Te Kete Ipurangi Navigation:

Te Kete Ipurangi
Communities
Schools

Te Kete Ipurangi user options:


You are here:

Publications

Search Data

Bishop, R. & Berryman, M. (2012) Te Kotahitanga: Investigating the sustainability of the Te Kotahitanga Professional Development Project.. The National Institute for Research Excellence in Māori Development and Advancement, University of Auckland

Investigating the sustainability of the Te Kotahitanga Professional Development Project. This publication is not currently available online. Visit your local library or contact Waikato University for advice on obtaining this publication

James Ladwig (2012) Analytical Note: Initial results of estimating the effect of Te Kotahitanga’s model of pedagogy. James Ladwig

James Ladwig shows that two things are evident in this analysis: 1) the gains achieved by students in Te Kotahitanga schools in 2009 mathematics are substantially higher than the national averages, with moderate to strong effects for the majority of students, and 2) the positive effects associated with higher quality pedagogy increase as the quality of pedagogy increases – consistent with the rationale and purpose of Te Kotahitanga.

M. Berryman & R. Bishop (2011) Societal and cultural perspectives through a Te Kotahitanga lens. In Christine M. Rubie-Davies (Eds.), Educational Psycology: Concepts, Research and Challenges (pp. 249-267).. Routledge

This chapter discusses the disparity in educational outcomes of Māori students from both societal and cultural perspectives.

R. Bishop (2011) How effective leaders reduce educational disparities. In Robertson. J., & Timperley. (Eds.), Leadership and Learning (pp. 27-40).. SAGE Publications

This online chapter explores how leaders can reduce educational disparities, and presents a detailed investigation of the qualities of effective leadership. In Robertson. J., & Timperley. (Eds.), Leadership and Learning (pp. 27-40). Thousand Oaks, CA: SAGE Publications.

R. Bishop (2011) Education leaders can reduce educational disparities. International Handbook of Leadership for Learning: Part Two. (pp. 1069-1081).. Springer Science+Business Media

This online chapter is about how education leaders can reduce educational disparities through strategic goal setting, supporting effective pedagogies, promoting distributed leadership, enacting inclusivity, using evidence, and owning the need for reform. In International Handbook of Leadership for Learning: Part Two (pp. 1069-1081). Springer.

J. Wearmouth & M. Berryman (2011) Parent, family, and community support for addressing difficulties in literacy. In C. Wyatt-Smith, & J. Elkins. (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp 179-196).. Springer Science+Business Media

Parent, family and community support for addressing difficulties in literacy. Chapter 8 (online preview) in C. Wyatt-Smith, & J. Elkins. (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp 179-196). Springer, Netherlands.

R. Bishop (2011) A culturally responsive pedagogy of relations. The Professional Practice of Teaching (pp. 185-204).. Cengage Learning

This chapter by Russell Bishop (online preview) explores ways to address disparities in the achievement of Māori students in mainstream education. This examination is further informed by a range of studies into effective innovation in Māori medium schooling. The Professional Practice of Teaching (pp. 185-204), Cengage Learning.

R. Bishop (2011) Freeing ourselves: An indigenous response to neo-colonial dominance in research, classrooms, schools and education systems.. Sense Publications

Bishop, R. (2011). An indigenous response to neo-colonial dominance in research, classrooms, schools, and education systems. This publication is not currently available online. Contact your local library or University of Waikato for advice on obtaining this publication.

Dominic O'Sullivan & Mere Berryman & Russell Bishop (2010) Scaling up education reform: Addressing the politics of disparity (review). NZCER Press

Using the Te Kotahitanga programme as a model, the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Review of the book by Dominic O’Sullivan, Mere Berryman, and Russell Bishop.

R. Bishop (2010) Discursive Positioning and Educational Reform. In May S., & Sleeter C. (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 61-71).. Routledge

Educational reform and discursive positioning. This online chapter explores the positioning, often in deficit terms, of Māori students in New Zealand education. In May S., & Sleeter C. (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 61-71). New York: Routledge.

R. Bishop & M. Berryman (2010) Te Kotahitanga: Culturally responsive professional development for teachers.. Routledge Taylor & Francis Group

Online preview. This paper focuses on the professional learning opportunities developed for classroom teachers within the Te Kotahitanga project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential. Paper prepared for Teacher Development: An International Journal of Teachers Professional Development, 14(2), 173-187.

