title: Place-responsive Education: Student perspectives

authors: Taylor, Chris

subjects: Place-responsive education

abstract: The importance of student perspectives in curriculum innovations is well established. Until recently accounts of adolescent male experiences during a place-responsive education (PRE) programme have not been extensively researched within outdoor education literature.  This research aims to address this gap in our knowledge by investigating the following two questions:
•	What are student perspectives of a PRE approach to an outdoor education trip? 
•	Is a PRE approach an appropriate pedagogy for senior level outdoor education in Secondary Schools in New Zealand? 
A group of Year 12 and 13 (16 to 18 years old) male students, enrolled in a senior level outdoor education programme, were asked to give their perspectives on a PRE trip. This thesis utilised photo-elicitation interviews as a means to gain students’ perspectives on their experiences. Students were provided with cameras and asked to take photographs to demonstrate what the trip was like for them. After the trip interviews were conducted with four participants. The interviews revealed seven themes which support PRE as a possible alternative to traditional pursuit-driven approach utilised in my school’s existing programmes.
PRE is multi-disciplinary approach focusing on exploring local places to establish a connection for students, this connection is then available to encourage and engage students. The findings of this study showed students engaged and connected with local places in a meaningful way which increased motivation, personal and social development, and positive agency within the community of those on the trip. The students’ interview comments supported the use of less risky activities, slow travel methods and the use of sensory exploration encouraged by PRE allowing them to learn from the situations in which they found themselves. 
The use of photo-elicitation interviews as a research method for research with young males is discussed. Providing students with cameras proved to be an engaging and effective way for students to be a part of academic research. 
This study contributes to the emerging literature on PRE within senior level outdoor education in New Zealand secondary schools, as well as to the role of student perspectives within research on curriculum innovation.

text: Place-responsive Education: Student perspectives The importance of student perspectives in curriculum innovations is well established. Until recently accounts of adolescent male experiences during a place-responsive education (PRE) programme have not been extensively researched within outdoor education literature.  This research aims to address this gap in our knowledge by investigating the following two questions:
•	What are student perspectives of a PRE approach to an outdoor education trip? 
•	Is a PRE approach an appropriate pedagogy for senior level outdoor education in Secondary Schools in New Zealand? 
A group of Year 12 and 13 (16 to 18 years old) male students, enrolled in a senior level outdoor education programme, were asked to give their perspectives on a PRE trip. This thesis utilised photo-elicitation interviews as a means to gain students’ perspectives on their experiences. Students were provided with cameras and asked to take photographs to demonstrate what the trip was like for them. After the trip interviews were conducted with four participants. The interviews revealed seven themes which support PRE as a possible alternative to traditional pursuit-driven approach utilised in my school’s existing programmes.
PRE is multi-disciplinary approach focusing on exploring local places to establish a connection for students, this connection is then available to encourage and engage students. The findings of this study showed students engaged and connected with local places in a meaningful way which increased motivation, personal and social development, and positive agency within the community of those on the trip. The students’ interview comments supported the use of less risky activities, slow travel methods and the use of sensory exploration encouraged by PRE allowing them to learn from the situations in which they found themselves. 
The use of photo-elicitation interviews as a research method for research with young males is discussed. Providing students with cameras proved to be an engaging and effective way for students to be a part of academic research. 
This study contributes to the emerging literature on PRE within senior level outdoor education in New Zealand secondary schools, as well as to the role of student perspectives within research on curriculum innovation.

year: 2014

title: Numeracy is more than number: The teaching of mathematics for numeracy

authors: Mills, Judith Patricia

abstract: In recent years, the term numeracy has been commonly used in reference to school mathematics education, alongside its counterpart literacy. While many teachers appear comfortable differentiating between the curriculum area, English and the term literacy, they are not so clear about the terms mathematics and numeracy. However, the development and conceptualisation of the term numeracy has been an important influence on the teaching of mathematics, after first being attributed to the United Kingdom’s Crowther report in 1959, where numeracy was described as the mirror image of literacy (Tout & Motteram, 2006). Just as the skills associated with reading and writing are taught and discussed in order to enable students to become literate, so too are the key ideas of mathematics taught with understanding, in order to enable students to become numerate.

