title: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings

authors: Takurua, Nātana

subjects: New Zealand

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09

title: Young Māori mothers and bed-sharing with their pēpi/baby: A case study focusing on the relevance and influence of three varying health promotion resources

authors: Haereroa, Nikki M.

subjects: Māori

abstract: Māori Sudden Unexpected Death in Infancy (SUDI) rates are significantly higher than non-Māori. Bed-sharing is considered to be one of the major modifiable risk factors associated with SUDI rates (Mitchell et al., 1992), although there is strong opposition that suggests bed-sharing can act as a preventative measure against SUDI (McKenna & McDade, 2005). As a result of quantitative research and statistical data, many health promotion messages now focus on discouraging the practice of bed-sharing, whether it be through policy implementation throughout hospitals or through to health promotion guidelines. Although there is a high incidence of Māori SUDI rates, there has been little emphasis on Māori perspectives and insights into the practice. Of the few qualitative studies that focus on infant sleep practices, a significant finding is the high prevalence of Māori who bed-share regularly (Tipene-Leach et al., 2010). This paper will investigate the motivations and rationale of bed-sharing amongst young urban Māori mothers to gain a deeper understanding and appreciation into the lived realities of this group. The lack of consultation with a group that has been classed by New Zealand Government bodies, the Health Quality and Safety Commission and Child and Youth Mortality Review Committee Group, as ‘most at risk’ of experiencing a SUDI, maybe a contributing factor to the high Māori SUDI rates. This has brought about the question of whether current health resources are relevant and/or influence young Māori mothers. Using a Te Whare Tapa Wha framework within a Kaupapa Māori Research methodology, this paper provides a unique and much-needed perspective into the lives of young Māori mothers. The purpose of this research overall is: if health resources and messages are not relevant to a community and they have little or no influence over infant care practices, then do health professionals and researchers need to rethink current strategies and working models to ensure we focus on the real, lived needs of our community?

text: Young Māori mothers and bed-sharing with their pēpi/baby: A case study focusing on the relevance and influence of three varying health promotion resources Māori Sudden Unexpected Death in Infancy (SUDI) rates are significantly higher than non-Māori. Bed-sharing is considered to be one of the major modifiable risk factors associated with SUDI rates (Mitchell et al., 1992), although there is strong opposition that suggests bed-sharing can act as a preventative measure against SUDI (McKenna & McDade, 2005). As a result of quantitative research and statistical data, many health promotion messages now focus on discouraging the practice of bed-sharing, whether it be through policy implementation throughout hospitals or through to health promotion guidelines. Although there is a high incidence of Māori SUDI rates, there has been little emphasis on Māori perspectives and insights into the practice. Of the few qualitative studies that focus on infant sleep practices, a significant finding is the high prevalence of Māori who bed-share regularly (Tipene-Leach et al., 2010). This paper will investigate the motivations and rationale of bed-sharing amongst young urban Māori mothers to gain a deeper understanding and appreciation into the lived realities of this group. The lack of consultation with a group that has been classed by New Zealand Government bodies, the Health Quality and Safety Commission and Child and Youth Mortality Review Committee Group, as ‘most at risk’ of experiencing a SUDI, maybe a contributing factor to the high Māori SUDI rates. This has brought about the question of whether current health resources are relevant and/or influence young Māori mothers. Using a Te Whare Tapa Wha framework within a Kaupapa Māori Research methodology, this paper provides a unique and much-needed perspective into the lives of young Māori mothers. The purpose of this research overall is: if health resources and messages are not relevant to a community and they have little or no influence over infant care practices, then do health professionals and researchers need to rethink current strategies and working models to ensure we focus on the real, lived needs of our community?

year: 2015

title: Virtual team learning: An introductory study team exercise

authors: Clark, Delwyn N.

subjects: virtual study teams

abstract: This article outlines the design, implementation, and evaluation of an innovative virtual team exercise. Cognitive, affective, and action-learning outcomes highlight the relevance of this grounded experiential exercise for management education and practice. Details are provided to enable the exercise to be adopted in a wide range of programs. Prior online experience, motivation, resistance to online environment, and trade-offs were found affect an overall positive experience reported by students.

text: Virtual team learning: An introductory study team exercise This article outlines the design, implementation, and evaluation of an innovative virtual team exercise. Cognitive, affective, and action-learning outcomes highlight the relevance of this grounded experiential exercise for management education and practice. Details are provided to enable the exercise to be adopted in a wide range of programs. Prior online experience, motivation, resistance to online environment, and trade-offs were found affect an overall positive experience reported by students.

year: 2006