Browsing by Author "Berryman, Mere"
Now showing items 1-5 of 31
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Accelerating success and promoting equity through the ako (note 1): Critical contexts for change
(July Press, 2017)Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs ... -
Akoranga whakarei: Learning about inclusion from four kura rumaki
(NZCER Press, 2015)In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in ... -
Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management.
(Faculty of Education, University of Waikato, 2001)Three bilingual (Maori and English) behavioural checklists formed part of a project designed to facilitate student, teacher and whanau collaboration in overcoming behavioural difficulties experienced by Maori students, ... -
The centrality of relationships for pedagogy: The Whanaungatanga Thesis
(Sage, 2013)Te Kotahitanga is a research and professional development project that seeks to reduce educational disparities between indigenous Māori students and their non-Māori peers in New Zealand secondary schools. While evidence ... -
Claiming space and restoring harmony within hui whakatika
(Maori and Psychology Research Unit, University of Waikato, 2008)The time has come for indigenous, specifically Māori psychologies, to move from the margins, and claim legitimate space within the discipline of psychology (MPRU, 2007). Phinney and Rotheram (1987) argue that there are ...
Co-authors for Mere Berryman
Supervised by Mere Berryman
Showing up to 5 theses - most recently added to Research Commons first.
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Fanning the divine spark: Gaining understandings of micro-interactions in New Zealand classrooms
(The University of Waikato, 2020)New Zealand’s Treaty of Waitangi was signed by representatives of Iwi Māori (Indigenous tribal groups) and the British Crown. Inherent in the heritages of both signatory groups is the ontological positioning that children ... -
Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako
(The University of Waikato, 2020)This research involved interviewing five Māori whānau, with children attending four of six schools across a Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori. A ... -
What does it take to make us listen? The experiences of those leading whole school reform to improve outcomes for indigenous minority students
(The University of Waikato, 2020)This thesis examines how the Kia Eke Panuku: Building on Success school reform initiative shaped the experiences of groups of educators within mainstream New Zealand secondary schools. These experiences are analysed against ... -
Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori
(The University of Waikato, 2020)Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students ... -
Decolonising professional learning: Weaving a whānau of interest
(The University of Waikato, 2020)Raranga (weaving) has been described as an act of decolonisation and resistance. In my experience, learning to weave was more than an act of learning the tikanga (rituals) and methods with which to weave flax and tukutuku ...
