Education Papers

Permanent URI for this collectionhttps://researchcommons.waikato.ac.nz/handle/10289/27

This community houses research from the Te Kura Toi Tangata Division of Education at the University of Waikato.

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Evaluation of STOP Children’s Service 2020-2021: Parents/caregivers and teachers’ perspectives on the effectiveness of the STOP Children’s Service
(Wilf Malcom Institute of Educational Research, The University of Waikato, 2023) Flanagan, Paul G.
This project explored the effectiveness of STOP’s Children’s Service through interviews with parents/caregivers and principals/teachers of child clients who accessed the Service during 2020-2021. This time frame included experience of the effects of Covid-19, providing the possibility of learning areas for improvement of the service to families in remote rural areas where access to in-person clinical services are limited.
Sexual identity and utilisation of primary healthcare services: Findings from the New Zealand Health Survey
(New Zealand Medical Association, 2025) Ellis, Sonja J.; Jankhotkaew, Jintana; Neville, Stephen; Adams, Jeffery
Using data extracted from the New Zealand Health Survey (NZHS), the purpose of this study was to compare lesbian, gay and bisexual people and heterosexual people on engagement with general practitioner (GP) and nursing services and patient experiences of GP services. Quantitative data spanning four waves of NZHS from the years 2017/2018 to 2020/2021 were used to undertake a comparative analysis of lesbian females, bisexual females, gay males, bisexual males and heterosexual males and females. Statistically significant differences were observed in the percentage of GP and nurse utilisation across sexual identity groups. Our analysis showed that both bisexual females and gay/bisexual males were significantly more likely to report poorer levels of trust in GPs and experience poorer explanation of doctors and health conditions. The findings of this study indicate that lesbian, gay and bisexual people have a poorer experience of GP services than do their heterosexual counterparts. These findings indicate the need for GPs and nurses to better understand the ways in which the health needs of lesbian, gay and bisexual people differ from those of heterosexuals to facilitate the provision of culturally appropriate care.
Contraceptive use in lesbian and bisexual women: Findings from the Australian Longitudinal Study on Women’s Health
(Springer, 2026) Ellis, Sonja J.; Egan, Nicholas; Harris, Melissa
Contraceptive use is a key part of sexual and reproductive health for women, yet few studies have explored contraceptive use patterns in lesbian and bisexual women born between 1989 and 1995. Analysing data from an existing cohort study of reproductive-aged women this study explores contraceptive use among lesbian and bisexual women in Australia. Findings of the study showed that lesbians were least likely to use contraceptives compared to heterosexual women and that bisexual women used short-acting hormonal methods at lower rates and long-acting reversible contraception (LARCs) such as IUDs and implants at higher rates than their heterosexual peers. There was also a range of changes in contraceptive use across time including a decrease in use of both short-acting hormonal contraception and LARCs in combination with condoms while the use of LARCs on their own increased. The findings of this study also indicate that young lesbian and bisexual women are not only likely to use more than one type of contraception, but that their choice of contraception is dynamic and likely to change over time. This paper highlights the need for research that specifically explores the underlying reasons for patterns of, and changes in, contraceptive use among lesbian and bisexual women to better understand the contraceptive counselling needs of this group.
Health and wellbeing among lesbians, bisexual, and sexually diverse women in Aotearoa New Zealand: An exploratory study
(Springer, 2026) Ellis, Sonja J.; Fredricksen-Goldsen, Karen; Nelson , Christi
Introduction Compared to other western, English-speaking, nations there is limited research on health outcomes in LGBTQ + people in New Zealand; particularly among women. This study set out to explore health and wellbeing in sexual minority women with particular reference to differences between subgroups (i.e., lesbians; bisexual women; sexually diverse women). Methods This study utilizes data from an online survey of participants recruited in NZ in 2022 as part of the Global Pride Project. The analysis reported here is based on the responses of 67 sexual minority women on measures of health and wellbeing (e.g., general health, depressive symptomatology, quality of life, social support, community engagement). Results A primary finding of the study was that while sexual identity was a significant predictor of general health it was not a predictor of other study outcomes. Community engagement and social support were found to be significant associations of depressive symptomatology. Social support was also found to be a significant predictor of quality of life. Age was also a predictor of quality of life, with younger sexual minority women reporting lower quality of life. Conclusion The findings suggest that community engagement and social support play an important role in wellbeing; especially for specific subgroups of sexual minority women, which may be potential targets to improve sexual minority women’s health and well-being. Additional research with larger sample sizes is needed. Social policy implications The findings of this study underscore the need for sexual minority women to be specifically included in research, interventions and social policy aimed at ensuring health equity.
