactions-costs assumptions which are embedded in different understandings of industrial clustering. By carefully examining these assumptions we then proceed to investigate the extent to which industrial structure is related to questions of innovation. In order to do this we examine the case of the global semiconductor industry. After describing in detail the structure of the industry, we then employ a Geographical Information System in order to map the locations of the various plants and establishments which are part of three major multinational semiconductor producers. These unique mappings allow us to challenge some widely held views concerning the nature of the relationship between industrial structures, firm types and regional development.

text: Clusters and regional development: Some cautionary observations from the semiconductor industry In this paper, we investigate the transactions-costs assumptions which are embedded in different understandings of industrial clustering. By carefully examining these assumptions we then proceed to investigate the extent to which industrial structure is related to questions of innovation. In order to do this we examine the case of the global semiconductor industry. After describing in detail the structure of the industry, we then employ a Geographical Information System in order to map the locations of the various plants and establishments which are part of three major multinational semiconductor producers. These unique mappings allow us to challenge some widely held views concerning the nature of the relationship between industrial structures, firm types and regional development.

year: 2006