title: Iwi case study report- Tarawera river: Tuwharetoa ki Kawerau, Te Arawa and Ngati Awa

authors: Dodd, Materoa

subjects: Iwi land rights

abstract: There is a deep sense of injustice and creeping despair that the cultural life of the Tarawera River has been destroyed. Cultural lore has been reduced to a perspective of the dominant cultures’ rule of law. The plea for the cultural voice of the Tarawera River to be heard echoes throughout this research, yet the silence of the response is deafening. This research informs on the cultural story of the Tarawera River, it examines the ways in which the relationship between Te Arawa, Tūwharetoa Ki Kawerau and Ngāti Awa and the Tarawera River changed since the discharge of effluent from pulp and paper mills into the river began nearly half a century ago. The research reported on here involves action research approached and informed by Māori epistemologies and what has come to be known as ‘kaupapa Māori research’, an approach that privileges indigenous values, attitudes and practices.

text: Iwi case study report- Tarawera river: Tuwharetoa ki Kawerau, Te Arawa and Ngati Awa There is a deep sense of injustice and creeping despair that the cultural life of the Tarawera River has been destroyed. Cultural lore has been reduced to a perspective of the dominant cultures’ rule of law. The plea for the cultural voice of the Tarawera River to be heard echoes throughout this research, yet the silence of the response is deafening. This research informs on the cultural story of the Tarawera River, it examines the ways in which the relationship between Te Arawa, Tūwharetoa Ki Kawerau and Ngāti Awa and the Tarawera River changed since the discharge of effluent from pulp and paper mills into the river began nearly half a century ago. The research reported on here involves action research approached and informed by Māori epistemologies and what has come to be known as ‘kaupapa Māori research’, an approach that privileges indigenous values, attitudes and practices.

year: 2002-02

title: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning

authors: Williams, Jessica Elizabeth

subjects: mathematics education

abstract: This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

text: The Mātauranga Māori in Mathematics Directive: Exploring the place of mātauranga Māori in Mathematics teaching and learning This thesis explores issues concerning mātauranga Māori in mathematics teaching and learning here in Aotearoa. The Ministry of Education has directed that mana ōrite mō te mātauranga Māori be embedded in teaching, learning, and assessment. Thus, this research primarily aims to understand the development leading to the directive of including mātauranga Māori in education policies. For the English-medium secondary education settings, the second and third aims of this research are to explore what mātauranga Māori means to teachers of mathematics and to consider the connections between mātauranga Māori and mathematics teaching and learning. To investigate these aims, a semi-structured group discussion with four secondary mathematics teachers from an English-medium setting was conducted. The results of this thesis highlight the confusion and challenges secondary mathematics educators have toward defining, and subsequently, implementing mātauranga Māori in their classrooms. This thesis also found that there is enthusiasm and interest around learning how to ensure indigenous and marginalised learners reach their mathematics potential. Believing that indigenous worldviews have the potential to shift education outcomes for minority learners, this thesis adds to literature related to indigenous education, secondary mathematics education, and English-medium education of Māori learners.

year: 2023

title: The Impact of Early Childhood Traumatic Brain Injury on the Transition to School

authors: Hannah, Jessica Shirley

subjects: childhood TBI

abstract: Traumatic brain injury (TBI) is a common cause of pervasive and long lasting disability and injury. The outcomes of TBI in young children can be particularly detrimental, due to the impact on both current functioning and the ability to acquire new skills. Preschool children are at heightened risk of sustaining TBI. The impact of TBI can cause difficulties across a many domains including: cognitive and intellectual ability; academic achievement; executive function (EF); adaptive and behavioural functioning; and social competence. Deficits in any of these areas can place a child at increased risk of difficulties across their transition to formal schooling, which can subsequently lead to problems in later school performance. The first aim of this study was to examine the impact of TBI on cognitive and behavioural functioning in preschool children, at 12 and 24 months post-TBI. A second aim was to compare functional outcomes for children 24 months post-TBI, compared to a control group. 
	A population-based sample of 15 children, who sustained TBI at the age of 4 years old, were followed up over 24 months post-injury. The vast proportion of these children had sustained mild TBI. Parent ratings of behaviour, along with child performance measures of cognitive functioning were explored at 12 and 24 months post-TBI. The children with TBI were then compared to a community recruited, age-matched group of children (n = 15) at 24 months post-TBI. Parent and teacher reports of behavioural and adaptive functioning, EF, and social competence were examined, along with the children’s self-report of behavioural functioning. Child performance measures of cognitive, intellectual and academic performance were also compared across the two groups.
	The results showed that both behavioural and adaptive difficulties decreased from 12 to 24 months after TBI, with internalising problems showing the greatest decline. Cognitive functioning remained stable and within the average range over this time. Comparisons between the TBI and Control group at 24 months post-TBI found comparable mean scores across nearly all measures and domains. The TBI group obtained lower scores (marginally significant) on measures of estimated IQ compared to the control group. While not statistically significant, a high proportion of the TBI group had elevated scores for externalising behaviours, peer problems and overall social difficulties. This highlights the need to screen for behavioural and social difficulties, with early intervention where necessary, to reduce the risk of difficulties during the school transition. Further longitudinal research on early TBI is recommended to explore these areas further.

text: The Impact of Early Childhood Traumatic Brain Injury on the Transition to School Traumatic brain injury (TBI) is a common cause of pervasive and long lasting disability and injury. The outcomes of TBI in young children can be particularly detrimental, due to the impact on both current functioning and the ability to acquire new skills. Preschool children are at heightened risk of sustaining TBI. The impact of TBI can cause difficulties across a many domains including: cognitive and intellectual ability; academic achievement; executive function (EF); adaptive and behavioural functioning; and social competence. Deficits in any of these areas can place a child at increased risk of difficulties across their transition to formal schooling, which can subsequently lead to problems in later school performance. The first aim of this study was to examine the impact of TBI on cognitive and behavioural functioning in preschool children, at 12 and 24 months post-TBI. A second aim was to compare functional outcomes for children 24 months post-TBI, compared to a control group. 
	A population-based sample of 15 children, who sustained TBI at the age of 4 years old, were followed up over 24 months post-injury. The vast proportion of these children had sustained mild TBI. Parent ratings of behaviour, along with child performance measures of cognitive functioning were explored at 12 and 24 months post-TBI. The children with TBI were then compared to a community recruited, age-matched group of children (n = 15) at 24 months post-TBI. Parent and teacher reports of behavioural and adaptive functioning, EF, and social competence were examined, along with the children’s self-report of behavioural functioning. Child performance measures of cognitive, intellectual and academic performance were also compared across the two groups.
	The results showed that both behavioural and adaptive difficulties decreased from 12 to 24 months after TBI, with internalising problems showing the greatest decline. Cognitive functioning remained stable and within the average range over this time. Comparisons between the TBI and Control group at 24 months post-TBI found comparable mean scores across nearly all measures and domains. The TBI group obtained lower scores (marginally significant) on measures of estimated IQ compared to the control group. While not statistically significant, a high proportion of the TBI group had elevated scores for externalising behaviours, peer problems and overall social difficulties. This highlights the need to screen for behavioural and social difficulties, with early intervention where necessary, to reduce the risk of difficulties during the school transition. Further longitudinal research on early TBI is recommended to explore these areas further.

year: 2014