title: Impact evaluation of the Kidscan Early Childhood Pilot Programmes - Final Report

authors: Peters, Sally

abstract: In 2018, KidsCan launched a pilot early childhood education [ECE] programme which provides children with nutritious lunches and snacks, head lice treatment, raincoats, shoes and socks. As a part of setting up this new programme, KidsCan commissioned the University of Waikato to conduct an independent evaluation to inform any further developments.
The purpose of this evaluation was to:
• determine the value of initiatives individually and as a package in supporting sustained participation in ECE, and contributing to health and wellbeing outcomes;
• build an understanding of the factors that contribute to any positive changes for families and children from their involvement in the KidsCan programme.
The research utilised a mixed methods approach (Creswell, 2008), incorporating both quantitative and qualitative data from two cohorts of children and whānau in 24 ECE services. Cohort 1 data were collected prior to the KidsCan programme starting in the ECE service. Cohort 2 data were gathered when children had received at least six months of the ECE KidsCan programme.
The participants identified the many challenges that families faced in getting their child to ECE. The child’s health, the health of family members and the impact of wet weather were the main barriers to ECE participation for both Cohort 1 and Cohort 2. Although the KidsCan programme could not address all the barriers that families faced, it was attributed with playing a key role in reducing absences due to financial difficulties and the children’s sickness.
The findings demonstrated that the KidsCan programme had a number of benefits for children, such as good nutrition and keeping them warm and dry. These positive impacts were particularly noticed if the children did not otherwise have access to the items provided. The benefits were also associated with reduced absences, engagement in learning, increased energy and attention span, and fewer small health issues, which all improved the quality of children’s participation in ECE. There were positive environmental changes too. For example, if early childhood centres had been investing a lot of money into the resources now provided by KidsCan, it allowed the centre to use their funds to enhance the learning environments through increased teacher time devoted to teaching and learning and/or more educational resources to stimulate and support children’s learning. Families reported that the KidsCan programme relieved some of the stress and financial pressures they were experiencing and the provision of the programme to all meant it was very favourably received and there was no stigma attached to receiving the support. Teachers and whānau reported this was also associated with an enhanced sense of belonging in the ECE community and improved social relationships. The range of beneficial changes for children and environments are shown in Figure 1.
Not every child experienced the same benefits and the evaluation highlighted the complex interactions of factors that help to explain the different outcomes. For example, reduced absences may not be possible if a child already had good attendance. However, that child may experience improved nutrition and associated learning and energy benefits. On the other hand, if reduced absences are not possible because sickness, transport difficulties, family work patterns or other barriers prevent the child from attending ECE they frequently miss out on both the programme provision and the other associated benefits.
Overall, the KidsCan programme had the most favourable impact when a number of positive changes for children and their environment(s) were experienced. An example of this is a child who has improved nutrition and is warm and dry is likely to experience better energy levels and be more engaged in learning. If this focus on learning interacts with enhanced learning resources and experiences, along with a strong sense of belonging and positive interactions with less stressed caregivers, this creates the possibility of beneficial changes to the developmental pathway. If the child’s heath improves and they attend ECE more often, this further strengthens these possibilities. Figure 1 illustrates how these processes, which will be shaped for each child through the interactions of different person characteristics and features of their environments, can set up potential long-term benefits such as enhanced cognitive, social and health outcomes that children take to new contexts such as school and beyond.
In terms of recommendations, whānau strongly supported all the elements being retained in future programmes. Allowing children to take any uneaten perishable food home to avoid it being wasted was really appreciated by teachers and families. A number of teachers recommended including opportunities for families to try to the food and share the recipes to support the healthy food extending to homes.
Overall, while the KidsCan ECE programme cannot address the larger problem of the very low incomes that are leading to poverty and disadvantage, this report provides strong evidence from whānau and teachers that the pilot KidsCan ECE programme is making a valuable positive difference to the wellbeing of participants.