Health promotion opportunities for lesbian, gay and bisexual people: Using data from the New Zealand Health Survey
(Wiley, 2025-07-15) Adams, Jeffery; Jankhotkaew, Jintana; Ellis, Sonja; Neville, Stephen
Issue Addressed Health inequity for sexual minority (lesbian, gay and bisexual) people compared with heterosexual people is well documented globally. However, limited local data have been used to inform health policy and practice. This project analysed data from the New Zealand Health Survey to determine areas of inequity in health behaviours and identify opportunities for health promotion action. Methods We used pooled data from six waves of the New Zealand Health Survey (from 2015/2016 to 2020/2021). The sample for analysis comprised 67 426 people aged 15 years and older, including 1224 sexual minority females and 703 sexual minority males. We applied multiple logistic regression to investigate the association between health behaviours and sexual identity. Results Sexual minority people were found to have poorer health behaviours in comparison to heterosexual people in relation to alcohol consumption, smoking, drug use, physical activity and nutrition (eating fruit and vegetables). For example, compared to heterosexual females, female minorities were more likely to be binge drinkers (OR:1.61; 95% CI:1.60, 1.62), current smokers (OR:1.88; 95% CI:1.86, 1.90), drug users (OR:3.23; 95% CI:3.20, 3.25) as well as being less likely to meet fruit (OR:0.84; 95% CI:0.84, 0.85) and vegetable consumption guidelines (OR:0.94; 95% CI:0.93, 0.94). It shows similar patterns of the associations when compared to heterosexual males with male minorities. In relation to physical activity, female minority people were more likely to meet the guidelines compared to heterosexual females. Conclusion Our results from the New Zealand Survey data are broadly consistent with the current international literature demonstrating health inequity for sexual minorities compared with heterosexual people in relation to alcohol consumption, smoking, drug use, physical activity and eating fruit and vegetables. So What? Opportunities exist in New Zealand to improve the health behaviours of sexual minorities, and health promotion agencies should ensure their interventions address the needs of these groups. Health promotion agencies have an ethical and moral responsibility to address these areas of inequity.
Testing a suicidal ideation-to-action framework among Queer and Takatāpui people in Aotearoa New Zealand: An examination of the three-step theory
(The New Zealand Psychological Society, 2025-08-01) Schimanski, ID; Treharne, GJ; Tuffin, K; de Terte, I; Riggs, DW; Ellis, Sonja J
The three-step theory (3ST) of suicide is well-established in the general population and shows promise for explaining suicidal ideation among Queer samples. This study examined the applicability of the 3ST using data from 250 Queer (n = 213) and Takatāpui (n = 37) people aged 18-74 living in Aotearoa New Zealand. The analytic approach entailed hierarchical multiple regression, ANOVA, t-tests, and logistic regression. Step-one was partially supported, with discrimination and hopelessness independently associated with suicidal ideation, but not their interaction. Step-two was fully supported, showing social support associated with lower suicidal ideation when social support exceeded discrimination, compared with the inverse. Full support for step-three was observed, finding higher self-harm among participants with histories of attempted suicide than those who had never attempted. An adapted version of the 3ST for Queer and Takatāpui people is presented, offering novel approaches to testing the ideation-to-action framework with these communities.
