Relevant bibliographies by topics / School of Māori Studies

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School of Māori Studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "School of Māori Studies"

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Hynds, Anne, Robin Averill, Rawiri Hindle, and Luanna Meyer. "School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students." Ethnicities 17, no. 4 (2016): 546–73. http://dx.doi.org/10.1177/1468796816666590.

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Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-setting plans for students, in-class observations, student surveys and interviews. Analyses revealed school goals reflected low expectations for Māori a
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Smallbone, Catherine, Craig Rofe, and Azra Moeed. "Learning Science: Pūtaiao in indigenous schools: A review of the literature." Science Education International 28, no. 3 (2017): 199–206. http://dx.doi.org/10.33828/sei.v28.i3.3.

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This paper presents a literature review of theory and briefly presents insight from a case study. The literature review attempts to explain what Pūtaiao is, how it is being taught, and the learning of Pūtaiao. It also investigates the Pūtaiao curriculum and the challenges currently being faced. The literature covers students from early childhood, primary, and secondary school, and in this review, it is mainly limited to Māori immersion classrooms and schools. Further work is needed focusing on teacher education and professional development of Pūtaiao teachers. Pūtaiao as a subject is facing se
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Duckworth, Fiona, Marie Gibson, Sonja Macfarlane, and Angus Macfarlane. "Mai i te Ao Rangatahi ki te Ao Pakeke Ka Awatea: A Study of Māori Student Success Revisited." AlterNative: An International Journal of Indigenous Peoples 17, no. 1 (2021): 3–14. http://dx.doi.org/10.1177/1177180121995561.

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This article responds to the paucity of literature on Māori success and presents data from follow-up interviews with eight Māori young adults (pakeke), 6 years after they participated as secondary students (rangatahi) in an initial study titled Ka Awatea: An Iwi Case Study of Māori Students’ Success in 2014. Emerging outcomes reveal the central role of Māori culture and identity in their transition to adulthood. Secondary schooling nurtured their inner confidence and capacity to achieve, but did not play a significant role in development of positive Māori identity and cultural efficacy. Howeve
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Turner-Adams, Hana, Christine M. Rubie-Davies, and Melinda Webber. "High-achieving Māori students' perceptions of their best and worst teachers." MAI Journal: A New Zealand Journal of Indigenous Scholarship 12, no. 2 (2023): 122–32. http://dx.doi.org/10.20507/maijournal.2023.12.2.2.

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This qualitative study explored high-achieving Māori students’ perceptions of their best and worst secondary school teachers. Participants (N = 96) were Year 12 or 13 students at English-medium secondary schools in Aotearoa who had attained certificate endorsement at Level 1 or 2 in the National Certificate of Educational Achievement (NCEA). Findings showed that Māori students’ best teachers had high expectations for their achievement. They spent class time teaching students and discussing their learning, whereas students’ worst teachers had low expectations and restricted their access to high
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Foote, Hamish, Marama Haines-Te Whare, and Pip Newman. "Embedding Mātauranga Māori in Architectural Education." Asylum 2 (December 31, 2023): 316–21. http://dx.doi.org/10.34074/aslm.2023205.

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The School of Architecture at Unitec | Te Pūkenga has developed a te reo Māori kuputaka (glossary). This resource is included in the first-year Bachelor of Architectural Studies content to help embed mātauranga Māori in pedagogy. The initiative reflects the determination on the part of Te Whare Wānanga o Wairaka Unitec | Te Pūkenga and the School of Architecture to honour te Tiriti o Waitangi (the Treaty of Waitangi) and meet programme aims. This bicultural approach mirrors professional practice: in Ōtautahi Christchurch, after the 2011 earthquake, Indigenous sustainable practices were success
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Amos, Melina Marama, Lisa Darragh, and Tony Trinick. "A kaupapa Māori critique of digital resources for pāngarau." Set: Research Information for Teachers, no. 3 (December 30, 2024): 2–9. https://doi.org/10.18296/set.1560.

