title: Language Preference in a Bi-language Digital Library

authors: Keegan, Te Taka Adrian Gregory

subjects: log analysis

abstract: This paper examines user choice of interface language in a bi-language digital library(English and Maori, the language of the indigenous people of New Zealand)/ the majority of collection documents are in Maori, and the interface is available in both Maori and English. Log analysis shows three categories of preference for interface language: primarily English, primarily Maori and bilingual(switching back and forth between the two).

text: Language Preference in a Bi-language Digital Library This paper examines user choice of interface language in a bi-language digital library(English and Maori, the language of the indigenous people of New Zealand)/ the majority of collection documents are in Maori, and the interface is available in both Maori and English. Log analysis shows three categories of preference for interface language: primarily English, primarily Maori and bilingual(switching back and forth between the two).

year: 2005

title: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori

authors: Egan, Margaret

subjects: Equity of Māori learners

abstract: Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

text: Equity, inclusivity and shared humanity:  Addressing intergenerational failure of schooling for Māori Despite decades of education reform aimed at Māori students succeeding in schooling, the New Zealand education system’s failure to engage effectively with Māori is persistent with Māori underachievement remaining chronic and seemingly intractable.
This thesis examines the interface between leadership and professional learning in a single sex secondary school during their engagement with Te Kotahitanga (Unity of Purpose). The school’s leaders were focused on closing the achievement gap between Māori and non-Māori students and asserted that if students remained engaged at school into the senior year levels, they were more likely to “achieve success”. Te Kotahitanga’s initial focus on teaching and learning in the junior years 9 and 10 presented a potential solution. As this school began to engage with Te Kotahitanga, Ka Hikitia (to step up), a strategy aimed at Māori students achieving educational success as Māori, was launched. Thus, a mandate for school reform focused on Māori potential supported the professional learning provided by Te Kotahitanga.
The findings, presented as quantitative and qualitative evidence, show that school leaders focused on their teachers implementing a more culturally responsive and relational pedagogy at Years 9 and 10 in order to close the achievement gap between Māori and their non-Māori peers. They believed that this would prepare Māori students for the more formal and traditional learning experience required in the senior school, aimed at getting through important national qualifications. While teachers and leaders who were fully engaged in Te Kotahitanga transformed the classroom experiences for their junior and senior learners, not all teachers and leaders engaged, therefore not all learners experienced the change in pedagogy throughout their time at this school. The findings also uncover layers of bias within the school and its community which prevented Māori families from contributing to their children’s education on their own terms. The two key foci, closing the achievement gap between Māori and non-Māori and retaining Māori students into the senior school obfuscated a focus on shared humanity, equity, belonging and better engagement for all.
While this research took place in New Zealand with Māori students these findings can contribute to those involved with school reform especially those in other colonised countries where indigenous students and their families face similar issues.

year: 2022

title: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste.

authors: De Araujo, Lucia Guterres

subjects: Timor-Leste

abstract: Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

text: Teachers’ perspectives and implementation of the child-centred curriculum for preschool education in Timor-Leste. Timor-Leste has been an independent nation for more than 15 years. However, the acts of decolonisation and the rebuilding of the education system has been a dilemma. Today, providing health care, quality education, and upholding the rights of children continue to be fundamental problems for the country. Ensuring the quality of education at any level is pivotal. The quality of teachers’ pedagogy and knowledge are the foundation for providing a positive experience in preschool education in Timor-Leste. The Ministry of Education introduced reforms to the curriculum in 2014 that holds important principles, particularly the enforcing and encouraging of a child-centred curriculum. The teachers implementing this curriculum are mainly high school graduates, trained through INFORDEPE – the Ministry’s teacher training institution.
This study examines and explores teachers’ perspectives, understanding, and methods of implementing a child-centred curriculum for preschool education in Timor-Leste. Through an interpretive paradigm, this study uses primary data to identify the need for changes in teaching practice and explores how child-centred approaches contribute to quality learning in preschools that reflect the learning outcomes desired in the curriculum. Multiple methods including semi-structured individual interviews, focus-group interviews, classroom observations and questionnaires were used in gathering data. Data were collected from four preschools, with the participants consisting of six teachers, four principals, four groups of parents, and four groups of students. The analysis of these data was informed by social constructivist perspectives, particularly those of Bronfenbrenner and Vygotsky.
The key findings revealed that preschool teachers in Timor-Leste are in a process of transition from a colonised rote learning style curriculum to a child-centred curriculum. The recent policy values a child-centred curriculum and learning through play. However, there is a mismatch between the policy and its implementation. Although schools and parents view the preschool curriculum reform as a positive change and there is commitment from the principals and teachers to engage with and implement the new curriculum, a lack of professional knowledge, resources and basic needs remain as significant barriers. In addition, establishing supportive relationships between parents and schools remain under development.
Therefore, a key policy priority should be to provide a robust plan for professional development, including follow-up and addressing the needs and barriers that preschool teachers may encounter. Additionally, a plan for the management and distribution of resources to all preschools, as well as providing for basic needs around toileting and clean water remain critical issues that are yet to be fully addressed.

year: 2018