title: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement

authors: Richards, Stephanie Moana

subjects: Culturally Responsive Pedagogy

abstract: The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

text: A Critical Analysis of a Culturally Responsive Pedagogy Towards Improving Māori Achievement The research task presented in this thesis examines how one English medium school, provides a culturally responsive practice that ensures the improved educational achievement of Māori students. The thesis begins by looking at some of the discourses that have transpired concerning Māori and the disparity in education that has affected Māori students’ educational outcomes. It investigates kaupapa Māori approaches and interventions that came about to combat Māori education disparity and gave Māori autonomy over their own outlooks. It also focuses on Te Kotahitanga and culturally responsive pedagogy as a response in raising Māori educational achievement.

This study was conducted in a kaupapa Māori and culturally responsive manner with a mixed method approach that included the triangulation of qualitative and quantitative data. Qualitative data included student, their parents and teacher voice as semi-structured interviews and quantitative data comprised of student achievement data and Te Kotahitanga teacher observation data. The discoveries are discussed as to the influence of the culturally responsive discourses that affected Māori student achievement.

This study suggests that when teachers implement culturally responsive practices in their classrooms, students improve educationally. Therefore, to combat the disparity that Māori students in English medium schools experience a change in school and teacher practice needs to occur so that it reflects a culturally responsive pedagogy of relations.

year: 2017

title: Quantification of Nitro-toxins in Karaka (Corynocarpus laevigatus) Drupes

authors: MacAskill, Jessica Jane

abstract: The karaka (Corynocarpus laevigatus) is a tree native to New Zealand (NZ), found throughout the North and South Islands. Traditionally, many parts of the karaka were used by Māori, however the parts of the karaka of most interest are the berry and nut as they were valuable food sources, in particular the nut. Karaka was known to be a toxin-bearing food, however implementation of a traditional baking and soaking process meant that the nuts were left in states fit for consumption, more often than not. The nuts also had the benefit of being able to be stored for future use when other food sources were short in supply. Karaka was readily consumed up until the 1950s, after this consumption rates decreased rapidly, after the toxic effects were associated with the incorrect preparation of the nuts.

Studies on karaka have revealed that the toxicity of the nuts primarily arises from various nitropropanoyl glucopyranoses (NPGs), twelve of which have been detected in karaka. The quantity of these NPGs has been infrequently studied and it is often only one of the NPGs-karakin which is quantified, although it is believed the toxicity in nuts arises collectively from all of the NPGs. As a result, there is the need to be able to quantify the NPGs in karaka and look at potential toxin removal techniques. If toxin removal can be accomplished, there is the potential for karaka to be a marketable ‘traditional’ or ‘Kiwi’ food item. Additionally, the toxins removed as a by-product may prove to have their own potential commercial applications, for example as insecticides or repellents. 

Since all the NPGs are assumed to be toxic, a method was developed to quantify the total toxicity in the nuts. The method involves the release of NPA via acid hydrolysis of the nitropropanoyl ester groups of the NPGs. The NPA is then able to be measured and subsequently quantified using HPLC. The method incorporates a correction factor (CF) that was determined to give the original NPA content at a time of zero (NPA0), accounting for the unavoidable loss of NPA that arises from the hydrolysis method.

The average quantity of NPA in karaka nuts was found to range from 50.25 to 138.62 g kg-1 (dry weight) which is equivalent to 5.0 to 13.9%. These are much higher percentages than any previously reported because the method used in this study measured total NPA. Earlier methods measured a limited range of NPGs (often a single NPG) unhydrolysed and could have missed NPA arising from other compounds that contribute to total toxicity. Additionally, the concentrations of NPA in karaka nuts were influenced by a number of factors including intra and inter tree variation, storage conditions and ripeness. Although quantification was focused on determining NPA content in nuts, a test conducted also showed NPA to be present in increasingly lower levels in the berry flesh, shell and pellicle respectively. 