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There is a significant lack of te reo Māori resources, especially digital materials, for learning pāngarau/mathematics. Few studies have investigated how well digital resources for pāngarau align with kaupapa Māori principles. In this article, we examine a digital resource, Matific, from a kaupapa Māori perspective. We find the te reo version of Matific aids in the revitalisation of te reo Māori by expanding some pāngarau vocabulary. However, some aspects of Matific adopt a Western, mainstream approach to mathematics that does not align with kaupapa Māori values, such as kaitiakitanga. We argu
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Kerr, Brigit Giovanna, and Robin Margaret Averill. "Contextualising assessment within Aotearoa New Zealand: drawing from mātauranga Māori." AlterNative: An International Journal of Indigenous Peoples 17, no. 2 (2021): 236–45. http://dx.doi.org/10.1177/11771801211016450.

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There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitali
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Carswell, Margaret, Colin MacLeod, and Laurel Lanner. "Māori Before English: Religious Education in Aotearoa NZ Ko tōku reo tōku ohooho, ko tōku reo tōku māpihi maurea—My Language Is My Awakening, My Language Is the Window to My Soul." Religions 16, no. 8 (2025): 947. https://doi.org/10.3390/rel16080947.

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In 2021, the National Centre for Religious Studies in New Zealand published the new religious education curriculum for Catholic schools in Aotearoa New Zealand. While in many ways, very like other religious education curricula, from its naming in Māori before English, Tō Tātou Whakapono Our Faith shines a light on the role of culture and language in the transmission and expression of faith. This paper is written in two parts. Part 1 of this paper provides an examination of the key curriculum documents and website to find that Tō Tātou Whakapono Our Faith is unique in three ways. First, it enjo
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Torepe, Toni K., and Richard F. Manning. "Cultural Taxation: The Experiences of Māori Teachers in the Waitaha (Canterbury) Province of New Zealand and their Relevance for Similar Australian Research." Australian Journal of Indigenous Education 47, no. 2 (2017): 109–19. http://dx.doi.org/10.1017/jie.2017.20.

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This article draws on data from a research study (Torepe, 2011) that investigated the lived experiences of six Māori teachers who recently graduated from the Hōaka Pounamu (Graduate Diploma in Immersion and Bilingual Teaching) course at the University of Canterbury, New Zealand. The primary objective was to gain a deeper understanding of the lived experiences and various challenges confronting this group of experienced Māori language teachers working in English-medium, state-funded schools. This article describes the qualitative research methodology that was underpinned by a Kaupapa Māori narr
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Boyd, Sally, and Nicola Bright. "Working towards wellbeing rests on whanaungatanga and partnerships." Set: Research Information for Teachers, no. 2 (November 15, 2023): 17–25. http://dx.doi.org/10.18296/set.1530.

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The education system is in a period of significant change. Wellbeing is an increasing priority as schools reintegrate students after COVID-19 lockdowns and climate-related disasters. A large-scale curriculum refresh programme and the implementation of a new Aotearoa New Zealand histories curriculum are underway. These changes are encouraging schools to expand their focus on culture, identity, and mātauranga Māori within the curriculum. This article shares insights from a study of six primary schools with high wellbeing for Māori and non-Māori students. We examine how these schools undertook a
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Dissertations / Theses on the topic "School of Māori Studies"

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Feary, Mark S. "Statistical frameworks and contemporary Māori development." Lincoln University, 2008. http://hdl.handle.net/10182/664.

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Māori have entered a period of development that, more than ever before, requires them to explore complex options and make careful decisions about the way forward. This complexity stems from three particular areas. First, from having essentially two sets of rights, as New Zealanders and as Māori, and being active in the struggle to retain those rights. Second, from trying to define and determine development pathways that are consistent with their traditional Māori values, and which align with their desire to participate in and enjoy a modern New Zealand and a global society. Third, from att
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Gillies, Annemarie. "Kia taupunga te ngākau Māori : anchoring Māori health workforce potential : a thesis presented for the degree of Doctor of Philosophy, Māori Studies, Massey University, Palmerston North, New Zealand." Massey University, 2006. http://hdl.handle.net/10179/994.