text: Numeracy is more than number: The teaching of mathematics for numeracy In recent years, the term numeracy has been commonly used in reference to school mathematics education, alongside its counterpart literacy. While many teachers appear comfortable differentiating between the curriculum area, English and the term literacy, they are not so clear about the terms mathematics and numeracy. However, the development and conceptualisation of the term numeracy has been an important influence on the teaching of mathematics, after first being attributed to the United Kingdom’s Crowther report in 1959, where numeracy was described as the mirror image of literacy (Tout & Motteram, 2006). Just as the skills associated with reading and writing are taught and discussed in order to enable students to become literate, so too are the key ideas of mathematics taught with understanding, in order to enable students to become numerate.

year: 2018

title: He hekenga toto, he hekenga tōtā, he hekenga roimata.

authors: Mikaere, Te Maharanui Jacob

abstract: Ariā
Ko tā te tuhinga nei he whakakite i ngā āwangawanga o te kaituhi mō te maha o te hunga taiohi kua tipu mai i raro i te ātaarangi o te Kōhanga Reo, o te Kura Kaupapa Māori, o te wharekura hoki, kua noho ko te reo Māori hei reo tuatahi, engari mō te aronui ki te reo me tōna katoa kore kore rawa atu. Kei te kōrerohia ōna hītori me tōna whakapapa. I ahu mai tō tāua reo i hea? I pēhea tō tāua reo i ngā wā o mua? I pēhea tō tāua reo i te taetanga mai o tauiwi i te takiwā o te 1800? I ahatia tō tāua reo e tauiwi i tērā rautau i kīa ake he reo koretake noa te reo Māori? Nā wai tō tāua reo i ruke ki rāhaki i ngā tau 1900? Ka mutu, nā wai tō tāua reo i whakahoki mai ki te kōpū o tēnei whakatipuranga? Nā ēnei tūmomo urupounamu au i karanga ki te ihi o tōku whare kōrero. 
Ko te ngako o ngā kōrero o roto i te tuhinga nei he whakatewhatewha, he matapaki i te kūare o te hunga taiohi ki te whakapapa, ki te hītori o te reo Māori. Koia ko ōna piki me ōna heke, ngā whakapātaritari i ngana ki te whakapoko i te ahi o te reo Māori i te tata whāngaromanga ōna. Ko te nuinga o ngā kōrero he mea rangahau mai i ngā pukapuka me te whakatakoto i ngā kitenga hei pānuitanga mā te hunga e tāpara ana ki ngā kai o roto. Me whakanui ka tika ngā pēhitanga o te hunga i takatakahi i te ara papatoiake hei whaitanga mā tātau ka tahi, ka rua me kōkuhu ēnei tūmomo mātauranga ki ngā marau whakaako tamariki me kore noa e tahuri mai te hunga taiohi ki tōna reo me tōna katoa. E ora ai te whakapapa o te reo me ōna hītori me whakakōpā e tātau  tōna whakapapa, me ōna kōrero ki ngā tamariki kōhanga mai, kura kaupapa mai, wharekura mai, ā huri atu ki ngā pia whare wānanga hoki. Mā te whakaako i te hītori ki a ngāi taiohi ākene pea ka tipu te kauanuanu ki tōna reo. Kia kekeno atu au ki tōku reanga kei te kitea he momo whakahīhī kua puea ake ai ki roto tonu i a tātau. Ko te momo o tēnei whakahīhī he mea tūkino i te hunga kore reo, he mea whakaiti i ngā tāngata kua noho rehurehu ki ngā kawenga a tāua te Māori. E whakapono ana au mā te kauanuanu o tōku reanga ki tōna reo ka tipu hoki te kauanuanu ki te hunga kāore pea i rongo i ngā hua o te reo, rātau te hunga kua noho pōhara, kua noho manene nā ngā rā pōkākā o te whakapākehātanga. Atu i te whakahīhī o te ngākau kua puea hoki tētahi momo e patu nei i te kōrerotanga o tō tātau reo, arā ake ko te ngākau māngere. I te korenga o te aronui o tōku reanga ki te reo kua tipu ake ētahi, ahakoa i pakeke mai i roto i te Kōhanga Reo mō te kōrero Māori atu kia pakeke ana rātau he aha te aha. Mā te ako i ngā hītori o tō tātau reo e titi ai ki te whatu manawa te hiranga o tō tātau reo, mā tērā e kore rawa te tangata e noho hāneanea me te pōhēhē ka pai noa te reo Māori, ka mutu kāore he tino take kia kaha kōrerotia. 
Ko te tino whāinga o tēnei tuhinga he ngana ki te whakarārangi mai ko hea te huarahi e tuwhera ai ngā kuaha o te ao Māori ki te katoa e tū rangatira ai tātau. Ahakoa pakeke mai taiohi mai rānei, ahakoa matatau ki te reo tauhou ki te reo rānei ko te mea nui kia tū whakahīhī, kia tū māia te iwi Māori ki raurangi.