text: Impact evaluation of the Kidscan Early Childhood Pilot Programmes - Final Report In 2018, KidsCan launched a pilot early childhood education [ECE] programme which provides children with nutritious lunches and snacks, head lice treatment, raincoats, shoes and socks. As a part of setting up this new programme, KidsCan commissioned the University of Waikato to conduct an independent evaluation to inform any further developments.
The purpose of this evaluation was to:
• determine the value of initiatives individually and as a package in supporting sustained participation in ECE, and contributing to health and wellbeing outcomes;
• build an understanding of the factors that contribute to any positive changes for families and children from their involvement in the KidsCan programme.
The research utilised a mixed methods approach (Creswell, 2008), incorporating both quantitative and qualitative data from two cohorts of children and whānau in 24 ECE services. Cohort 1 data were collected prior to the KidsCan programme starting in the ECE service. Cohort 2 data were gathered when children had received at least six months of the ECE KidsCan programme.
The participants identified the many challenges that families faced in getting their child to ECE. The child’s health, the health of family members and the impact of wet weather were the main barriers to ECE participation for both Cohort 1 and Cohort 2. Although the KidsCan programme could not address all the barriers that families faced, it was attributed with playing a key role in reducing absences due to financial difficulties and the children’s sickness.
The findings demonstrated that the KidsCan programme had a number of benefits for children, such as good nutrition and keeping them warm and dry. These positive impacts were particularly noticed if the children did not otherwise have access to the items provided. The benefits were also associated with reduced absences, engagement in learning, increased energy and attention span, and fewer small health issues, which all improved the quality of children’s participation in ECE. There were positive environmental changes too. For example, if early childhood centres had been investing a lot of money into the resources now provided by KidsCan, it allowed the centre to use their funds to enhance the learning environments through increased teacher time devoted to teaching and learning and/or more educational resources to stimulate and support children’s learning. Families reported that the KidsCan programme relieved some of the stress and financial pressures they were experiencing and the provision of the programme to all meant it was very favourably received and there was no stigma attached to receiving the support. Teachers and whānau reported this was also associated with an enhanced sense of belonging in the ECE community and improved social relationships. The range of beneficial changes for children and environments are shown in Figure 1.
Not every child experienced the same benefits and the evaluation highlighted the complex interactions of factors that help to explain the different outcomes. For example, reduced absences may not be possible if a child already had good attendance. However, that child may experience improved nutrition and associated learning and energy benefits. On the other hand, if reduced absences are not possible because sickness, transport difficulties, family work patterns or other barriers prevent the child from attending ECE they frequently miss out on both the programme provision and the other associated benefits.
Overall, the KidsCan programme had the most favourable impact when a number of positive changes for children and their environment(s) were experienced. An example of this is a child who has improved nutrition and is warm and dry is likely to experience better energy levels and be more engaged in learning. If this focus on learning interacts with enhanced learning resources and experiences, along with a strong sense of belonging and positive interactions with less stressed caregivers, this creates the possibility of beneficial changes to the developmental pathway. If the child’s heath improves and they attend ECE more often, this further strengthens these possibilities. Figure 1 illustrates how these processes, which will be shaped for each child through the interactions of different person characteristics and features of their environments, can set up potential long-term benefits such as enhanced cognitive, social and health outcomes that children take to new contexts such as school and beyond.
In terms of recommendations, whānau strongly supported all the elements being retained in future programmes. Allowing children to take any uneaten perishable food home to avoid it being wasted was really appreciated by teachers and families. A number of teachers recommended including opportunities for families to try to the food and share the recipes to support the healthy food extending to homes.
Overall, while the KidsCan ECE programme cannot address the larger problem of the very low incomes that are leading to poverty and disadvantage, this report provides strong evidence from whānau and teachers that the pilot KidsCan ECE programme is making a valuable positive difference to the wellbeing of participants.

year: 2020

title: Heating of the low-latitude solar wind by dissipation of turbulent magnetic fluctuations

authors: Smith, Charles W.

subjects: solar wind

abstract: We test a theory presented previously to account for the turbulent transport of magnetic fluctuation energy in the solar wind and the related dissipation and heating of the ambient ion population. This theory accounts for the injection of magnetic energy through the damping of large-scale flow gradients, such as wind shear and compression, and incorporates the injection of magnetic energy due to wave excitation by interstellar pickup ions. The theory assumes quasi-two-dimensional spectral transport of the fluctuation energy and subsequent dissipation that heats the thermal protons. We compare the predictions of this theory with Voyager 2 and Pioneer 11 observations of magnetic fluctuation energy, magnetic correlation lengths, and ambient proton temperatures. Near-Earth Omnitape observations are used to adjust for solar variability, and the possibility that high-latitude effects could mask possible radial dependences is considered. We find abundant evidence for in situ heating of the protons, which we quantify, and show that the observed magnetic energy is consistent with the ion temperatures.