Motivating girls in computational thinking: Insights from primary education research
(Technology Education New Zealand (TENZ), 2025) Rhodes, Kate; Fox-Turnbull, Wendy
This conference paper explores the research methods and preliminary findings of a research focused on understanding primary school girls' motivation in Computational Thinking (CT). By analysing current literature, the scope of the research, and emerging data, the research sheds light on strategies to bridge persistent gender gaps in Computer Science (CS) and CT education. The literature highlights the ongoing underrepresentation of females in CS and CT fields, advocating for early interventions that frame computing as enjoyable, hands-on and supported by relatable role models. Addressing these gaps, this research employs a three-phase Design-Based Research methodology within a New Zealand primary school. Data collection includes focus groups with both teachers and female students, observations and Likert scale surveys to examine motivational factors during CT activities. The research methods and initial findings from the research are shared, revealing how teachers’ pedagogical choices, including authentic Technology practice and collaboration activities impact girls’ motivation. These insights contribute to a broader understanding of how to foster gender equity in STEM education by creating more inclusive and motivating environments for younger learners.
Creating Dialogic Spaces in STEM Education: A Comparative Study of Ground Rules
(MDPI AG, 2026-01-21) Rhodes, Kate; Calder, Nigel; Casebourne, Imogen; Martin, Kevin; James, Cythia
This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishment of ground rules in dialogic spaces in general. Understanding the nature of dialogic space has become increasingly important in many areas of education. STEM subjects, particularly when integrated, frequently involve collaborative interaction, and utilise a dialogical approach. Some initial aspects of ground rules were collaboratively identified, with both studies then independently analysed to identify emerging themes related to these ground rules. Several key elements emerged: developing the processes for interaction and communication; developing trust between participants; developing respectful dialogue; teacher roles; and facilitating collaborative work and the co-construction of meaning. The comparative case study suggested that these were important for other education work when establishing dialogic space.
The relationship between home and early childhood setting in supporting early literacy
(Luminescience Press Limited, 2025) McLachlan, Claire
This review examines the relationship between language and literacy experience in the home environment and their implications for literacy in early childhood settings. Building on early sociocultural research into how children develop language and literacy within the home environments, recent research on how home environments support children's developing language and literacy knowledge and skills are explored, along with the research on the importance of 'serve and return' interactions between caregivers and young children for maximum brain development and language acquisition. The review also examines research on the use of multimodal literacies in home environments, along with the contribution of family literacy models to understanding how families support children's development. The implications of this body of research are examined in relation to what it means for early childhood teachers to support literacy learning and development in diverse learners and create a reciprocal learning environment for literacy.
From apathy through anxiety to action: Emotions as motivators for youth climate strike leaders
(Cambridge University Press, 2022) Bright, Maria L.; Eames, Chris W.
The climate strikes of 2019 motivated millions worldwide onto the street and provided a platform for youth voices that demanded global climate action. This article explores the experiences of climate strike leaders in Aotearoa New Zealand questioning the motivational factors behind the youth action. In-depth interviews with 15 climate strike leaders identified emotions that influenced engagement and could motivate action. Climate strike leaders reported experiencing a series of turbulent emotional stages from apathy to action. Their experiences suggest that anxiety and anger are important stages in the emotional journey towards action. Using Boler’s Pedagogy of Discomfort, this paper examines these emotional stages that can disable or enable action. Considering youth perspectives increases our understanding of a suitable climate change educational framework that potentially supports both educators and students on this challenging journey.
Trauma-informed approaches for research in higher education: a guiding framework
(Taylor & Francis, 2025) McChesney, Katrina
Trauma-informed practice is gaining increasing prominence across a range of sectors, including education. Since the COVID-19 pandemic, trauma has been increasingly considered in higher education settings, yet this has rarely extended beyond consideration of teaching practice. Trauma also needs to be considered when planning and conducting research in the field of higher education. This conceptual paper therefore explores what trauma-informed research in higher education might look like and why this is important as part of ensuring that all higher education research is safe and inclusive. The paper reviews existing literature connecting trauma with higher education, then draws on published guidelines for trauma-informed research in other settings to propose a framework for trauma-informed research in higher education. The framework comprises seven guiding principles: (1) anticipate the likely presence of trauma-affected people without requiring disclosure; (2) ensure researchers have a foundational understanding of trauma; (3) imbue a trauma-informed perspective across existing methodologies and methods; (4) reconceptualise the researcher – participant relationship; (5) design research to maximize participant agency, safety, and wellbeing; (6) support researcher safety and wellbeing; and (7) attend to intersectionality. It is hoped that the framework presented in this paper will support increased use of trauma-informed approaches within higher education research.