text: He hekenga toto, he hekenga tōtā, he hekenga roimata. Ariā
Ko tā te tuhinga nei he whakakite i ngā āwangawanga o te kaituhi mō te maha o te hunga taiohi kua tipu mai i raro i te ātaarangi o te Kōhanga Reo, o te Kura Kaupapa Māori, o te wharekura hoki, kua noho ko te reo Māori hei reo tuatahi, engari mō te aronui ki te reo me tōna katoa kore kore rawa atu. Kei te kōrerohia ōna hītori me tōna whakapapa. I ahu mai tō tāua reo i hea? I pēhea tō tāua reo i ngā wā o mua? I pēhea tō tāua reo i te taetanga mai o tauiwi i te takiwā o te 1800? I ahatia tō tāua reo e tauiwi i tērā rautau i kīa ake he reo koretake noa te reo Māori? Nā wai tō tāua reo i ruke ki rāhaki i ngā tau 1900? Ka mutu, nā wai tō tāua reo i whakahoki mai ki te kōpū o tēnei whakatipuranga? Nā ēnei tūmomo urupounamu au i karanga ki te ihi o tōku whare kōrero. 
Ko te ngako o ngā kōrero o roto i te tuhinga nei he whakatewhatewha, he matapaki i te kūare o te hunga taiohi ki te whakapapa, ki te hītori o te reo Māori. Koia ko ōna piki me ōna heke, ngā whakapātaritari i ngana ki te whakapoko i te ahi o te reo Māori i te tata whāngaromanga ōna. Ko te nuinga o ngā kōrero he mea rangahau mai i ngā pukapuka me te whakatakoto i ngā kitenga hei pānuitanga mā te hunga e tāpara ana ki ngā kai o roto. Me whakanui ka tika ngā pēhitanga o te hunga i takatakahi i te ara papatoiake hei whaitanga mā tātau ka tahi, ka rua me kōkuhu ēnei tūmomo mātauranga ki ngā marau whakaako tamariki me kore noa e tahuri mai te hunga taiohi ki tōna reo me tōna katoa. E ora ai te whakapapa o te reo me ōna hītori me whakakōpā e tātau  tōna whakapapa, me ōna kōrero ki ngā tamariki kōhanga mai, kura kaupapa mai, wharekura mai, ā huri atu ki ngā pia whare wānanga hoki. Mā te whakaako i te hītori ki a ngāi taiohi ākene pea ka tipu te kauanuanu ki tōna reo. Kia kekeno atu au ki tōku reanga kei te kitea he momo whakahīhī kua puea ake ai ki roto tonu i a tātau. Ko te momo o tēnei whakahīhī he mea tūkino i te hunga kore reo, he mea whakaiti i ngā tāngata kua noho rehurehu ki ngā kawenga a tāua te Māori. E whakapono ana au mā te kauanuanu o tōku reanga ki tōna reo ka tipu hoki te kauanuanu ki te hunga kāore pea i rongo i ngā hua o te reo, rātau te hunga kua noho pōhara, kua noho manene nā ngā rā pōkākā o te whakapākehātanga. Atu i te whakahīhī o te ngākau kua puea hoki tētahi momo e patu nei i te kōrerotanga o tō tātau reo, arā ake ko te ngākau māngere. I te korenga o te aronui o tōku reanga ki te reo kua tipu ake ētahi, ahakoa i pakeke mai i roto i te Kōhanga Reo mō te kōrero Māori atu kia pakeke ana rātau he aha te aha. Mā te ako i ngā hītori o tō tātau reo e titi ai ki te whatu manawa te hiranga o tō tātau reo, mā tērā e kore rawa te tangata e noho hāneanea me te pōhēhē ka pai noa te reo Māori, ka mutu kāore he tino take kia kaha kōrerotia. 
Ko te tino whāinga o tēnei tuhinga he ngana ki te whakarārangi mai ko hea te huarahi e tuwhera ai ngā kuaha o te ao Māori ki te katoa e tū rangatira ai tātau. Ahakoa pakeke mai taiohi mai rānei, ahakoa matatau ki te reo tauhou ki te reo rānei ko te mea nui kia tū whakahīhī, kia tū māia te iwi Māori ki raurangi.

year: 2016