text: Heating of the low-latitude solar wind by dissipation of turbulent magnetic fluctuations We test a theory presented previously to account for the turbulent transport of magnetic fluctuation energy in the solar wind and the related dissipation and heating of the ambient ion population. This theory accounts for the injection of magnetic energy through the damping of large-scale flow gradients, such as wind shear and compression, and incorporates the injection of magnetic energy due to wave excitation by interstellar pickup ions. The theory assumes quasi-two-dimensional spectral transport of the fluctuation energy and subsequent dissipation that heats the thermal protons. We compare the predictions of this theory with Voyager 2 and Pioneer 11 observations of magnetic fluctuation energy, magnetic correlation lengths, and ambient proton temperatures. Near-Earth Omnitape observations are used to adjust for solar variability, and the possibility that high-latitude effects could mask possible radial dependences is considered. We find abundant evidence for in situ heating of the protons, which we quantify, and show that the observed magnetic energy is consistent with the ion temperatures.

year: 2001-05

title: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools

authors: Coffin, Rachel Marie

subjects: Māori  teachers

abstract: The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

text: Kia mau ki tō Māoritanga - The role of Māori teachers in English medium primary schools The achievement levels between Māori and non-Māori students remains increasingly wide within a westernised education system. This system has continued to perpetuate the ongoing failure of Māori students. We need to look at ways in which Māori students can best be supported in English medium education settings as these are where the majority of Māori students receive their schooling, and how we can close the gap between Māori and non-Māori achievement. 

Māori teachers are a minority group within English medium education and their potential to raise Māori student achievement is often overlooked (Lee, 2009). This thesis used a case study approach framed by kaupapa Māori methodology to examine how one primary school, whose Māori students are achieving at similar levels to their non-Māori peers, utilises Māori staff to enhance the cultural pedagogy of the school and how this contributes to the success of Māori students.

The literature review takes an historic look at Māori within a westernised education system and looks at how Māori underachievement is not a recent occurrence but an ongoing issue, dating back over one hundred years.  It draws on international literature around the experiences of other indigenous peoples who have experienced colonisation, and highlights the similar struggles that they have had, and continue to have as minority students. 

The literature review also looks at the ways in which indigenous peoples are working to lift indigenous achievement and the role of indigenous teachers in supporting this process. It looks at the role that culture plays in the belief of indigenous peoples in their own ability to succeed, which is referred to in this thesis as self-efficacy (Bandura, 1997, Schunk, 1986).

In contrast to this  students with low self-efficacy will typically avoid difficult tasks in order to minimize risk to self-worth and protect self-esteem (McRae et al., 2010). 

The findings indicate that Māori teachers at Te Kauri School have some level of proficiency in tikanga and te reo Māori and that this plays a vital role in the schools ability to create a culturally responsive learning environment. The Māori staff have the support of the school leadership team, which promotes and values the inclusion of tikanga and te reo Māori. 

This culturally responsive environment instils in Māori students at Te Kauri School a sense of pride in who they are as culturally located beings. This pride means that they do not feel pressure to conform to the ways of the dominant culture, rather that they are able to be Māori. This also corresponds with achievement data for the school, which shows that Māori achievement levels are at similar levels to that of non-Māori students, and in some year and gender levels above. 

The findings indicate that the relationship between Māori whānau (families) and the school is vital in creating a supportive environment and that Māori teachers are especially valuable in this process. Having cultural practices such as kapa haka, waiata and karakia give Māori whānau a connection to the school and provide them with an opportunity to support not only their children but also the school community. 

The findings also indicate that Māori staff and whānau participants view Māori teachers as role models and that having Māori role models within the school adds to Māori student’s sense of pride in being Māori, thus enhancing their self-efficacy and success.

year: 2013