title: Raising Māori Student Achievement - Journeys of Success

authors: Kaumoana, Cadence

abstract: Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

text: Raising Māori Student Achievement - Journeys of Success Educational success for Māori students is influenced by confidence in one’s identity, positive role models and support; and positive attitudes to learning and success.
This project asked Māori tertiary graduates about their educational experiences. Half of the participants in this study had successfully completed secondary school and the other half did not complete secondary school education. This selection of participants was selected to highlight that although some students don’t complete secondary school it is still possible to successfully pursue and complete tertiary level qualifications. The feedback given from the participants highlighted the positive factors that influenced their successful completion. From these factors recommendations have been developed to support Māori student success. The objective of this study is to encourage the development of increased self-confidence for Māori rangatahi and to promote the continuation of lifelong learning.
When Māori students are supported both at school and in the home they are more likely to achieve educational success, particularly at secondary school level. Similarly, at tertiary level study; students who graduate with a completed degree qualification are likely to have had positive support and successful role models, they are likely to be secure within their own identity and wh!nau network. Māori students that successfully complete tertiary study are more likely to have positive attitudes to learning and to achieving; knowing how to access support and feeling confident in their efforts.
The key to this study is the link between successful completion of secondary school and the follow-on to successful tertiary study. When Māori students are supported appropriately in the development of their identity their confidence soon follows. This support would ideally come from wh!nau in the home and the school. When Māori students are confident in their learning journeys through high levels of confidence in identity they are more likely to persevere under pressure and despite setbacks.
Influencing factors to developing self-confidence for Māori students include awareness of Te Reo Māori and Tikanga Māori, responsibility at home, responsibility at school and the positive influence of role models. The study then concludes by providing recommendations for learners, educators and wh!nau to support the educational achievement of their tamariki.

year: 2013

title: Factors of desistance in violent offenders: Interpretative phenomenological analysis of the Tai Aroha programme

authors: Beattie, Christopher James

subjects: Desistance

abstract: The phenomenon of desistance from crime is central to the process of rehabilitation. This study examines desistance narratives from the Tai Aroha programme to identify the aspects of participation in a community-based special treatment unit that are effective from the perspective of participants. A review of desistance literature is presented in a New Zealand context. Interpretative phenomenological analysis was used to present common themes in 64 exit interviews of individuals who completed this programme over a period of 6 years. These themes were compared to the factors of desistance identified in the literature review. The three key concepts that emerged from this study as factors of desistance evident in the Tai Aroha programme were the Morphic Self, Family and Whanau, and Mindfulness. The concept of the Morphic Self is a perspective on the process of identity change as experienced by participants, and is a key product of this research. Three other factors were identified as prerequisites for successful completion of the programme that also therefore contribute to desistance: Motivation, Sobriety, and Peers and Support. Also identified from this research were aspects of the experience termed Elements of Influence, which are the facets of the participants, the programme and the interactions between the two that can be considered in order to improve the delivery of the programme and therefore promote desistance. A distinctive quality of the Tai Aroha programme that was influential in the successful promotion of desistance was its strong commitment to tikanga Māori and the incorporation of these cultural values into the lifestyle and therapeutic approaches adopted by the facilitators.

text: Factors of desistance in violent offenders: Interpretative phenomenological analysis of the Tai Aroha programme The phenomenon of desistance from crime is central to the process of rehabilitation. This study examines desistance narratives from the Tai Aroha programme to identify the aspects of participation in a community-based special treatment unit that are effective from the perspective of participants. A review of desistance literature is presented in a New Zealand context. Interpretative phenomenological analysis was used to present common themes in 64 exit interviews of individuals who completed this programme over a period of 6 years. These themes were compared to the factors of desistance identified in the literature review. The three key concepts that emerged from this study as factors of desistance evident in the Tai Aroha programme were the Morphic Self, Family and Whanau, and Mindfulness. The concept of the Morphic Self is a perspective on the process of identity change as experienced by participants, and is a key product of this research. Three other factors were identified as prerequisites for successful completion of the programme that also therefore contribute to desistance: Motivation, Sobriety, and Peers and Support. Also identified from this research were aspects of the experience termed Elements of Influence, which are the facets of the participants, the programme and the interactions between the two that can be considered in order to improve the delivery of the programme and therefore promote desistance. A distinctive quality of the Tai Aroha programme that was influential in the successful promotion of desistance was its strong commitment to tikanga Māori and the incorporation of these cultural values into the lifestyle and therapeutic approaches adopted by the facilitators.

year: 2018

title: Heterogeneous credit impacts of healthcare spending of the poor in peri-urban areas, Vietnam: Quantile treatment effects estimation

authors: Doan, Tinh Thanh

subjects: Economics Departments

abstract: Quantile Treatment Effects are estimated to study the impacts of household credit access on health spending by poor households in one District of Ho Chi Minh City, Vietnam. There are significant positive effects of credit on the health budget shares of households with low healthcare spending. In contrast, when an Average Treatment Effect is estimated there is no discernible impact of credit access on health spending. Hence, typical approaches to studying heterogeneous credit impacts that only consider between group differences and not differences over the distribution of outcomes may miss some heterogeneity of interest to policymakers.

text: Heterogeneous credit impacts of healthcare spending of the poor in peri-urban areas, Vietnam: Quantile treatment effects estimation Quantile Treatment Effects are estimated to study the impacts of household credit access on health spending by poor households in one District of Ho Chi Minh City, Vietnam. There are significant positive effects of credit on the health budget shares of households with low healthcare spending. In contrast, when an Average Treatment Effect is estimated there is no discernible impact of credit access on health spending. Hence, typical approaches to studying heterogeneous credit impacts that only consider between group differences and not differences over the distribution of outcomes may miss some heterogeneity of interest to policymakers.

year: 2011-02