Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/kairaranga.v24i2.368

Catherine Noakes-Duncan

{"title":"What do Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs?","authors":"Catherine Noakes-Duncan","doi":"10.54322/kairaranga.v24i2.368","DOIUrl":"https://doi.org/10.54322/kairaranga.v24i2.368","url":null,"abstract":"This research paper asks what Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs. A review of the literature noted a shortage of specialists who can speak te reo Māori and practice in a culturally responsive way. Three Māori educators participated in semi-structured interviews as part of this qualitative research, addressing what Pākehā outreach teachers need to know to be culturally responsive to Māori. The following themes emerged: Māori environments are relationally inclusive and involve whānau; outreach teachers should respect te reo and tikanga; and outreach teachers should practice with humility as part of a team. These themes emerge within the context of a chronic shortage of Māori specialists. Most of the specialists working with tamariki Māori are non-Māori. In order to meet their needs Pākehā outreach teachers need to be able to work with tamariki Māori and their whānau in a culturally responsive way. Understanding cultural hegemony and its impact on education is an area in need of further discussion if outreach teachers are to understand the concept of humility and its importance for Māori.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"294 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reimagining education with Dorothy Taare-Smith:Takiwātanga and community-based support 与 Dorothy Taare-Smith 一起重新构想教育：Takiwātanga 和基于社区的支持

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/yaj16t60

Dorothy Taare-Smith

{"title":"Reimagining education with Dorothy Taare-Smith:Takiwātanga and community-based support","authors":"Dorothy Taare-Smith","doi":"10.54322/yaj16t60","DOIUrl":"https://doi.org/10.54322/yaj16t60","url":null,"abstract":"Haere mai, Dorothy. Tell us a bit about yourself and what brought you to this Takiwātanga mahi? Ko Hikurangi te maungaKo Waiapu te awaKo Horouta te wakaKo Ngãti Porou te iwiKo Dorothy Taare-Smith tōku ingoaNo Tūranganui a kiwa ahau e noho ana I’m married to Tuhi and we have a blended family of three grown daughters and eight mokopuna. My number five mokopuna is our taonga takiwātanga. My journey began way before my mokopuna wasborn; the takiwātanga journey began for me when I was teaching. The skills and knowledge I acquired came from the tertiary institutes I had studied at, and the PLD I received as a classroom teacher. Both approaches were very Western, and this suited most but not all families. At the time when I was teaching, I had children in my class who were from different ethnic backgrounds, and for some English was not their first language. I was interested in looking at indigenous approaches to autism, approaches that are different from a Western approach. I enrolled in the postgrad Specialist Teaching Programme through Massey University, then I went on to do my Master’s degree, hoping to learn a little bit more about the indigenous approaches to autism in pre-colonial times. I was blessed to have Jill Bevan-Brown as my lecturer when I did my postgrad; she paved the way for what I’m doing in the space today. I was curious to learn about autism, first and foremost, and then later on in my career, I became interested in indigenous autism, particularly Māori autism.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"181 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children with cerebral visual impairment related visual issues in the classroom 脑性视力障碍儿童在课堂上的视觉问题

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/kairaranga.v24i2.365

Nicola McDowell

{"title":"Children with cerebral visual impairment related visual issues in the classroom","authors":"Nicola McDowell","doi":"10.54322/kairaranga.v24i2.365","DOIUrl":"https://doi.org/10.54322/kairaranga.v24i2.365","url":null,"abstract":"Cerebral visual impairment is a high incidence visual issue with a prevalence rate of 3.4% of children in mainstream education (Williams et al., 2021). However, it is still a very unknown condition with very little awareness in the general public (Ravenscroft et al., 2021). The aim of this research was to better understand how CVI related visual issues impact children in the mainstream classroom. Ten parents and eleven classroom teachers of eleven children with CVI related visual issues participated in the research, which used interviews and focus groups to develop a better understanding of the children and to ascertain the effectiveness of a range of strategies that were implemented to support the children throughout the research period. This was shorter than planned due to the COVID pandemic and school lockdowns. The research found that 82% of the children had learning support needs, 100% had emotional support needs, and 91% experienced challenges with social interactions. The CVI education sessions, decluttering, mindfulness, gratitude and calm breaks all helped the children, however the research period was not long enough to assess the overall effectiveness of the strategies and further research is needed in this area.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"446 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Belonging: Improving outcomes for a diverse range of high school students. A qualitative systematic literature review 归属感：提高不同高中学生的学习成绩。定性系统文献综述

