title: Verbs in Māori: The problem of definitional criteria

authors: Whaanga, Hēmi

subjects: te reo Māori

abstract: A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

text: Verbs in Māori: The problem of definitional criteria A range of different types of criteria has been applied at different points in the history of the classification of verbs in Māori. These have included syntactic and morphological criteria, semantic criteria and derivational criteria. Unfortunately, these criteria have not always been applied consistently and this has led to considerable disagreement about the classification of verbs in Māori. In this paper, different accounts of verb classification in Māori are critically examined and it is argued that some of the disagreements can be resolved by acknowledging (a) that words in Māori may be assigned to different word classes in different contexts, and (b) that word classes and sub-classes should be determined on the basis of morphological and syntactic criteria with semantic and derivational information playing a role only in so far as they have observable syntactic and/or morphological consequences.

year: 2000-10

title: Riariakina ō rongo hirikapo From kōhanga reo to kura

authors: Hohepa, Margie Kahukura

abstract: Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

text: Riariakina ō rongo hirikapo From kōhanga reo to kura Ko te kaupapa tonu, ko te whakatupu i te mahara o te hirikapo kia tiu ai ki te muri, arā, kia puta he whakaaro i pokepokengia nō roto tonu i ngā whakahekenga kāwai o ngā tūpuna o te tamaiti, kua maranga te wā e kaumātua haere ana te tamaiti, ngōna kanohi kua huaki, ngōna taringa kua pīkari, ngā whakaaro kua korikori, tōna wairua hīkaka kua ngawhā, ngērā kaupapa katoa o te tamaiti i taua wā o te tupu. Mā tēnei kōrero hoki hei kawe te taonga o te rongo hirikapo, arā, ngā whakaaro, ngā mahara, nāna ko te waha, nā te waha ko te kupu kōrero e makere iho ai i te ārero tarapepe. Heoi anō he tohutohu anō kei roto e kī ana, manaakingia ngā kai o te hirikapo o te tamaiti, he taonga. Ki te kore e tika te manaakingia e ngā mātua, tērā te wā ka ātitirauhea i te puāwaitanga o te rau. Ngērā kaupapa katoa. (Haki Tuaupiki, 2013)
This project grew out of the desire of a kōhanga and a kura—Te Kōhanga Reo o Ngā Kuaka and Tōku Māpihi Maurea Kura Kaupapa Māori respectively—to enhance transitions between their two sites for tamariki and whānau. Although visits to Tōku Māpihi Maurea before beginning at the kura were available for Ngā Kuaka tamariki on acceptance for enrolment, the instigators of this project believed a more formal transition programme would be beneficial to tamariki and their whānau. The kōhanga and kura were interested in tamariki and whānau experiencing a more effective transition across the two environments and the learning and curriculum in those respective sites.
The kōhanga and kura approached researchers at the University of Waikato Te Kura Toi Tangata Faculty of Education with the research question below and together we developed the proposal. From the outset the project was collaborative, cross-sector, and involved researchers from the kōhanga, the kura and the university.

year: 2017

title: Editorial: Reclaiming the professional development agenda in an age of compliance

authors: Locke, Terry

subjects: curriculum reforms

abstract: This issue of the journal takes as is starting point a global context, which has seen certain powerful and pervasive discourses underpinning a raft of educational reforms in a number of educational settings, in particular the United Kingdom, USA, Australia, Canada and New Zealand. These reforms have, among other things, been characterised by a rhetoric of devolution accompanied, ironically, by an assertion by the state and other central agencies of control over the what (curriculum) and how (pedagogy) of teaching, often driven by a "standards" agenda. These changes have had an enormous impact on the nature of teachers' work through the implementation of managerial organisational practices and other accountability mechanisms. It can be argued that in such a context, professional development, in being yoked to a reform agenda, has become little more than induction into ideological compliance. This issue seeks to bring together the voices of educational researchers and reflective teachers who have investigated the changing nature of professional development across a range of educational settings.

text: Editorial: Reclaiming the professional development agenda in an age of compliance This issue of the journal takes as is starting point a global context, which has seen certain powerful and pervasive discourses underpinning a raft of educational reforms in a number of educational settings, in particular the United Kingdom, USA, Australia, Canada and New Zealand. These reforms have, among other things, been characterised by a rhetoric of devolution accompanied, ironically, by an assertion by the state and other central agencies of control over the what (curriculum) and how (pedagogy) of teaching, often driven by a "standards" agenda. These changes have had an enormous impact on the nature of teachers' work through the implementation of managerial organisational practices and other accountability mechanisms. It can be argued that in such a context, professional development, in being yoked to a reform agenda, has become little more than induction into ideological compliance. This issue seeks to bring together the voices of educational researchers and reflective teachers who have investigated the changing nature of professional development across a range of educational settings.

year: 2004