title: Some inconvenient truths about education in Aotearoa-New Zealand

authors: Thrupp, Martin

subjects: poverty

abstract: How does poverty affect New Zealand children’s schooling? Answers to this question generally revolve around three perspectives. First, it is argued that the children of families in poverty in New Zealand are disadvantaged in schools because of the level and nature of their family resources. Such resources can be both material and cultural: ill health, poor nutrition, overcrowding and transience, fewer curriculum relevant experiences, limited literacy and little early childhood education all reduce the ability of children to progress at school (Biddulph, J, & Biddulph, 2003; Nash, 1993). Second, it is argued that schools serving poorer areas are under-resourced. This applies more to places such as the USA, where school funding depends on the tax-base of local districts (Kozol, 1991), than to New Zealand, where schools are funded nationally and extra funding is provided for low socio-economic “low-decile” schools. Nevertheless underfunding, or the method of funding, of low-decile schools remains an issue in New Zealand, both because of relatively low parent and community contributions in such schools, and because of the sheer scale of their students’ needs. A third perspective is that poor teaching and ineffective schools are the problem, rather than poverty. Yet quality teaching and school improvement cannot be divorced from the social context. Low socio-economic schools often find it difficult to recruit permanent, long-term teaching staff. Teachers at low-socio-economic schools struggle more to meet the learning needs of children and spend a lot more time on pastoral care than in those middle class settings (Thrupp, 1999).

text: Some inconvenient truths about education in Aotearoa-New Zealand How does poverty affect New Zealand children’s schooling? Answers to this question generally revolve around three perspectives. First, it is argued that the children of families in poverty in New Zealand are disadvantaged in schools because of the level and nature of their family resources. Such resources can be both material and cultural: ill health, poor nutrition, overcrowding and transience, fewer curriculum relevant experiences, limited literacy and little early childhood education all reduce the ability of children to progress at school (Biddulph, J, & Biddulph, 2003; Nash, 1993). Second, it is argued that schools serving poorer areas are under-resourced. This applies more to places such as the USA, where school funding depends on the tax-base of local districts (Kozol, 1991), than to New Zealand, where schools are funded nationally and extra funding is provided for low socio-economic “low-decile” schools. Nevertheless underfunding, or the method of funding, of low-decile schools remains an issue in New Zealand, both because of relatively low parent and community contributions in such schools, and because of the sheer scale of their students’ needs. A third perspective is that poor teaching and ineffective schools are the problem, rather than poverty. Yet quality teaching and school improvement cannot be divorced from the social context. Low socio-economic schools often find it difficult to recruit permanent, long-term teaching staff. Teachers at low-socio-economic schools struggle more to meet the learning needs of children and spend a lot more time on pastoral care than in those middle class settings (Thrupp, 1999).

year: 2008

title: What determines perseverance in studying science?

authors: Otrel-Cass, Kathrin

subjects: retention

abstract: This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the 'image' students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress.

text: What determines perseverance in studying science? This article explores the issue of university student recruitment and retention beyond the first and second year of studying science. The research investigated the 'image' students have of science, the demands they face in studying science and student self-efficacy, and the relative importance of these factors as perceived by 140 returning New Zealand year two science and engineering students, using questionnaires and focus group interviews. Results indicate that returning students are generally confident in their ability to cope with their science studies. However, a significant minority of students was unsure or not coping with issues such as course workloads, and findings suggest that during their first year science students need to be reassured that they are valued, and that their education is taken very seriously by the institution and their lecturers. Student commentary suggests this can be achieved by personalising lectures, ensuring personal contact with lecturers and monitoring how students are coping with the challenges and stresses that affect workload issues and subsequently their academic progress.

year: 2009-11

title: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education

authors: Barnes, Alexander Louis

subjects: Kaupapa Maori

abstract: Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

text: Taku Ara, Taku Mahara: Pākehā Family Experiences of Kaupapa Māori and Bilingual Education Kaupapa Māori (indigenous Māori-centred philosophies) initiatives have transformed various social, cultural and public projects in the domains of governance and constitutional issues, health, education, the environment, community development and research in Aotearoa – New Zealand. As a Pākehā graduate of te kōhanga reo and kura kaupapa Māori (Māori language immersion pre-school and primary school), this research is concerned with exploring the impact of kaupapa Māori and bilingual educational initiatives on my life and the lives of two other Pākehā families who share similar educational backgrounds. This foundational study utilises qualitative narrative inquiry methods as a means of understanding and analysing the implications for Pākehā as a result of their participation in kaupapa Māori and bilingual education. An intergenerational family approach is used in this research whereby the individual voices and experiences of young adults are heard equally alongside their parents’. Collectively understood, the themes represented in this research offer a unique means of understanding why Päkehä families decided to be involved in Māori immersion settings, and what these experiences mean to them now. One of the principle aims of this study is that it be used as a platform for dialogue amongst Pākehā, non-Māori and Māori about the future direction of bicultural education in Aotearoa – New Zealand.

year: 2006