An argument for school-funded counselling for children in Years 1-8
(Te Kura Toi Tangata School of Education, The University of Waikato, 2025-11-11) Flanagan, Paul G.
Overview – we know that children can benefit from counselling in schools; Why not provide counselling more freely in Years 1-8? This presentation gives evidence of the need for mental health and wellbeing support services for children in Years 1-8 in Aotearoa New Zealand It also presents evidence of the benefits to children (and families and schools) from counselling, including to their mental health and school learning and attendance outcomes. Lasty, it proposes an argument for school-funded counselling for children in Years 1-8 (as is the case for young people in Years 9-13)
Where are all the parents? An analysis of visibility, representation, and information for parents on university websites
(Springer Science and Business Media LLC, 2025) McChesney, Katrina; Mason, Shannon; Miyashiro, Maryann; Jones, Emma; Rhodes, Kate
Student parents, staff/faculty who are also parents, and parents of prospective or current students all form part of university communities, yet these groups have each received relatively little attention. Underpinned by the visible cue theory of representation, this study considers the extent to which parents are represented, made visible, and provided with information via higher education institution websites. Using web searches and manifest content analysis, we examined the text and images on 45 Australian and New Zealand public university websites. 592 webpages were identified that represented or targeted parents or parenting within the university community. All 45 universities had some parent/ing-related website content, but this content was largely restricted to dedicated parent-facing pages. Moreover, representations of parents were intersectionally thin, reproducing normative depictions of parents as able-bodied, non-Indigenous, and women. Websites are not politically neutral texts, but represent institutions’ deliberate self-curated depictions of their idealised identities and target communities. On the websites we examined, parents were there but not there: nodded to through some information and representation, yet restricted to particular corners of the website space. Universities must recognise parents as equal members of their communities and ensure better representation, visibility, and support for parents to facilitate equitable participation.
The development of teacher self and collective efficacy through a research practice partnership project
(Taylor & Francis, 2025) Edwards, Frances
This paper outlines the affordances provided through teacher engagement in an educational research partnership project for the development of teacher self-efficacy and collective teacher efficacy. Six teachers, previously involved in a successful two-year project, chose to commit to continuing to research and develop their practice. They agreed to focus on whole class teaching which was an area of interest for their community of schools. This qualitative study utilised audio recordings of workshops, and artefacts produced by these teachers. Data was analysed thematically. Findings show there was clear evidence of growing individual and collective teacher efficacy as teachers used common language and shared and analysed student data over time. The teachers also became more prominent in their role as teacher leaders and proactive and engaged in planning for student improvement within and across their schools. Factors that contributed to teacher self-efficacy and collective efficacy were identified. Implications for teachers and schools are discussed.
Middle leaders dialogic practices: Facilitating professional learning for research academics in higher education settings
(Taylor & Francis, 2025) Petrie, Kirsten Culhane; Edwards-Groves, Christine; Grootenboer, Peter
Professional learning for academics is an important facet for teaching development in higher education. Facilitating this development work for research-intensive academics across different faculties is sometimes delegated to middle leaders. The practices of middle leaders in such situations where research academics have little experience or education for their role as teachers are undeniably complex. In this paper we present research examining a case study of dialogue practices encountered and promoted in a professional learning group in a higher education setting in Aotearoa New Zealand. In this case a middle leader responsible for leading professional learning created an intersubjective space where purposive dialogues helped facilitate shared learning about teaching practices for research-focused academics from the biological sciences. Analysis of the middle leader’s talk moves demonstrates that the dialogic practices of the middle leader create conditions for establishing genuine collegial collaboration, a pedagogically focused space and tentative knowledge building. These practices allow dialogues to be responsive to participants’ varied levels of experience and progress in becoming conscious of what is ‘best fit practice’ for their own tertiary teaching. Implications for providers of tertiary teaching development are proposed.
