Pacific Focused – Teaching & Learning Research Initiative

Early childhood teacher practices for supporting oral language acquisition and competency for children from Pacific heritages

Our project uses a multiple case-study design to investigate how EC teachers in both Pacific and non-Pacific ECE settings can effectively support oral language acquisition and learning for children from Pacific heritages. At the heart of this research is our focus on quality teacher-child practices and interactions that support children’s oral language learning and development. Our project draws on Pacific values of respect, reciprocal relationships, family and belonging (Rimoni, Glasgow & Averill, 2022) together with alofa (love and commitment), tautua (service and responsibilities, and fa’aaloalo (respect and dignity) (Luafutu-Simpson, 2011) and uses Pacific methodologies of teu le va and talanoa to enable researchers, teachers and whānau to share and build understandings

Learning From Each Other: A final report

Introduction Pacific parents and community members have much to contribute to teacher learning and thus to the education of Pacific students. Although the concept of Pacific success, through the education of Pacific students, has become ubiquitous as an aspiration, there has so far been limited research that has conceptualised Pacific education success in community terms. This is especially true in relation to teacher learning, teacher theorising, and changed practice. Understanding how to socialise teachers to generate and sustain new practice possibilities, informed by appreciation of the values, aspirations, and critiques of the Pacific parents and students they seek to serve, is therefore a priority. Learning From Each Other is a Teaching

Pacific Leadership in ECE: Privileging Culture, Community and Enhanced Outcomes

Our two-year project seeks a deep understanding of how Pacific ECE settings in Aotearoa enact culturally grounded, community-responsive leadership to promote equitable educational outcomes for Pacific children, their families, and communities. In this strengths-based project, we will collaborate with teachers and leaders (the practitioner-researchers), family/community members, and elders from Samoan and Tongan community-based centres to investigate the culturally-grounded collective leadership practices that make a positive difference for Pacific children, and their families/communities. Findings will inform teaching and leadership practices to enhance the educational experiences and outcomes for Pacific children, and their families/communities in these and other culturally diverse ECE settings. Aims Our research collaboration aims to transform the educational experiences of

Weaving our knowledge together: Uncovering Pasifika learners’ mathematical funds of knowledge

Working within an equity agenda, this project draws on a ‘funds of knowledge’ approach to recognise and record the mathematical learning experiences of Pāsifika learners outside of school in home and community settings. We aim to highlight the ways in which teachers can work with their students and parents/whānau to learn from and value their everyday experiences, cultural practices, and mathematical funds of knowledge. The project will explore how educators can develop and enact mathematically challenging group-worthy tasks which draw on Pāsifika mathematical funds of knowledge and the impact of these tasks on Pāsifika learners’ mathematical learning, engagement, and disposition Aims The principal aims of this project are to: 1. document

Pepe meamea in the spirit of the collective: Embedding Samoan indigenous philosophy in ECE for Samoan children under two

Introduction Our approach to research intentionally engaged processes of co-design whereby the study of pepe meamea (Samoan conceptualisation of infants and toddlers) with our research partners ensured that the values and practices of Samoan Indigenous knowledge systems were privileged throughout all stages of the research. The co-design process we collectively premised affirms relationality that grounds both collective and individual engagement within and contributions to the study. The 2-year project focused on reconceptualising and transforming the pedagogy of early childhood education (ECE) teachers of Samoan infants and toddlers into sustainable and holistic approaches to improve ola laulelei (cultural wellbeing) outcomes for Samoan infants and toddlers. From a Samoan perspective, ola refers to

Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines

Summary Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Māori and Pasifika students and teachers of a range of ethnicities from across the historical disciplines, we asked: How can we inspire indigenous students to feel at home in the historical disciplines, do well in them, and make them their own? The students and teachers saw historical literacy as predominantly textual in nature, and critical historical literacy as often culturally alien to Māori and Pasifika students. They revealed

Te Whatu Kete Matauranga: Weaving Māori and Pasifika infant and toddler theory and practice in early childhood education

Introduction Early childhood education has an important role in building strong learning foundations to enable young children to develop as competent and confident learners. The need for more work on how early childhood education can better support Māori and Pasifika children to reach their potential is highlighted in findings from the Education Review Office (ERO) report, Success for Māori Children in Early Childhood Services (ERO, 2010). This report argued that services lacked strategies that focused upon Māori children as learners and, despite often including statements about Māori values, beliefs, and intentions in their documentation, these were very rarely evident in practice. A nationwide review of Pasifika literature also identified a need

Success for all: Improving Māori and Pasifika student success in degree-level studies

1. Introduction The Success for All project sought to examine the ways in which nonlecture teaching helps or hinders Māori student and Pasifika student success in preparing for or completing degree-level studies. Good practice was to be identified. This report is the final in a series of detailed technical reports from UniServices prepared by the Success for All research team. Purpose The purpose of the Success for All research was four-fold: identify international best practice in nonlecture teaching and learning in university settings deliver high-quality research on the nature of nonlecture teaching and learning practices that help or hinder Māori and Pasifika student success in preparing for or completing degree-level study

Pasifika teachers in secondary education: Issues, possibilities and strategies

1. Overview Introduction This modestly scaled research initiative aimed to make visible and ask questions about the experiences of Pasifika secondary teachers as they moved into the profession, or alternatively, failed to find jobs. The study comprised interviews with approximately eight young Pasifika secondary teachers and other relevant professionals as well as collective reflective enquiry carried out by the research team of: Tony Brown, professor of education, Waikato University/ Manchester Metropolitan University Dr Nesta Devine, lecturer in education, University of Waikato, Hamilton Elsie Leslie, teacher of history, Hamilton Boys School Margaret Paiti, Pasifika Liaison Officer, Ministry of Education, Hamilton Emilie Sila’ila’i, tutor in education, University of Waikato, Hamilton Sandra Umaki, head