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dc.contributor.authorKay, Joan-Marieen_NZ
dc.date.accessioned2009-02-13T16:47:03Z
dc.date.available2009-07-30T09:47:17Z
dc.date.issued2008en_NZ
dc.identifier.citationKay, J.-M. (2008). Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school (Thesis, Master of Educational Leadership (MEdLeadership)). The University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/2800en
dc.identifier.urihttps://hdl.handle.net/10289/2800
dc.description.abstractThis research focuses on listening to the voices of Year 13 academically successful Māori students in a large, urban, mainstream, co-educational, decile 4, New Zealand secondary school. Traditionally, researchers have tended to emphasise the poor academic performance of Māori students in New Zealand. In contrast, this qualitative case study, however, seeks to understand what influences and motivates the academically successful Year 13 Māori students who have gained the National Certificate of Educational Achievement (NCEA) Level 2 and who returned to school to study for NCEA Level 3. Semi structured interviews as conversations with all thirteen Māori students who had achieved NCEA Level 2 formed the basis of this research. Five of their parents, seven of their teachers and the principal were also interviewed. The findings show that these students all stress the importance of their family, in particular, one family member or significant adult in their lives who valued education and supported the student, influencing and encouraging their motivation and self-efficacy. Building positive relationships with their teachers was the next strongest influence on their academic success followed closely by the positive influence of their friends. Self-motivation was mainly extrinsic. The students perceived that the principal had little effect on their individual achievement. The teachers also acknowledge the importance of building positive relationships with their students and acknowledge the benefits of the reflective practice provided by the Te Kotahitanga project in highlighting this factor. The findings suggest the excellent initiatives currently taking place in the school need to be continued or strengthened and that further interventions which target particular Māori students, rather than are global across the school, should be introduced.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherThe University of Waikatoen_NZ
dc.rightsAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
dc.subjectMaori Achievementen_NZ
dc.subjectSecondary studentsen_NZ
dc.subjectYear 13 studentsen_NZ
dc.subjectStudent voicesen_NZ
dc.subjectStudent motivationen_NZ
dc.titleListening to the voices of Year 13 Māori students: A case study in a New Zealand secondary schoolen_NZ
dc.typeThesisen_NZ
thesis.degree.disciplineEducationen_NZ
thesis.degree.grantorUniversity of Waikatoen_NZ
thesis.degree.levelMasters
thesis.degree.nameMaster of Educational Leadership (MEdLeadership)en_NZ
uow.date.accession2009-02-13T16:47:03Zen_NZ
uow.date.available2009-07-30T09:47:17Zen_NZ
uow.identifier.adthttp://adt.waikato.ac.nz/public/adt-uow20090213.164703en_NZ
pubs.place-of-publicationHamilton, New Zealanden_NZ


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