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/bdgk1b12

Sarah Darke, Kayleen Clark-Howard

{"title":"Belonging: Improving outcomes for a diverse range of high school students. A qualitative systematic literature review","authors":"Sarah Darke, Kayleen Clark-Howard","doi":"10.54322/bdgk1b12","DOIUrl":"https://doi.org/10.54322/bdgk1b12","url":null,"abstract":"A diverse range of high school students dominate negative outcome data in Aotearoa-New Zealand, and a shift in how we support them is needed for outcomes to improve. Following PRISMA guidelines, a systematic review of published and grey literature was carried out to identify how research shows belongingness is an important element in improving outcomes for this population. Eight qualitative studies which explored the subjective experience of belonging for diverse students in high school education were identified and reviewed. The review highlights the paucity of research in Aotearoa-New Zealand, which privileges the voices of young people and focuses on their experiences of belonging, or not-belonging, in high school. The results identified four overarching themes: a sense of belonging is a protective factor, teachers are pivotal in creating a sense of belonging, safe spaces are needed to belong, and schools experienced as unsafe spaces. This study provides school staff with a window into the lived experiences of diverse students and links contemporary education policies with belongingness research. The findings of this review have important implications concerning the health and wellbeing of our young people in Aotearoa-New Zealand, and highlight belonging as a fundamental component in improving outcomes for diverse students.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"127 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study 卡亚科对毛利语教育环境中结构化扫盲的专业学习和发展的看法：案例研究

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/3wktpn71

Amy Smith, Melissa Derby

{"title":"Kaiako perspectives on professional learning and development in structured literacy in Māori-medium settings: A case study","authors":"Amy Smith, Melissa Derby","doi":"10.54322/3wktpn71","DOIUrl":"https://doi.org/10.54322/3wktpn71","url":null,"abstract":"This paper examines how kaiako (teachers) view professional learning and development training (PLD) in structured literacy (SL) in a Māori-medium immersion context. Through interviews with kaiako in a kura kaupapa Māori (Māori-medium educational setting) who teach students in Years 1-6, and images of the literacy environment to capture some of the literacy practices in classrooms, participants share their perspectives on their PLD training. The findings revealed some of the difficulties kaiako face, such as limited resources and working within a standardisded curriculum, whilst attempting to implement changes based on their PLD training. The findings highlight the need for support from all stakeholders (including policy makers and the school leadership team) to successfully implement SL in Māori-medium settings. The need for further resources in Māori-medium settings and the challenge of making changes to a standardised curriculum also emerged from the study. Finally, the findings indicate some of the potential benefits of PLD in SL for Māori-medium educators and ākonga (students), such as an understanding of how the brain learns to read, some of the key elements of reading success, and instructional principles for effective literacy instruction.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"61 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What are the reasons for absenteeism in secondary education in New Zealand/Aotearoa? A systematic review of the qualitative literature using student voice research 新西兰/奥特亚罗瓦中学教育中旷课的原因是什么？利用学生心声研究对定性文献进行系统回顾

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/3w9hk758

Anna Richards, Kayleen Clark-Howard

{"title":"What are the reasons for absenteeism in secondary education in New Zealand/Aotearoa? A systematic review of the qualitative literature using student voice research","authors":"Anna Richards, Kayleen Clark-Howard","doi":"10.54322/3w9hk758","DOIUrl":"https://doi.org/10.54322/3w9hk758","url":null,"abstract":"In New Zealand/Aotearoa, high levels of secondary school absenteeism are a nationwide problem. Absenteeism is associated with a range of adverse outcomes for individuals and has detrimental effects on society. Since the global COVID-19 pandemic, with the government closing schools during lockdowns, absenteeism has reached epidemic proportions as students have failed to return to school. Despite the considerable concerns around absenteeism, there remains a significant gap in the research literature regarding the circumstances that influence students’ decisions not to attend school. This systematic literature review of qualitative research conducted in Aotearoa through student voice examines adolescents’ reasons for being absent from school. The review found that many underlying factors influence absenteeism, including teacher/student relationships, the school environment, peer relationships, curriculum and pedagogy, and family and personal well-being. This review found that the most critical theme that influenced student non-attendance at school is relationships. These findings indicate that relational pedagogies and restorative practices in schools, which serve to support and sustain student relationships with their teachers and peers, could reduce absenteeism.","PeriodicalId":510593,"journal":{"name":"Kairaranga","volume":"137 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139179603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting inclusive practice for autistic learners: Universal design for learning 促进自闭症学习者的全纳实践：通用学习设计

Kairaranga Pub Date : 2023-12-14 DOI: 10.54322/j7wy5s57

Fiona Mitchell

引用次数: 0

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