title: 'Time on my side': Experiences of accelerated students who entered university early in Aotearoa New Zealand

authors: Easter, Ann Marie Davys

subjects: high-ability students

abstract: This qualitative study investigated the lived experiences of 10 young people who had been accelerated in their schooling and entered university at a much earlier age than is typical for students in Aotearoa New Zealand. Although the literature suggests that academic acceleration is an effective educational intervention for high-ability students, it is not a common form of provision in New Zealand schools and early admission to university is comparatively rare. A phenomenological methodology was adopted for this exploratory study to ensure that the individual voices of the participants were heard and acknowledged as an integral component of the research process. Consistent with this approach, in-depth semi-structured interviews were undertaken to explore the impact of acceleration and early entry to university, as perceived by the participants. Interpretative phenomenological analysis (IPA) (Smith, Flowers, & Larkin, 2009) was selected as the most appropriate method of data analysis for this study because it has an explicit focus on the idiographic nature of lived experience. The findings were structured around three superordinate themes, each of which represents a distinct temporal phase of the participants’ lived experiences: (1) Pathways to University; (2) ‘Being at’ University; and (3) Critical Reflections. Analysis of the interview transcripts revealed that many of the young people in this study had endured years of boredom and frustration at school, as well as ongoing issues with bullying and social isolation. Although some participants found the initial transition from secondary school to university difficult, the findings suggest that most of the challenges they faced were relatively minor and tended to be short-lived. Ongoing support and encouragement from family/whānau and friends, as well as active involvement in extra-curricular activities, were viewed by the young people in this study as critical enabling factors for positive adjustment. Overall, the results of this study demonstrate that accelerated students who gain early admission to university can be very successful, not only in terms of their academic achievement but also in relation to their social and emotional development. With the benefit of hindsight, none of the participants regretted their decision to enter university early and most could identify significant advantages, such as being awarded prestigious international scholarships and having more time for early career exploration. The findings presented in this thesis highlight a need for parents/whānau and educators to be better informed about the potential benefits of academic acceleration and early admission to university as a legitimate pathway for high-ability students in New Zealand schools.

text: 'Time on my side': Experiences of accelerated students who entered university early in Aotearoa New Zealand This qualitative study investigated the lived experiences of 10 young people who had been accelerated in their schooling and entered university at a much earlier age than is typical for students in Aotearoa New Zealand. Although the literature suggests that academic acceleration is an effective educational intervention for high-ability students, it is not a common form of provision in New Zealand schools and early admission to university is comparatively rare. A phenomenological methodology was adopted for this exploratory study to ensure that the individual voices of the participants were heard and acknowledged as an integral component of the research process. Consistent with this approach, in-depth semi-structured interviews were undertaken to explore the impact of acceleration and early entry to university, as perceived by the participants. Interpretative phenomenological analysis (IPA) (Smith, Flowers, & Larkin, 2009) was selected as the most appropriate method of data analysis for this study because it has an explicit focus on the idiographic nature of lived experience. The findings were structured around three superordinate themes, each of which represents a distinct temporal phase of the participants’ lived experiences: (1) Pathways to University; (2) ‘Being at’ University; and (3) Critical Reflections. Analysis of the interview transcripts revealed that many of the young people in this study had endured years of boredom and frustration at school, as well as ongoing issues with bullying and social isolation. Although some participants found the initial transition from secondary school to university difficult, the findings suggest that most of the challenges they faced were relatively minor and tended to be short-lived. Ongoing support and encouragement from family/whānau and friends, as well as active involvement in extra-curricular activities, were viewed by the young people in this study as critical enabling factors for positive adjustment. Overall, the results of this study demonstrate that accelerated students who gain early admission to university can be very successful, not only in terms of their academic achievement but also in relation to their social and emotional development. With the benefit of hindsight, none of the participants regretted their decision to enter university early and most could identify significant advantages, such as being awarded prestigious international scholarships and having more time for early career exploration. The findings presented in this thesis highlight a need for parents/whānau and educators to be better informed about the potential benefits of academic acceleration and early admission to university as a legitimate pathway for high-ability students in New Zealand schools.

year: 2019

title: Position and perspective: Research connections and tensions in a kindergarten community

authors: Kelly-Ware, Janette Patricia

abstract: There are many stories worthy of telling in early childhood education research, and multiple perspectives to consider and critique in the processes of research, including children’s perspectives and positioning. Acknowledging position and perspective increases my awareness as a researcher of my relationship to what is being researched, how I create the subject that I am studying, and how I construct the knowledge of that subject. An increasing consciousness of the importance and relevance of reflexivity and how I stage the text are among the results of this exploration of research connections and tensions in a kindergarten community.

text: Position and perspective: Research connections and tensions in a kindergarten community There are many stories worthy of telling in early childhood education research, and multiple perspectives to consider and critique in the processes of research, including children’s perspectives and positioning. Acknowledging position and perspective increases my awareness as a researcher of my relationship to what is being researched, how I create the subject that I am studying, and how I construct the knowledge of that subject. An increasing consciousness of the importance and relevance of reflexivity and how I stage the text are among the results of this exploration of research connections and tensions in a kindergarten community.

year: 2019

title: Supervision of Maori doctoral students: A descriptive report

authors: McKinley, Elizabeth

subjects: Maori education

abstract: This report follows up a previous paper that outlined the goals and plans of a research project that focused on both theoretical and cultural questions regarding the supervisory process for Māori doctoral students (McKinley, Grant, Middleton, Irwin, & Williams, 2007). The major goal of the project is to enhance understanding of the teaching and learning process of supervision for students and supervisors, particularly around issues of culture that arise in research methodologies and practices. This paper reports on the completed project by providing further operational background, design features, the nature of the student and supervisor samples and a summary of interview findings. The results show that there are indeed distinctive issues arising within the supervision of Māori doctoral students. Some of these are to do with both pleasures and challenges found in the supervision relationship, while others relate to the kinds of projects the students undertake. Many projects for example, push at the disciplinary boundaries of Western knowledge and are often rooted in a political desire to enhance the everyday lives of Māori. Yet others are connected to identity formation processes that concern many Māori during their years as doctoral students. A central message for supervisors from this work is that the supervision of Māori doctoral students may require unfamiliar forms of engagement but that these are likely to be deeply rewarding in many different ways.

text: Supervision of Maori doctoral students: A descriptive report This report follows up a previous paper that outlined the goals and plans of a research project that focused on both theoretical and cultural questions regarding the supervisory process for Māori doctoral students (McKinley, Grant, Middleton, Irwin, & Williams, 2007). The major goal of the project is to enhance understanding of the teaching and learning process of supervision for students and supervisors, particularly around issues of culture that arise in research methodologies and practices. This paper reports on the completed project by providing further operational background, design features, the nature of the student and supervisor samples and a summary of interview findings. The results show that there are indeed distinctive issues arising within the supervision of Māori doctoral students. Some of these are to do with both pleasures and challenges found in the supervision relationship, while others relate to the kinds of projects the students undertake. Many projects for example, push at the disciplinary boundaries of Western knowledge and are often rooted in a political desire to enhance the everyday lives of Māori. Yet others are connected to identity formation processes that concern many Māori during their years as doctoral students. A central message for supervisors from this work is that the supervision of Māori doctoral students may require unfamiliar forms of engagement but that these are likely to be deeply rewarding in many different ways.

year: 2009