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dc.contributor.advisorMcGee, Clive
dc.contributor.advisorBishop, Russell
dc.contributor.authorLang, Catherine Margaret
dc.date.accessioned2013-03-11T22:56:05Z
dc.date.available2013-03-11T22:56:05Z
dc.date.issued2013
dc.identifier.citationLang, C. M. (2013). Effective Pākehā teachers of Māori Students (Thesis, Doctor of Philosophy (PhD)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/7343en
dc.identifier.urihttps://hdl.handle.net/10289/7343
dc.description.abstractTo teach in primary schools in Aotearoa-New Zealand means to encounter students from diverse backgrounds. A significant proportion of those students are Māori and a significant proportion of Māori students are not achieving to their potential in school. There are several reasons for this under-achievement, which this thesis explores, and there is substantial research evidence as to what will turn this situation around, which is also explored. Some argue that the answer is for Māori learners to be taught by Māori teachers, and in Māori medium contexts. This approach has achieved considerable success for a small number of Māori learners; however, the demographic data tell us that for now, the significant majority of Māori learners are in English language medium classrooms, taught by non-Māori teachers. At present, there are not enough Māori teachers to teach all Māori learners. The New Zealand Ministry of Education has goals for improving the achievement of Māori learners through providing “high-quality, culturally responsive education that incorporates the identity, language and culture of Māori students, and engages their parents, families and whānau” (Ministry of Education, 2008). The Ministry and the New Zealand Teachers Council expect all teachers to be ‘culturally competent’, that is, to teach in culturally responsive ways. The Ministry of Education’s research and development project, Te Kōtahitanga, continues to provide evidence of ‘what works’ for Māori learners in New Zealand secondary schools. The effective teaching profile that was developed as part of this project informs this thesis. The thesis describes qualitative, social justice-based, case study research undertaken between late 2004 and 2006 with four effective Pākehā primary teachers of Māori children, and with children from those classes and their parents/whānau. The study sought to glean insights about what characterises effective Pākehā primary teachers of Māori students.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Waikato
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.subjectprimary teaching
dc.subjecteffective teaching
dc.subjectculturally responsive teaching
dc.subjectaffective domain
dc.subjectovert expressions of love
dc.subjectculturally responsive touch
dc.subjectworking with colleague
dc.subjectMaori student achievement
dc.subjectrejection of deficit theory
dc.subjectcultural self-efficacy
dc.titleEffective Pākehā teachers of Māori Students
dc.typeThesis
thesis.degree.grantorUniversity of Waikato
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (PhD)
dc.date.updated2013-03-11T05:33:35Z
pubs.place-of-publicationHamilton, New Zealanden_NZ


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