Nuts were subjected to various potential industrial processing techniques, treatment times and conditions, in order to determine their efficacy for toxin removal. Treatments included boiling, microwave cooking, soxhlet extraction, oven roasting, autoclaving and cold-water treatments. The efficiency of each treatment varied considerably, with both heat and water proving to be beneficial in toxin removal. However, treatments involving water were found to be more effective than heat treatments alone. Out of all treatment types, times and conditions tested, none were found to leave nuts with a NPA concentration lower than the estimated safe level of daily consumption for a 70 kg adult (< 1.75 mg). Additionally, only some of the treatments resulted in nuts being left in visually appealing states. At present, toxin removal by a single process in order to render karaka nuts safe to consume appears to be an impractical activity. However, if treatment protocols were combined and modified, there is the potential for the development of an effective detoxification process. Furthermore, tests on the treatment solutions revealed that NPA can be obtained in solution as a by-product of nut treatment; with cold-water proving to be more effective than treatments that also used heat. Obtaining NPA as a by-product of toxin removal in nuts appears to be a feasible option for a natural source of NPA.

text: Quantification of Nitro-toxins in Karaka (Corynocarpus laevigatus) Drupes The karaka (Corynocarpus laevigatus) is a tree native to New Zealand (NZ), found throughout the North and South Islands. Traditionally, many parts of the karaka were used by Māori, however the parts of the karaka of most interest are the berry and nut as they were valuable food sources, in particular the nut. Karaka was known to be a toxin-bearing food, however implementation of a traditional baking and soaking process meant that the nuts were left in states fit for consumption, more often than not. The nuts also had the benefit of being able to be stored for future use when other food sources were short in supply. Karaka was readily consumed up until the 1950s, after this consumption rates decreased rapidly, after the toxic effects were associated with the incorrect preparation of the nuts.

Studies on karaka have revealed that the toxicity of the nuts primarily arises from various nitropropanoyl glucopyranoses (NPGs), twelve of which have been detected in karaka. The quantity of these NPGs has been infrequently studied and it is often only one of the NPGs-karakin which is quantified, although it is believed the toxicity in nuts arises collectively from all of the NPGs. As a result, there is the need to be able to quantify the NPGs in karaka and look at potential toxin removal techniques. If toxin removal can be accomplished, there is the potential for karaka to be a marketable ‘traditional’ or ‘Kiwi’ food item. Additionally, the toxins removed as a by-product may prove to have their own potential commercial applications, for example as insecticides or repellents. 

Since all the NPGs are assumed to be toxic, a method was developed to quantify the total toxicity in the nuts. The method involves the release of NPA via acid hydrolysis of the nitropropanoyl ester groups of the NPGs. The NPA is then able to be measured and subsequently quantified using HPLC. The method incorporates a correction factor (CF) that was determined to give the original NPA content at a time of zero (NPA0), accounting for the unavoidable loss of NPA that arises from the hydrolysis method.

The average quantity of NPA in karaka nuts was found to range from 50.25 to 138.62 g kg-1 (dry weight) which is equivalent to 5.0 to 13.9%. These are much higher percentages than any previously reported because the method used in this study measured total NPA. Earlier methods measured a limited range of NPGs (often a single NPG) unhydrolysed and could have missed NPA arising from other compounds that contribute to total toxicity. Additionally, the concentrations of NPA in karaka nuts were influenced by a number of factors including intra and inter tree variation, storage conditions and ripeness. Although quantification was focused on determining NPA content in nuts, a test conducted also showed NPA to be present in increasingly lower levels in the berry flesh, shell and pellicle respectively. 

Nuts were subjected to various potential industrial processing techniques, treatment times and conditions, in order to determine their efficacy for toxin removal. Treatments included boiling, microwave cooking, soxhlet extraction, oven roasting, autoclaving and cold-water treatments. The efficiency of each treatment varied considerably, with both heat and water proving to be beneficial in toxin removal. However, treatments involving water were found to be more effective than heat treatments alone. Out of all treatment types, times and conditions tested, none were found to leave nuts with a NPA concentration lower than the estimated safe level of daily consumption for a 70 kg adult (< 1.75 mg). Additionally, only some of the treatments resulted in nuts being left in visually appealing states. At present, toxin removal by a single process in order to render karaka nuts safe to consume appears to be an impractical activity. However, if treatment protocols were combined and modified, there is the potential for the development of an effective detoxification process. Furthermore, tests on the treatment solutions revealed that NPA can be obtained in solution as a by-product of nut treatment; with cold-water proving to be more effective than treatments that also used heat. Obtaining NPA as a by-product of toxin removal in nuts appears to be a feasible option for a natural source of NPA.

year: 2013

title: Tertiary teachers and student evaluations: never the twain shall meet?

authors: Stein, Sarah J.

subjects: appraisals

abstract: Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students' learning experiences.

text: Tertiary teachers and student evaluations: never the twain shall meet? Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers' perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students' learning experiences.

year: 2013