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In New Zealand Māori are under-represented in the workforce across multiple sectors. This thesis explores this incongruity with regard to Māori health. A Māori perspective and philosophical foundation formed the basis of the methodological approach, utilising a case study research design to inform the study. This provided the opportunity to explore Māori health workforce development initiatives and their potential to contribute to improvements and gains in Māori health. It was important that this work take into account social and economic factors and their impact on health, as well as the vary
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Grocott, Timothy. "How school leaders create an organisational culture that ensures improved performance for Māori." Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9320.

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Improving Māori achievement is one of the most important aims of the New Zealand educational system. The benefits of raising the achievement of Māori students have a wide range of positive outcomes for the whole country. In the last ten years many schools have been engaged in initiatives designed to improve the success of Māori learners; but does this work continue when the support and funding is no longer there? This research is designed to identify factors that can sustain these initiatives. Organisational culture creates the conditions in schools so they can continually develop and evolve.
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Pacey, H. A. "The benefits and barriers to GIS for Māori." Lincoln University, 2005. http://hdl.handle.net/10182/655.

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A Geographic Information System visually communicates both spatial and temporal analyses and has been available for at least twenty years in New Zealand. Using a Kaupapa Māori Research framework, this research investigates the benefits and barriers for Māori if they were to adopt GIS to assist their development outcomes. Internationally, indigenous peoples who have adopted GIS have reported they have derived significant cultural development benefits, including the preservation and continuity of traditional knowledge and culture. As Māori development continues to expand in an increasing arra
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Wenn, Janice. "Kaupapa hauora Māori : ngā whakaaro whakahirahira o ngā kaumātua : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Māori Studies at Te Pumanawa Hauora Research Centre for Māori Health and Development, Massey University, Wellington, Aotearoa/New Zealand." Massey University, 2006. http://hdl.handle.net/10179/995.

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There is a requirement for all services within the New Zealand health system to be accredited with an established quality organisation and to demonstrate an ability to provide a measurable quality service to consumers. For Māori these requirements must make sense in Māori terms. This thesis is based on the view that, for Māori, the concept of health is more effectively expressed as hauora - optimal health and wellbeing for Māori. This thesis makes five contributions to Māori health and Māori health research. First, it identifies a responsive approach to engaging kaumātua effectively in the p
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Jahnke, Robert Hans George. "He tataitanga ahua toi : the house that Riwai built, a continuum of Māori art." Massey University, 2006. http://hdl.handle.net/10179/984.

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Prior to the 1950s, visual culture within tribal environments could be separated into customary and non-customary. In the early 19th century, customary visual culture maintained visual correspondence with prior painted and carved models of the pre-contact period. In the latter part of the 19th century, non-customary painted and carved imagery inspired by European naturalism informed tribal visual culture. This accommodation of European imagery and practice was trans-cultural in its translation to tribal environments. In the 1960s, an innovative trans-customary art form evolved outside tribal e
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Kay, Joan-Marie. "Listening to the voices of Year 13 Māori students: A case study in a New Zealand secondary school." The University of Waikato, 2008. http://hdl.handle.net/10289/2800.

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This 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 str
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Puckey, Adrienne 1946. "The substance of the shadow: Māori and Pākehā political economic relationships, 1860-1940: a far northern case study." Thesis, University of Auckland, 2006. http://hdl.handle.net/2292/3387.

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Between 1860 and 1940 Aotearoa New Zealand’s economy and economic base was transformed in a number of significant ways, following similar patterns in earlier-established British colonies. The influx of European immigrants drastically altered the demography and contested land – the economic base. Money became increasingly important as medium of exchange and unit of account. Whereas the economy was unregulated or lightly-regulated before 1860, regulation increasingly formalised economic relations and institutions, and work organisation became more impersonal. In urban areas these transformations
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Jensen, Kyle. "A Comparison of Indigenous and Western Land Management; Case Studies of Ngāti Whātua Ōrākei and the East Bay Regional Park District." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/171.

