title: Teachers' experiences in curriculum implementation: English, languages, science and social studies

authors: McGee, Clive

subjects: National School Sampling Study

abstract: This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, which began in 2001 and continues until 2003. The first report in June 2001 outlined how teacher focus group discussions informed the development of national questionnaires. In April 2002 the research team reported on the first round of questionnaires: general curriculum; mathematics; technology; and Māori Medium.
A report in June 2002 outlined the construction of the questionnaires to investigate teachers' experiences in teaching from the New Zealand national curriculum documents: English in the New Zealand Curriculum; Languages in the New Zealand Curriculum (Japanese, Spanish, Chinese, Korean and Samoan), Science in the New Zealand Curriculum, and Social Studies in the New Zealand Curriculum.
The major content of this report is the results of each of these four questionnaires. In each results chapter statistical tables are presented based upon frequencies and ratios, often organised into school type. Where appropriate, additional comments from `other' categories are presented. Questionnaires included open-ended questions, and results from these are from the sub-sample (except in the smaller languages samples).

text: Teachers' experiences in curriculum implementation: English, languages, science and social studies This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, which began in 2001 and continues until 2003. The first report in June 2001 outlined how teacher focus group discussions informed the development of national questionnaires. In April 2002 the research team reported on the first round of questionnaires: general curriculum; mathematics; technology; and Māori Medium.
A report in June 2002 outlined the construction of the questionnaires to investigate teachers' experiences in teaching from the New Zealand national curriculum documents: English in the New Zealand Curriculum; Languages in the New Zealand Curriculum (Japanese, Spanish, Chinese, Korean and Samoan), Science in the New Zealand Curriculum, and Social Studies in the New Zealand Curriculum.
The major content of this report is the results of each of these four questionnaires. In each results chapter statistical tables are presented based upon frequencies and ratios, often organised into school type. Where appropriate, additional comments from `other' categories are presented. Questionnaires included open-ended questions, and results from these are from the sub-sample (except in the smaller languages samples).

year: 2003-02

title: Fast floating-point processing in Common Lisp

authors: Fateman, Richard J.

subjects: C programming language

abstract: Lisp, one of the oldest higher-level programming languages, has rarely been used for fast numerical (floatingpoint) computation. We explore the benefits of Common Lisp, an emerging new language standard with some excellent implementations, for numerical computation. We compare it to Fortran in terms of the speed of efficiency of generated code, as well as the structure and convenience of the language. There are a surprising number of advantages to Lisp, especially in cases where a mixture of symbolic and numeric processing is needed.

text: Fast floating-point processing in Common Lisp Lisp, one of the oldest higher-level programming languages, has rarely been used for fast numerical (floatingpoint) computation. We explore the benefits of Common Lisp, an emerging new language standard with some excellent implementations, for numerical computation. We compare it to Fortran in terms of the speed of efficiency of generated code, as well as the structure and convenience of the language. There are a surprising number of advantages to Lisp, especially in cases where a mixture of symbolic and numeric processing is needed.

year: 1995-03

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013