Research

In this sabbatical leave report from Bruce Pagan, Principal, Kaikoura Primary School; Bruce investigates the effects/benefits that the pursuit of culturally significant events can have on Māori student achievement, with particular reference to those families/students that engage regularly in hui, muttonbirding, and carving.

This research explores the links between the world(s) of the student; the world(s) of home and the world(s) of school, and how the collision of these worlds can impact on student learning and achievement.

The purpose of this report is to document the outcomes of the implementation of Te Kotahitanga in Phase 3 and 4 secondary schools from 2007 to 2010. During these four years, the Phase 3 schools were in their fourth to seventh year of implementing the project in their schools. Phase 4 schools were in their first to fourth years of the programme.

In this sabbatical leave report from Sue Horne, Principal, Maungatapu School; Sue investigates culturally responsive leadership and teaching practices that will support Māori student achievement in a Primary School.

The BES programme page on the Education Counts website provides the latest information on BES research, summaries of the key findings, useful links and conference papers along with a whole host of other BES information.

This working paper written by Ally Bull for NZCER, discusses the relationship between schools and their communities. It explores the purpose of different school-community initiatives and discusses the case for a wider public engagement in education for the purpose of rethinking how schools meet the needs of all learners in the 21st century.

In this article from Research Information for Teachers, Dr Helen Timperley and Associate Professor Viviane Robinson examine what is meant by the term ‘partnership’ when applied in an education context.

This report charts the story of Te Hiringa i te Mahara a Māori secondary Teachers’ professional development programme from 1998-2008.

This article published in the AUSTR ALIAN JOURNAL of INDIGENOUS EDUCATION, (volume 36, 2007), offers another framework for creating a Māori perspective on classroom practices.

QTR&D was an exploratory project founded on the beliefs that all young people can succeed at school and that one of the keys to enabling students to achieve their potential is effective classroom teaching.

Seven of the reports developed through QTR&D have been adapted as learning stories; these are included in this set of materials as springboards for thinking about the Teaching as Inquiry cycle, effective pedagogy, and cultural responsiveness and how they might connect to your own practice.