(2010) Commentary on ’Family obligations in Micronesian cultures; Implications for educators’.. Routledge Taylor & Francis Group

Online preview. The system of family obligations in Micronesian cultures is described, and its role in the priorities and behaviours of families around schooling of their children is explored through emergent themes of (a) identity, (b) family relationships, (c) family roles, and (d) responsibilities. In International Journal of Qualitative Studies in Education. 23 (6) pp 691 – 698.

R. Bishop (2010) Diversity and educational disparities: the role of teacher education. In OECD, Educating Teachers for Diversity: Meeting the Challenge (pp. 119-135).. OECD Publishing

The role of teacher education. This chapter is available online. In OECD, Educating Teachers for Diversity: Meeting the Challenge (pp. 119-135). OECD Publishing.

M. Berryman & J. Wearmouth (2009) Responsive approaches to literacy learning within cultural contexts. In G. Reid, (Eds.), The Routledge Companion to Dyslexia.. Routledge

Responsive approaches to literacy learning within cultural contexts. This publication is not currently available online. Visit your local library or contact Waikato University for advice on obtaining this publication.

R. Bishop (2009) Addressing Diversity: Race, Ethnicity, and Culture in the classroom. In Steinberg, S., (Eds.), Diversity and Multiculturalism: A Reader (pp. 111-121).. Peter Lang Publishing Group

Race, ethnicity, and culture in the classroom. In Steinberg, S., (Eds.), Diversity and Multiculturalism: A Reader (pp. 111-121). New York: Peter Lang Publishing. This chapter is available online in the preview.

T. Glynn & S. Weiss & M. Berryman & B. Vanstone (2009) Responsive written feedback to improve the writing of minoritised students.. Monash University Publishing

Responsive written feedback to improve the writing of minoritised students. Journal of Australian Indigenous Issues.12 (1-4) 12-21. Currently not available online. Contact your local library or Waikato University for advice on obtaining this publication.

M. Berryman & M.Reweti & P. Woller & T. Glynn (2009) Māori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions. In K. Menken and O. Garcia (Eds.), Negotiating Language policies in Classrooms: Teachers as Change Agents.. Routledge Taylor & Francis Group

Māori Language Policy and Practice in New Zealand Schools. In K. Menken and O. Garcia (Eds.), Negotiating Language policies in Classrooms: Teachers as Change Agents. New York: Routledge/Taylor and Francis. This is not currently available online. Contact your local library or University of Waikato for advice on obtaining this publication.

M. Berryman (2009) Inclusion through participation in communities of practice in schools.. Dunmore Press Limited

Wearmouth, J., & Berryman, M. (2009). Inclusion through participation in communities of practice in schools. This publication is not currently available online. Contact your local library or University of Waikato for advice on obtaining this publication.

M. Berryman (2009) Set Research information for teachers: The Te Kotahitanga effective teaching profile. New Zealand Council for Educational Research (NZCER)

Through interviews with Māori students, their teachers, and whānau, the authors learned about the characteristics of teachers that made a difference. They have drawn these together into the Effective Teaching Profile. Set Research Information for Teachers. Set 2009: no. 2 pp 27-33. New Zealand Council for Educational Research.

R. Bishop & M. Berryman & T. Cavanagh & L. Teddy (2009) Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.. Elsevier Ltd

Te Kotahitanga and the addressing of educational disparities facing Māori students in New Zealand. The paper identifies how implementing the Te Kotahitanga Effective Teaching Profile addresses these disparities.

(2008) Te Kotahitanga: Kaupapa Māori in Mainstream Classrooms. In Denzin, N., Lincoln, . Y., and Smith, L. Handbook of Critical and Indigenous Methodologies (pp. 285-458).. SAGE Publications

Kaupapa Māori in mainstream classrooms. In Denzin, N., Lincoln, . Y., and Smith, L. Handbook of Critical and Indigenous Methodologies (pp. 285-458). Thousand Oaks Ca: SAGE Publications. This publication is not currently available online. Contact your local library or Waikato University for advice on obtaining this publication.

