Marae-ā-kura: Teaching, learning and living as Māori
Introduction Marae-ā-kura (school-based marae) have been part of the secondary school landscape since 1978. Today there are approximately 99 marae in state secondary schools in
Introduction Marae-ā-kura (school-based marae) have been part of the secondary school landscape since 1978. Today there are approximately 99 marae in state secondary schools in
1. Introduction Background Retention, persistence and completion in post-school education have been the focus of much attention in recent years – particularly in the USA,
He Rautaki mo te Akoranga Kairangi is a series of resources for Māori doctoral students and their supervisors. These resources are derived from the Teaching
1. Introduction This study represents a systematic replication of a previous intervention which took place in schools in Mangere from 2003 to 2005. (McNaughton, MacDonald,
1. Introduction 1.1 Aims The research, practice, and partnership goals of the Teaching & Learning Research Initiative (TLRI) provided the framework for this project. The
1. Introduction This Teaching and Learning Initiative (TLRI) research project explored ways of teaching literature effectively in multicultural and multilingual classrooms. It involved primary and
Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical
1. Writing: The issue to be addressed Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital
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
Introduction Our study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small “project
Introduction The primary objective of this research project was to investigate the specific interventions that make the biggest difference to Māori students’ academic motivation and
Confirm what happens to email addresses submitted? ie processes around the TLRI email subscriber list
Can we discuss navigation by Categories at our next meeting. Only 5 projects have been put into sub-categories (Maths and Assessment) above. It would be useful to have feedback as to whether it’s worth creating and assigning sub-categories for all the projects