title: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools

authors: Kallahar, David

abstract: Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

text: Engaging the parent/whānau community: Methods, benefits, and challenges for senior leaders in small town and rural New Zealand secondary schools Engaging parents and whānau (family) in a respectful partnership that develops strong home-school connections and uses effective methods of engagement has the potential to positively affect student outcomes. However, there are also methods of engagement that can be counterproductive and negatively affect student outcomes. This study presents how senior leaders in small town and rural secondary schools in New Zealand are engaging with their parent and whānau community. The investigation reveals what methods they are using to engage parents and whānau and, how effective they and a small number of parents and whānau consider these are, then outlines some of the benefits and challenges that they face in this process. 
The literature reviewed for this study emphasised the benefits of engagement between parents, whānau and school leaders, along with the essential ingredients necessary for successful home-school partnerships and how senior leaders play a critical role in developing the conditions for schools’ engagement with their parent and whānau community. The consideration of aspects from New Zealand’s political and educational history illuminated possible reasons why parents and whānau of Māori descent struggle to connect with schools, and how concepts which have traditionally guided the way of life for these indigenous people can be and are being used by school leaders to develop strong, respectful enduring partnerships. Research on the rural context and how schools in this type of location manage engagement was also studied and seen as yet another factor that senior leaders need to bear in mind when planning for engagement. Examination of three types of engagement – involvement, empowerment, and solidarity, revealed that each is characterised by certain practices and represent a progression in the level of contribution and commitment parents and whānau give to the school. Engagement and progression are, however, dependent on how connected parents and whānau are to their child’s school and how much of a sense of belonging they have.
The study was conducted using an interpretive paradigm to afford richer more detailed descriptions to be gathered from both the senior leaders at three small town and rural schools, and some of the parent and whānau community of each of these schools. A mixed-methods approach was taken to gather and triangulate both qualitative and quantitative data. Qualitative data collected and analysed included semi-structured interviews with senior leaders, descriptive survey submissions from parents and whānau, along with planning and review documents for each school. Quantitative data derived from parents and whānau surveys and represents their preferred methods of engagement with the school statistically.
The study findings indicate that the schools use a range of methods to engage parents and whānau. These include face to face interactions and time-efficient digital communication systems. Some such as an open door policy and parent conferences were reported as effective by leaders and whānau. Furthermore, it was found that there is no one way to engage with all parents and whānau, some liked to participate in events and activities and derived a sense of belonging from this while others simply preferred to gather information and not engage with the school beyond this need. 
Partnerships between parents, whānau and school leaders that were built on respectful relationships and the acknowledgement of difference were said to lead to stronger connections and more productive working relationships, by the senior leaders in all of the schools in the study. These could be said to reflect the use of guiding concepts for living in partnership used by Māori, which the schools in this study were using as foundations in building and sustaining the partnerships with their parents and whānau. The three types of engagement, structured in a progressive framework, also illustrated to school leaders where their parent and whānau community were situated and where they as leaders needed to work further to strengthen and secure both the partnership and to increase engagement.   
Further research as a result of this study could relate to gaining a better understanding of why specific methods of engagement are more acceptable to parents and whānau than others. It could involve looking at the delivery of these methods by senior leaders in more detail, and trialling the three-stage framework on a larger scale and in different contexts, particularly in urban areas where school roll numbers are higher, and communities are less connected.

year: 2020

title: Evaluation of iwi and hapū participation in the resource consents processes of six district councils

authors: Backhurst, Michael

subjects: New Zealand

abstract: This working paper analyses the processes adopted by councils for involving hapū/iwi in plan implementation, including the resource consents process. Three topic issues were investigated to assess plan implementation — urban amenity, storm water, and issues of importance to iwi. Questions were asked about the capacity of hapū/iwi to engage in the resource consent process, which resource issues were of concern to them, their relationship with council and consent applicants, and their perception of the consent process. Most resources listed in the questionnaire were of concern to hapū/iwi, with water quality, wāhi tapu and heritage the most commonly cited. In conclusion, we found a general dissatisfaction on the part of hapū/iwi with councils’ performance with respect to both Treaty relationships and consent processing under the RMA. A further contributing factor to the poor relationships found between hapū/iwi and councils, was the lack of clarity over the role of hapū and iwi in resource management. In several districts, diverging responses from hapū/iwi and councils to questions about level of understanding and commitment suggests there is a need for more effective communication. These problems are compounded by the generally low capacity of hapū/iwi to participate in resource consent processes. These findings suggest that there is much to be done to improve relationships and behaviour of these key stakeholder groups in the plan implementation process if key provisions in the RMA related to hapū/iwi interests are to be fulfilled. The differences shown in reciprocal perceptions have serious implications for establishing a sound working partnership between councils and hapū/iwi in their areas. Making clear these discrepancies is a first step towards taking the measures needed for building a better partnership. Further, the capacity of hapū/iwi to participate could be better utilised if there was greater integration between regional and district councils on issues of significance and processes for iwi involvement.