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Western value systems and ways of knowing the world are in need of serious critique, especially in terms of colonialism and capitalism. These systems, many argue are fundamentally unjust and unsustainable while also working toinvalidate and erase alternative, indigenous ways of knowing. We need to work towards decolonization by both challenging these dominant Western systems, and exploring and supporting alternatives. That the primary intent of this thesis, which aims to engage and compare indigenous and Western worldviews using two specific case studies of land management. The first, Ngāti Wh
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Lambert, Simon J. "The expansion of sustainability through New Economic Space : Māori potatoes and cultural resilience." Lincoln University, 2008. http://hdl.handle.net/10182/309.

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The return of Māori land to a productive role in the New Economy entails the innovation and diffusion of technologies relevant to the sustainable development of this land. Sustainable development requires substantive changes to current land and resource use to mitigate environmental degradation and contribute to ecological and sociological resilience. Such innovation is emerging in 'New Economic Space' where concerns for cultural resilience have arisen as political-economic strategies of the New Economy converge within a global economic space. New Economic Space comprises policy, technology an
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Books on the topic "School of Māori Studies"

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Oru Rangahau (1998 Palmerston North, N.Z.). Proceedings of Te Oru Rangahau: Māori research and development conference : School of Māori Studies, Massey University, 7-9 July 1998. 2nd ed. Te Putahi-a-Toi School of Maori Studies, Massey University, 1999.

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Tauroa, Patricia. Collins Māori phrasebook & dictionary. HarperCollins, 2006.

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Ngā Pae o te Māramatanga (Organization), ed. Māori and social issues. Huia, 2011.

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Jenifer, Curnow, Hopa Ngapare K. 1935-, and McRae Jane, eds. He pitopito kōrero nō te perehi Māori =: Readings from the Māori-language press. Auckland University Press, 2006.

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Arapata, Hakiwai, and Smith Huhana, eds. Toi ora: Ancestral Māori treasures. Te Papa Press, 2008.

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Ryan, P. M. The Raupō pocket dictionary of modern Māori. Raupo, 2009.

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Horn, Chrys. Looking back at Te Tāpoitanga Māori: Overview of a participatory research programme on rural Māori tourism development. Manaaki Whenua Press, Landcare Research, 2009.

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Durie, Mason. Mauri Ora: The dynamics of Māori health. Oxford University Press, 2001.

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Te Atawhai o te Ao. He ringa raupa: Māori sawmill workers report. Te Atawhai o te Ao, 2011.

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English, Awhina. Working with whānau: Māori social work in schools. Te Wānanga o Raukawa, 2011.

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Book chapters on the topic "School of Māori Studies"

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Mutu, Margaret. "Mana Māori motuhake." In Routledge Handbook of Critical Indigenous Studies. Routledge, 2020. http://dx.doi.org/10.4324/9780429440229-24.

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Hōhepa, Margie Kahukura. "Te Reo Māori – He Reo Kura? (Māori Language – A School Language?)." In Education in Languages of Lesser Power. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/impact.35.14hop.

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Hohepa, Margie, and Vanessa Paki. "Māori Medium Education and Transition to School." In Pedagogies of Educational Transitions. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43118-5_7.

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Daubs, Michael S. "Media Ensembles and Te Reo Māori (The Māori Language) In Aotearoa New Zealand." In Palgrave Studies in Minority Languages and Communities. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-71228-9_5.

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Turner-Adams, Hana, and Christine Rubie-Davies. "New Zealand: The Experiences of Māori Teachers as an Ethnic Minority in English-Medium Schools." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_29.

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AbstractThis chapter discusses the experiences of Māori teachers who are currently or were previously employed in English-medium schools and early childhood centers in New Zealand. The New Zealand education system has a long history of failing to meet the educational needs of Māori students, and the demand for teachers to improve students’ academic outcomes has increased. Māori teachers connect and engage more readily with Māori students due to their shared culture and background. In contrast, many Pākehā/New Zealand European teachers have a limited understanding of Māori language, knowledge s
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Cormack, Donna, and Tahu Kukutai. "Indigenous Peoples, Data, and the Coloniality of Surveillance." In Transforming Communications – Studies in Cross-Media Research. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_6.

