title: Proposed changes to Te Ture Whenua Maori

authors: Te Aho, Linda

abstract: This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

text: Proposed changes to Te Ture Whenua Maori This presentation will look at the proposed changes to Te Ture Whenua and a timeline for the changes.
• Examining current issues surrounding land and problems with Te Ture Whenua 1993.
• Explaining changes to the Maori Land Court and the new Maori Land Service

year: 2016

title: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment

authors: Shandley, Rosina Mary

subjects: Māori Medium Education

abstract: In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

text: Raising Māori Medium Students' Academic Oral Language Proficiency Through Self and Peer Assessment In 2012 there were 24,474 year 1 to 8 students being educated in the range of Māori medium bilingual and immersion programmes that exist throughout Aotearoa. This figure made up 25% of the total primary school population.

To ensure the survival of te reo Māori, and the cognitive advantages associated with bilingualism, Māori medium students need to reach a high level of proficiency in both the English and Māori languages over their time at school. They need to develop their language skills beyond basic conversational competency to academic language proficiency.

As well as academic success, Māori medium whānau expect their students to gain a level of competence in te reo Māori that enables them to actively engage in authentic Māori cultural contexts. This is crucial as the interruption to the intergenerational transfer of te reo Māori caused by colonisation means that today Māori medium graduates make up the main pool of speakers who can transmit our language into the future.

Substantial research has evidenced effective pedagogies for supporting students’ second language acquisition internationally. However, to date there have been no empirical studies to evidence effective second language pedagogies that can raise Māori medium students’ academic language in particular. This study aimed to bridge that gap by providing evidence of effective classroom practices that can raise Māori medium students’ academic language proficiency, with a particular focus on oral language competency.

This action research project aimed to raise a group of Māori medium students’ academic oral language proficiency through the practice of self and peer assessment. The participants were a group of eight year 5 and 6 students being educated in a level one Māori medium classroom in a mainstream school in Southland, New Zealand.

Over the 20 weeks of the study the students used a newly developed language matrix of writing outcomes to self and peer assess their learning in their literacy programme. The quantitative and qualitiative results of the study revealed that the confluence of self and peer assessment practices and the new language scaffolds raised the students’ academic oral and written language competency significantly beyond what was normally expected in a Māori medium programme in 20 weeks.

The study findings provide an option for those teachers wishing to develop their Māori medium students’ academic Māori language proficiency. The study also highlights the need for further research into Māori language acquisition pathways, to inform Māori medium oral language progressions and associated assessment development.

year: 2013

title: Voluntary disclosure of intellectual capital in Chinese (mainland) companies

authors: An, Yi

subjects: intellectual capital

abstract: This research examines the extent, quality, and determinants of intellectual capital (IC) disclosure in Chinese companies in order to obtain a comprehensive understanding with regard to the current status of IC disclosure in China, and further to provide some recommendations for IC reporting guidelines. A mixed methods approach, combining both qualitative and quantitative elements, was used. Specifically, the research evolved in three stages. 

Firstly, an IC disclosure index was developed as an instrument for content analysis through a questionnaire survey and consultation with a panel of twenty Chinese IC experts. Secondly, two years annual reports of 100 top A-share Chinese firms were coded for data collection using a coding framework developed from the disclosure index. The collected data were then quantified and analyzed so as to determine the extent and quality of IC disclosure by Chinese firms. Finally, a series of hypothesis regarding the correlations between IC disclosure practices of Chinese firms and nine impact factors (or determinants) were deduced on the basis of prior literature and some relevant theories. Then the hypotheses were tested employing the empirical evidence obtained from the second stage through some statistical techniques, such as univariate analysis and multiple regression analysis.

Inconsistent with prior research, the results in this study indicate that the current level of IC disclosure in China was quite high in both extent and quality, and there was no significant information gap between the expectation of Chinese stakeholders and the actual practices of Chinese firms. It is contended that there are three factors motivating Chinese firms to report their IC actively: to reduce information asymmetry between the management of a company and various stakeholder groups; to discharge accountability to various stakeholders; and to signal organizational legitimacy and excellence to the market. 

It was also found that all the impact factors other than ownership structure had a significant effect on the level of IC disclosure of Chinese firms in univariate analysis, while four out of nine factors comprising firm size, ownership concentration, board independence and stand-alone sustainability report had a significant impact on the level of IC disclosure in multiple regression analysis. It is believed that the findings in this research could have a number of implications for academics, investors, managers, regulators and policy makers.

text: Voluntary disclosure of intellectual capital in Chinese (mainland) companies This research examines the extent, quality, and determinants of intellectual capital (IC) disclosure in Chinese companies in order to obtain a comprehensive understanding with regard to the current status of IC disclosure in China, and further to provide some recommendations for IC reporting guidelines. A mixed methods approach, combining both qualitative and quantitative elements, was used. Specifically, the research evolved in three stages. 

Firstly, an IC disclosure index was developed as an instrument for content analysis through a questionnaire survey and consultation with a panel of twenty Chinese IC experts. Secondly, two years annual reports of 100 top A-share Chinese firms were coded for data collection using a coding framework developed from the disclosure index. The collected data were then quantified and analyzed so as to determine the extent and quality of IC disclosure by Chinese firms. Finally, a series of hypothesis regarding the correlations between IC disclosure practices of Chinese firms and nine impact factors (or determinants) were deduced on the basis of prior literature and some relevant theories. Then the hypotheses were tested employing the empirical evidence obtained from the second stage through some statistical techniques, such as univariate analysis and multiple regression analysis.

Inconsistent with prior research, the results in this study indicate that the current level of IC disclosure in China was quite high in both extent and quality, and there was no significant information gap between the expectation of Chinese stakeholders and the actual practices of Chinese firms. It is contended that there are three factors motivating Chinese firms to report their IC actively: to reduce information asymmetry between the management of a company and various stakeholder groups; to discharge accountability to various stakeholders; and to signal organizational legitimacy and excellence to the market. 

It was also found that all the impact factors other than ownership structure had a significant effect on the level of IC disclosure of Chinese firms in univariate analysis, while four out of nine factors comprising firm size, ownership concentration, board independence and stand-alone sustainability report had a significant impact on the level of IC disclosure in multiple regression analysis. It is believed that the findings in this research could have a number of implications for academics, investors, managers, regulators and policy makers.

year: 2012