Māori language – Teaching & Learning Research Initiative

Co-constructing a culturally and linguistically sustaining, Te Tiriti-based Ako framework for socio-emotional wellbeing in education: A collaborative project among teachers, whānau, hapū and iwi to enable a holistic approach to education

Introduction Schools have a role to play in improving youth social emotional wellbeing (SEW) by supporting their development of social-emotional knowledge, skills, and capacities through social emotional learning (SEL). However, schools in Aotearoa New Zealand vary widely when responding to and promoting tamariki wellbeing (Education Review Office, 2015a, 2015b). More successful schools show a comprehensive approach, including more explicit curriculum connections (Boyd et al., 2017). Enhancing SEW and SEL practices in schools can play a part in mitigating the adverse effects that low rates of wellbeing have for tamariki, particularly for Māori, Pacific, and other underserved youth (Bishop et al., 2009). SEL programmes are effective for fostering students’ wellbeing through social-emotional

Te Kura Mai i Tawhiti: He Tau Kawekaweā: Building the foundation for whanau educational success and wellbeing; a Kaupapa Māori ECE approach

Introduction Te Kōpae Piripono (TKP), Māori immersion early childhood education (ECE) centre, was recognised by the Ministry of Education in 2005 as a Centre of Innovation (COI), funding a 3-year practitioner research project which looked at whether Whānau Development at Te Kōpae Piripono fosters leadership across all levels of the whānau enhancing children’s learning and development (Tamati, Hond-Flavell & Korewha, 2008). The COI research identified obstacles to individual and collective whānau development and participation in TKP that can have negative consequences for the educational and life outcomes of children and their whānau (families). This study, He Tau Kawekaweā, has built upon understandings derived from that earlier research. The aim of this

Te reo tataitai: Developing rich mathematical language in Māori immersion classrooms

1. Aims, objectives, and research questions Kō ta te rangatira kai he kōrero As described in the whakatauaki (proverb) above, language is the food of chiefs because fluency in it provides access to and control of learning. Khisty and Chval (2002) summarised the effect of this by stating, “[i]n essence, those with power are literate or in control of a discourse” (p. 167). Although Māori students who attend Māori immersion programmes do better than those attending mainstream schooling, generally they do not perform as well as other students in mathematics (Anthony & Walshaw, 2006 forthcoming). One of the reasons for this may be the difficulties Māori students have with the mathematics