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AbstractIn Aotearoa New Zealand (Aotearoa NZ), Māori (the Indigenous peoples of New Zealand) have long been objects of surveillance by state institutions and agents. State representations have centred on constructions of difference and deviance, on understandings of Indigenous peoples as dangerous, and on the management of Indigenous resistance to colonialism. This chapter considers how contemporary state surveillance practices in Aotearoa NZ, enabled by the expanded use of big data and linked government datasets, function to regulate and manage Māori. Through this lens, we explore continuitie
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Heise, Julius. "3.2 Paris School." In Postcolonial Studies. transcript Verlag, 2024. http://dx.doi.org/10.14361/9783839473061-026.

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Prescott, Anne, Mary Coupland, Marco Angelini, and Sandra Schuck. "Case Studies." In Making School Maths Engaging. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9151-8_6.

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Lewis, Gareth. "The Studies." In Disaffection with School Mathematics. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-331-5_4.

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Finn, Aoife. "The argument realisation of give and take verbs in Māori." In Studies in Language Companion Series. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/slcs.167.07fin.

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Conference papers on the topic "School of Māori Studies"

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Salum, Kristi, Piret Luik, and Marina Lepp. "School-Level Factors of Computer Science Education at the Upper Secondary School Level That Affect Further Studies in It." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016594.

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Lee-Morgan, Jenny, Jo Mane, Joanne Gallagher, and Ruia Aperahama. "A Māori Modern Learning Environment: Ko te Akā Pūkaea Kia Ita, Ko te Akā Pūkaea Kia Eke!" In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205017.

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This kaupapa Māori research project investigates the ways that two Māori-medium pathways (bilingual and immersion) work together in a newly built Flexible Learning Space (FLS) to progress te reo Māori and the aspirations of whānau. This paper introduces the project that proposes the notion of the Māori Modern Learning Environment (MMLE). Funded by Teaching Learning Research Initiative (TLRI), this two-year project is still in progress with the project only being at an early stage. The researchers are currently exploring how ‘space’ is understood and utilised by Māori teachers, students and whā
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Webber, Melinda. "The Mana Model: Optimizing School Practices for Māori Student Thriving." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2006812.

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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. T
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Chitalia, Abha, Simon Dacey, Gerard Lovell, Lei Song, and Bashar Barmada. "Embedding Mātauranga Māori in Computing Courses: A Case Study." In CITRENZ 2023 Conference. Unitec ePress, 2024. http://dx.doi.org/10.34074/proc.240112.

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This paper discusses how to embed mātauranga Māori in computing courses to increase the awareness of ākonga (students) regarding Māori beliefs, language and practices. The study has been driven by the low scoring of the statement regarding embedding Māori beliefs, language and practices in the course survey conducted by Unitec for the School of Computing, Electrical and Applied Technology. The paper considers different methods provided by Unitec to embed mātauranga Māori in teaching and learning, such Te Noho Kotahitanga, I See Me initiatives, and others. The paper then looks at how to apply t
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Maaka, Margaret. "The Stories of Children Who Navigated the Politics of the New Zealand Māori School System." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1434172.

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Frewen, Kathleen. "Ancient Wisdom, Modern Sustainability: Māori Youth and Urupā Tautaiao." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2024.v5i1.226.

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The shift towards indigenous epistemologies represents one of the most transformative developments in universities over the past three decades and is now gaining significant momentum in Aotearoa New Zealand. This movement is introducing dynamic new perspectives on research and fresh methodologies for its conduct, enhancing awareness of the diverse types of knowledge that indigenous practices can convey. It also offers profound insights into the creative process. Indigenous practices provide alternative ways of knowing and novel approaches to conducting and presenting research. This article exa
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Hohepa-Tupu, Jenni. "Transracial Adoption: How this practice embraces or deracinates our origins." In LINK 2024 Conference Proceedings. Tuwhera, 2024. https://doi.org/10.24135/link2024.v5i1.250.

