Te Pikinga ki Runga: Raising Possibilities

Macfarlane, Sonja

doi:10.18296/set.0458

Cited by 10 publications

(8 citation statements)

References 8 publications

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“…Several other documents that guide the practice of teachers in Aotearoa New Zealand also emphasise the importance of building positive relationships with ākonga. These documents include Te Tiriti o Waitangi (1840), Tātaiako (Teaching Council, 2011), Ka Hikitia -Ka Hāpaitia (MoE, 2019, Pacific Education Plan 2020-2030 (MoE, 2020), the NZ Curriculum (MoE, 2015a), Te Whare Tapa Whā (Durie, 1994) and Te Pikinga ki Runga, (Macfarlane, 2009). The findings from this research indicate that the IYT training is having its intended effect.…”

Section: Discussionmentioning

confidence: 82%

Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

Burland,

Sleeman

2023

Kairaranga

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There is considerable evidence supporting the success of the Incredible Years Teacher (IYT) Programme. Despite this, few studies in Aotearoa New Zealand have investigated teachers’ ongoing use of IYT strategies once they have completed their training. This research examined whether teachers felt they had embedded the use of IYT strategies in their practice post their initial IYT training, and whether they used some IYT strategies more frequently than others. Using a mixed methods approach, this research surveyed 65 teachers who trained 2-10 years ago in Ōtautahi. The results indicate that teachers feel confident implementing IYT strategies within their practice, and they implement strategies from the lower layers of the IYT pyramid more frequently than more intrusive strategies from the upper layers. Teachers also reported that training with colleagues and working within schools that embraced IYT helped them embed their learning in their practice. This research has implications for IYT group leaders, peer coaches, and administrators, as well as principals and their leadership teams, RTLB Cluster Managers, Ministry of Education coordinators, and classroom teachers who are considering training. Overall, the results indicate that teachers benefit from IYT training and continue to implement key IYT strategies in their practice after they have completed their training.

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Section: Discussionmentioning

confidence: 82%

Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

Burland,

Sleeman

2023

Kairaranga

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“…In Aotearoa New Zealand, education policy and research point to the importance of building relationships when working with tamariki Māori (Berryman et al, 2015;Bevan-Brown, 2006a;Bishop et al, 2012;A. Macfarlane et al, 2007;S. Macfarlane, 2009).…”

Section: Māori and The Specialist Education Systemmentioning

confidence: 99%

“…Ariana described this planning for a Māori child as 'a bigger plan'. Arthur referenced Te Pikinga ki Runga (S. Macfarlane, 2009), how to plan "in a holistic way incorporating the whānau, tinana, wairua, mauri, hinengaro … we recognise what is missing for our tamaiti and their whānau" (Arthur).…”

Section: Māori Environments Are Inclusive Involving Whānaumentioning

confidence: 99%

What do Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs?

Noakes-Duncan

2023

Kairaranga

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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.

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“…At the same time, course reading, that she had completed as part of her University study, highlighted how assessment practices valued in the New Zealand educational context were based on Western theories and understanding and how these had led to the marginalisation of some students (Macfarlane, 2009). For both Māori and Pacific students, identity and relationships are valued; these learners need to positively engage in their own learning (Houghton, 2015).…”

Section: Profiling Amy and Formative Assessment Of Reading Comprehensionmentioning

confidence: 99%

“…For both Māori and Pacific students, identity and relationships are valued; these learners need to positively engage in their own learning (Houghton, 2015). The cultural constructs of rangatiratanga and whanaungatanga are both from within a Māori world view (Grace, 2005); the first endorses the notion of the learner taking responsibility for and control over their own learning, while the second recognises that it is important that the learner feels part of a group and it is this sense of belonging that gives him or her agency as an individual (Macfarlane, 2009). The difference between a Western focus on the individual and the importance of the group for her Māori and Pacific students was highlighted for Amy as she became aware of a contradiction between instruction and assessment practice in her teaching context.…”

Section: Profiling Amy and Formative Assessment Of Reading Comprehensionmentioning

confidence: 99%

Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom

Erlam

2023

SiLA

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The emphasis in classroom-based assessment on assessment for learning means that the classroom teacher now bears greater responsibility for assessment (Malone, 2008). The success of any assessment process depends on the skill the teacher brings to classroom assessment and their ability to make decisions which are appropriate for their specific learners in their particular contexts (Hill, 2017). This paper focuses on three teachers who conducted an inquiry into an aspect of assessment practice in their teaching context. These inquiries are examined through two theoretical frameworks. The first uses Hill’s (2017) Teacher assessment literacy framework to illustrate how teachers’ reflections on the three dimensions of oning of assessment practices. The second uses the Assessment Use Argument which outlines the steps which need to be taken to justify or challenge the use of a given assessment. The paper documents the problems that these three teachers identified at different stages of this argument sequence. Through conducting these inquiries the teachers realized that specific assessments used in the mainstream classroom were not valid when used with English language learners (ELLs). They drew conclusions and proposed adaptations, thus demonstrating that teachers can make appropriate assessment decisions to ensure fairer outcomes for these learners in their local contexts.

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Te Pikinga ki Runga: Raising Possibilities

Cited by 10 publications

References 8 publications

Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

What do Māori educators want Pākehā outreach teachers to know when working with tamariki Māori on the autism spectrum with high, complex needs?

Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom

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