Awatapu College's new Te Pikinga programme supports senior Māori students to realise their potential for tertiary studies. It aims to broaden students' options, encourage their engagement with learning, and increase their presence in senior academic classes. Promising results are emerging.
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Māori and education
Māori and education
There is little research about the experiences of students in Māori-medium education learning mathematics. This article reveals what these students see as their teacher’s role, and the advice that they’d give to other students making the transition to secondary school.
This article presents Te Pikinga ki Runga: Raising Possibilities, a framework for teachers and special-education practitioners working with Māori students who are presenting with challenges. It draws on the work of leading Māori educationalists to offer a kaupapa Māori approach that can be applied in practice.
This is one teacher’s story of how connecting her science teaching to the cultural background of her Māori students increased their motivation and enthusiasm. By linking a topic on forest ecology with the students’ existing interest in the school’s new tuata (carved ceremonial post), she was able to develop a collaborative inquiry-based project with her students that had them asking “Is it science today?”
Te Kotahitanga is a project that seeks to improve the educational achievement of Māori students in mainstream schools. Through interviews with Māori students, their teachers and whānau, the authors learnt about the characteristics of teachers that made a difference. They have drawn these together into the Effective Teaching Profile.
The skills of oral narrative and phonological awareness are seen as precursors and predictors of reading development. In this study of bilingual Māori primary school students, Fleur Harris found that current methods of assessing these skills are based on the English language and Western modes of storytelling, and cast these students as “deficit”, instead of uncovering the complex, sophisticated and promising language skills they bring to reading.
Teachers in a Māori-medium immersion bilingual unit explored teaching Māori bilingual students how to transfer their literacy skills in their first language (English) to become literate in Māori.
A literacy project aimed to raise the reading achievement of Māori students was conducted using Ripene Āwhina ki te Pānui Pukapuka (RĀPP), a tape-assisted reading resource for students learning to read in te reo Māori.
What supports students to develop their conceptual understanding? Taking part in focus groups helped the Years 9 and 10 Māori and Pasifika students in this study to focus on understanding the concepts underpinning social studies units, rather than the content. Discussions between students in the focus groups resulted in the students clarifying their understandings and gave formative information to the teacher to help plan next steps.
When their funds of knowledge and experiences from home and the community are connected to their school learning, students' learning is supported. In this study teachers used "home learning books" to invite contributions from home into science teaching and learning in the classroom. The flow of knowledge between home and school engaged students and whānau and enriched the science learning.