Investigating the transparency of language for place value understanding: Comparing indigenous Southern African languages and European-based languages
(Informa UK Limited, 2025) Larkin, K.; Vale, Pamela; Ladel, S.; Westaway, L.; Graven, M.; Kortenkamp, U.
In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the ‘places’ in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned ‘foreign’ language, but also in one where they must learn to decode the idiosyncratic ‘irregularities’ of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.
Pūrākau, death, and assisted dying: A Māori framework for understanding end-of-life
(University of Victoria, 2025-09-24) Karaka-Clarke, Te Hurinui; Robertshaw, Claire; Clarke, Awhi
This conceptual article addresses several critical gaps in health literature by exploring the ethical, spiritual, and cultural dimensions of assisted dying through the lens of Tikanga Māori and pūrākau (ancestral narratives). While existing end-of-life policy frameworks often prioritize Western bioethical principles, this article argues for the inclusion of Kaupapa Māori principles such as whakapapa, wairua, mana motuhake, and tapu/ noa as essential components of culturally resonant care. Drawing upon foundational narratives including the separation of Ranginui and Papatūānuku, the creation of Hineahuone, the transformation of Hinetītama into Hinenuitepō, and the fatal attempt of Māui to conquer death, we position pūrākau as dynamic ethical texts that guide decision-making. This article contributes to Indigenous health discourse by offering a whānau-centred, tikanga-informed critique of the End-of-Life Choice Act 2019 and calls for broader recognition of spiritual and relational dimensions in end-of-life care. We contend that, when under-taken with whānau engagement, spiritual awareness, and cultural integrity, may be ethically compatible with tikanga Māori
Ascending the Poutama: Culturally responsive diabetes care for Māori communities
(CSIRO Publishing, 2025) Crosswell, Rebekah Jane; Nikora, Hinetu; Paul, Ryan G.; Buntting, Catherine Michelle; Roa, Tom; Keenan, Rawiri; Aporosa, S. 'Apo'; Paekau, Capri; Raumati, Glenda; Moorhouse, Suzanne; Latu, Anna Tiatia Fa'atoese
Introduction Type 2 diabetes (T2D) significantly impacts Māori populations in Aotearoa New Zealand (NZ) who experience health disparities including suboptimal disease management. Aim To explore culturally responsive approaches to supporting Māori living with T2D from the perspective of healthcare providers. Methods Nine semi-structured interviews were conducted with clinicians from various disciplines (general practitioner, podiatrist, exercise physiologist, three kaiāwhina, dietitian, two pharmacists); five clinicians identify as Māori, four as non-Māori. Kaupapa Māori inductive thematic analysis was used. Results Four key themes emerged: empowering patient-centred communication, whānau involvement, interprofessional collaboration, and culturally appropriate analogies. Discussion The findings underscore the need for holistic, culturally responsive T2D care that prioritises culturally appropriate communication to improve patient engagement, health outcomes and address Māori health disparities.
Early career academics navigating the ecology of the university: a collaborative autoethnography
(Taylor & Francis Group, 2025) Doyle, Andrew; Suppers, Janina; Cunningham, Emma; Wagner, Brent
Early career academics (ECAs) are negatively affected by the neoliberal university which encourages performativity, competition and a ‘publish or perish’ mentality. In this paper a group of four ECAs in the Aotearoa New Zealand context explore and navigate the neoliberal university through a collaborative autoethnography. Collectively, we adopt Barnett’s [2018. The ecological university: A feasible utopia. Routledge, Taylor & Francis Group.] five dimensions of ecologies framework to study our own experiences. Findings suggest that as ECAs, we seek connection to academia, experience workload and power imbalance, and actively learn how to navigate roles. We also describe how our research group created a supportive environment within the competitive space of academia that fostered feelings of belonging and offered support in navigating the university ecology. Furthermore, working in initial teacher education, as a high service discipline, created unique challenges for us such as high service and teaching roles which may negatively impact ECAs. Through this lens of initial teacher education, we in turn make recommendations for universities to better support early career academics.
Computational thinking for young indigenous learners in New Zealand
(Wiley, 2024) Fox-Turnbull, Wendy; Wu, Shaoqun; Mayo, Tiana; Stafford, Matthew
This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners. There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

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