title: Māori leaders wellbeing: A self-determination perspective

authors: Roche, Maree A.

subjects: Positive psychology

abstract: This research draws on interviews with 18 Māori leaders from various leadership positions within business, community, political and marae organisations, to garner an understanding of how their leadership roles interact with their own well-being. Analysis of interviews revealed that crosscultural developments in self-determination theory could be gained by incorporating Māori tikanga and values into a model of well-being for Māori leaders. Largely, the principles of tino rangatiratanga (autonomy and self-determination), mana (respect and influence), whānau (extended family), whakapapa (shared history) and whanaungatanga (kin relations, consultation and engagement), were united into a model of leader well-being. This ensured that mātauranga Māori (Māori knowledge) informed our model of Māori leader well-being, while also drawing on the burgeoning Western research in the area of well-being, specifically self-determination theory. Overall, we find that similarities exist with self-determination theory and Māori tikanga and values. However, in contrast to self-determination theory, autonomy and competence are developed within relationships, which means that ‘others’ underpin Māori leaders’ well-being. From this perspective, we present a view of the psychological and well-being resources that Māori leaders draw on to guide them through complex times.

text: Māori leaders wellbeing: A self-determination perspective This research draws on interviews with 18 Māori leaders from various leadership positions within business, community, political and marae organisations, to garner an understanding of how their leadership roles interact with their own well-being. Analysis of interviews revealed that crosscultural developments in self-determination theory could be gained by incorporating Māori tikanga and values into a model of well-being for Māori leaders. Largely, the principles of tino rangatiratanga (autonomy and self-determination), mana (respect and influence), whānau (extended family), whakapapa (shared history) and whanaungatanga (kin relations, consultation and engagement), were united into a model of leader well-being. This ensured that mātauranga Māori (Māori knowledge) informed our model of Māori leader well-being, while also drawing on the burgeoning Western research in the area of well-being, specifically self-determination theory. Overall, we find that similarities exist with self-determination theory and Māori tikanga and values. However, in contrast to self-determination theory, autonomy and competence are developed within relationships, which means that ‘others’ underpin Māori leaders’ well-being. From this perspective, we present a view of the psychological and well-being resources that Māori leaders draw on to guide them through complex times.

year: 2015

title: Puhi: Memories and experiences in their ceremonial role in traditional and contemporary Maori worlds

authors: Simpson, Ariana

subjects: psychology

abstract: According to early writers, Puhi are described as the treasured daughters of chiefs, were of high rank, endowed with aristocracy, and fiercely protected and respected by the tribe. They were renowned for their beauty, their courage and leadership. Although very little information and knowledge on the function and the role of Puhi is available, information has been sought from early and contemporary writings, tribal narratives, oral histories and memories and experiences of women in their ceremonial role as puhi in traditional and contemporary times. Of interest for this research is the value and belief system in which the role and function of Puhi has survived and exists today, given that in today’s society, Maori women and their children are the primary victims of domestic violence in Aotearoa. This research aims to identify and highlight the importance of kotiro in traditional and contemporary times and to provide a clearer understanding of Puhi by documenting and recording experiences, memories and early writings.

text: Puhi: Memories and experiences in their ceremonial role in traditional and contemporary Maori worlds According to early writers, Puhi are described as the treasured daughters of chiefs, were of high rank, endowed with aristocracy, and fiercely protected and respected by the tribe. They were renowned for their beauty, their courage and leadership. Although very little information and knowledge on the function and the role of Puhi is available, information has been sought from early and contemporary writings, tribal narratives, oral histories and memories and experiences of women in their ceremonial role as puhi in traditional and contemporary times. Of interest for this research is the value and belief system in which the role and function of Puhi has survived and exists today, given that in today’s society, Maori women and their children are the primary victims of domestic violence in Aotearoa. This research aims to identify and highlight the importance of kotiro in traditional and contemporary times and to provide a clearer understanding of Puhi by documenting and recording experiences, memories and early writings.

year: 2006

title: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school

authors: Carr, Kenneth Colin

abstract: This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

text: Understanding decimal numbers: an investigation of student meaning constructions in intermediate and high school This study grew out of informal observations of the poor achievement of 13 year old New Zealand students with decimal numbers. These observations were confirmed by the results of large-scale quantitative tests with 11 to 14 year olds both in New Zealand and overseas.
The research design combined quantitative and qualitative approaches. Initially a decimal numbers survey was administered to a sample of 11 to 14 year olds (n = 102). Next a series of stimulus cards was constructed based on the survey results and the researcher’s observations. These cards formed the basis of interview protocols for a longitudinal study of 11 to 14 year olds (n = 28) over two years. Additionally, the individual interviews investigated the students’ views of learning mathematics and mathematics teaching, including their affective responses to decimal numbers and mathematics. 
The research was influenced by the constructivist view of learning in which the emphasis is on the individual actively constructing his/her own interpretations from incoming stimuli. In particular, use was made of the generative learning model to account for students’ constructions of meaning. Students employed these constructions of meaning, or mini-theories, to describe and explain their ideas when solving problems with decimal numbers.
The findings gave further support to a constructivist view of learning mathematics, and pointed to the strong influence of affective variables in mathematics learning. It was considered that the generative learning model, with its strong cognitive emphasis, may be criticized for its inattention to attitudinal factors. As well, (and contrary to generative learning model postulates) the research suggested that learning was often of a fragmented and situation-specific nature and that students held incorrect mini-theories without testing them against a number of existing ideas. 
The implications of the findings for teaching and learning, the curriculum, assessment procedures, and in-service and pre-service teacher education are discussed in the final chapter.

year: 1986