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This is about whakapapa and the quest for whakapapa, a line of descent from one’s indigenous ancestry. I have experienced many aspects of child welfare having been transracially adopted, committed to care of the State and then fostered. I am of Māori and Pacific descent and have sought all my life for connections to an indigenous identity. This has not been an easy journey, hindered by restrictions of access to information about my biological families. My doctoral studies have aided this in bringing to the fore conversations about adoption and facing the difficulties of finding details about a
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STANEK, JAN, and Antoni T. PȨDZIWIATR. "Condensed Matter Studies by Nuclear Methods." In XXVI Zakopane School on Physics. WORLD SCIENTIFIC, 1991. http://dx.doi.org/10.1142/9789814538855.

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Zhang, Victor, Michael Lin, and Brenda Chow. "High school programming competition." In the 2010 Conference of the Center for Advanced Studies. ACM Press, 2010. http://dx.doi.org/10.1145/1923947.1924028.

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Reports on the topic "School of Māori Studies"

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Sin, Isabelle, and Shannon Minehan. Building on strengths: Educational pathways that benefit Māori students. Motu Economic and Public Policy Research, 2024. http://dx.doi.org/10.29310/wp.2023.01.

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This paper is an economic analysis of pathways through education leading to strong outcomes for Māori students, and how these differ by gender and for students with different interests and aptitudes (‘specialties’) in high school. The authors focus on labour market outcomes and also consider some non-labour market outcomes. This paper will help inform policy development and career advice to both school-aged Māori students and older Māori people considering returning to education. Key findings in the research: • Level 2 NCEA certificate subjects do not define careers. • Women gain more educatio
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Alansari, Mohamed, Melinda Webber, Sinead Overbye, Renee Tuifagalele, and Kiri Edge. Conceptualising Māori and Pasifika Aspirations and Striving for Success. NZCER, 2022. http://dx.doi.org/10.18296/rep.0019.

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The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whā
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Waitoki, Waikaremoana, Kyle Tan, and Logan Hamley. Honouring Te Tiriti o Waitangi through addressing racism in universities. University of Waikato, 2024. https://doi.org/10.15663/h34.56011.

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The WERO team conducted two studies on university documents to identify how universities articulate their commitments to Te Tiriti o Waitangi and address inequities for Māori within tertiary education. The first study, which is a case study of a university’s Treaty Statement, highlighted the university’s limitations in empowering Māori to exercise tino rangatiratanga within various decision-making structures. The second study, which scrutinises Māori representation across strategic documents of all universities, revealed that universities reify whiteness by selectively interpreting Te Tiriti a
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Tan, Kyle, Moana Waitoki, Justin Phillips, and Damian Scarf. Unpacking media narratives: Racism and problematic reasonings. The University of Waikato, 2025. https://doi.org/10.15663/j22.36090.

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In this research brief, we present summaries of four case studies of racism in mainstream and social media in Aotearoa. Through a series of carefully selected datasets sourced from TV episodes (Police TEN 7), print media such as news articles (including Northland checkpoints), and tweets (Three Waters reform), we outline how Māori are represented across these mediums. With an expert in language modelling on our team, we analysed large datasets that give us sufficient statistical power to infer specific Māori discourses on respective platforms. Further, we examined key themes that characterise
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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understan
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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understan
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Dodson, Giles. Advancing Local Marine Protection, Cross Cultural Collaboration and Dialogue in Northland. Unitec ePress, 2015. http://dx.doi.org/10.34074/rsrp.12015.

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This research report summarises findings and observations arising from the Advancing marine protection through cross-cultural dialogue project, which examines community-driven, collaborative marine protection campaigns currently being pursued in Northland. This project consists of a series of case studies undertaken between 2012–2014 and draws on data obtained from archival research, semistructured interviews with campaign participants, and published documents. The aims of these case studies have been to compare different approaches taken towards marine protection in Northland and to understan
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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
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Martinak, R., Anthony E. Kelly, D. Sleeman, J. Moore, and R. Ward. Studies of Diagnosis and Remediation with High School Algebra Students. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada199022.

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