text: Evaluation of iwi and hapū participation in the resource consents processes of six district councils This working paper analyses the processes adopted by councils for involving hapū/iwi in plan implementation, including the resource consents process. Three topic issues were investigated to assess plan implementation — urban amenity, storm water, and issues of importance to iwi. Questions were asked about the capacity of hapū/iwi to engage in the resource consent process, which resource issues were of concern to them, their relationship with council and consent applicants, and their perception of the consent process. Most resources listed in the questionnaire were of concern to hapū/iwi, with water quality, wāhi tapu and heritage the most commonly cited. In conclusion, we found a general dissatisfaction on the part of hapū/iwi with councils’ performance with respect to both Treaty relationships and consent processing under the RMA. A further contributing factor to the poor relationships found between hapū/iwi and councils, was the lack of clarity over the role of hapū and iwi in resource management. In several districts, diverging responses from hapū/iwi and councils to questions about level of understanding and commitment suggests there is a need for more effective communication. These problems are compounded by the generally low capacity of hapū/iwi to participate in resource consent processes. These findings suggest that there is much to be done to improve relationships and behaviour of these key stakeholder groups in the plan implementation process if key provisions in the RMA related to hapū/iwi interests are to be fulfilled. The differences shown in reciprocal perceptions have serious implications for establishing a sound working partnership between councils and hapū/iwi in their areas. Making clear these discrepancies is a first step towards taking the measures needed for building a better partnership. Further, the capacity of hapū/iwi to participate could be better utilised if there was greater integration between regional and district councils on issues of significance and processes for iwi involvement.

year: 2004-03

title: Holocene carbon accumulation in the peatlands of northern Scotland

authors: Ratcliffe, Joshua Lee

subjects: Science & Technology

abstract: The response of peatland carbon accumulation to climate can be complex, with internal feedbacks and processes that can dampen or amplify responses to external forcing. Records of carbon accumulation from peat cores provide a record of carbon which persists as peat over long periods of time, demonstrating the long-term response of peatland carbon stocks to climatic events. Numerous records of long-term carbon accumulation exist globally. However, peatlands from oceanic climates, and particularly blanket bog, remain underrepresented. Scottish bogs, which collectively have more than 475 separate palaeoecological records, may prove to be a valuable resource for studying the impact of environmental change on past rates of carbon accumulation. Here we present 12 records of carbon accumulation from the north of Scotland. We support these results with a further 43 records where potential carbon accumulation is inferred from published ages. These reveal a trend of high carbon accumulation in the early Holocene, declining in the mid-to-late Holocene. The trend is consistent with accumulation profiles from other northern peatlands and is likely to have been caused by climatic cooling. Considerable variability in carbon accumulation rates between locations is apparent for the mid-to-late Holocene. We attribute to hydrologically induced changes in carbon accumulation which are likely to be inconsistent between sites.

text: Holocene carbon accumulation in the peatlands of northern Scotland The response of peatland carbon accumulation to climate can be complex, with internal feedbacks and processes that can dampen or amplify responses to external forcing. Records of carbon accumulation from peat cores provide a record of carbon which persists as peat over long periods of time, demonstrating the long-term response of peatland carbon stocks to climatic events. Numerous records of long-term carbon accumulation exist globally. However, peatlands from oceanic climates, and particularly blanket bog, remain underrepresented. Scottish bogs, which collectively have more than 475 separate palaeoecological records, may prove to be a valuable resource for studying the impact of environmental change on past rates of carbon accumulation. Here we present 12 records of carbon accumulation from the north of Scotland. We support these results with a further 43 records where potential carbon accumulation is inferred from published ages. These reveal a trend of high carbon accumulation in the early Holocene, declining in the mid-to-late Holocene. The trend is consistent with accumulation profiles from other northern peatlands and is likely to have been caused by climatic cooling. Considerable variability in carbon accumulation rates between locations is apparent for the mid-to-late Holocene. We attribute to hydrologically induced changes in carbon accumulation which are likely to be inconsistent between sites.

year: 2019