R. Bishop, & M. Berryman & L. Cavanagh & L. Teddy & S. Clapham & R. Lamont & A. Jeffries & S. Copas & A. Siope & D. Jaram (2008) Te Kotahitanga: Towards sustainability and replicability in 2006 and 2007.. The University of Waikato

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., Clapham, S., Lamont, R., Jeffries, A., Copas, S., Siope, A., & Jaram, D. (2008). Te Kotahitanga: Towards sustainability and replicability in 2006 and 2007: Report to the Ministry of Education. Hamilton: University of Waikato Te Kotahitanga Research and Professional Development Team. Contact your library or The University of Waikato for advice on obtaining this article.

R. Bishop & M. Berryman & L. Teddy & T. Cavanagh (2008) A culturally responsive pedagogy of relations: Effective teaching for Māori students. In A. St.George, S. Brown and J. O'Neill (Eds.), Facing the big questions in teaching: Purpose, power and learning (pp. 165-172).. Cengage Learning

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2008). A culturally responsive pedagogy of relations: Effective teaching for Māori students. In A. St.George, S. Brown and J. O'Neill (Eds.), Facing the big questions in teaching: Purpose, power and learning (pp. 165-172). Melbourne: Cengage Learning. Contact you local library or the University of Waikato for advice on obtaining this publication.

R. Bishop (2008) GPILSEO: A model for sustainable educational reform. In New Zealand Journal of Educational Studies. v43, no2.. New Zealand Council for Educational Research (NZCER)

Bishop, R., (2008) GPILSEO: A model for sustainable educational reform. New Zealand Journal of Educational Studies. v43, no2, NZCER Press (pp. 47-62). This article provides a model that addresses the concerns of both culturalist and structuralist positions for educational reform at classroom, school and system-wide levels. Contact your local library or University of Waikato for advice on obtaining this article.

S. Bateman & M. Berryman (2007) He hui whakatika: Culturally responsive, self determining interventions for restoring harmony.. Ministry of Education Te Tāhuhu o te Mātauranga

Discusses the hui as a culturally appropriate strategy for discipline and restorative justice. Details the phases of engagement in the process. Highlights the role of kaitakawaenga (facilitator) working collaboratively with whānau members to seek resolution and restore harmony. Kairaranga, Issue 1, Volume 9, 6-12.

M. Berryman & S.Bateman (2007) Effective bicultural leadership: A way to restore harmony at school and avoid suspension. New Zealand Council for Educational Research (NZCER)

This paper examines how a mainstream school principal supported by a Māori elder undertook hui whakatika procedures with teachers and family, rather than standing down or suspending a group of boys. SET Research Information for Teachers, 2008 No. 1, 25-29. Available online.

T. Cavanagh & L. Teddy & D. O’Sullivan & M. Berryman & R. Bishop (2007) The Experiences of Year 4 and 5 Māori students in Primary School Classrooms. Final Report to the Ministry of Education. Ministry of Education Te Tāhuhu o te Mātauranga

This report (2007) explores factors that influence student achievement as experienced by Year 4 and 5 Māori students in mainstream primary schools. It draws on a series of in-depth interviews with Māori students themselves and those most intimately involved with their education.

M. Berryman & P. Woller (2007) RĀPP: Tape-assisted reading to support students’ literacy in Māori in two bilingual schools.. New Zealand Council for Educational Research (NZCER)

A literacy project aimed to raise the reading achievement of Māori students was conducted using Ripene Āwhina ki te Pānui Pukapuka (RĀPP), a tape-assisted reading resource for students learning to read in te reo Māori. SET Research Information for Teachers (2007) No. 2, 19-23.

R.Bishop & M. Berryman & T.Cavanagh & L.Teddy (2007) Te Kotahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms.. Ministry of Education Te Tāhuhu o te Mātauranga

The overall aim of this project has been to investigate how to improve the educational achievement of Māori students in mainstream secondary school classrooms.

A. Powell & L. Teddy (2007) Te Kotahitanga: Improving the educational achievement of Māori students in mainstream education Phase 2: Towards a whole school approach.. Ministry of Education Te Tāhuhu o te Mātauranga

This research project builds on the Te Kotahitanga research and professional development project. It examines what happens when the professional development project is implemented in the whole school rather than a small number of teachers in a school. Other reports can be found via the Te Kotahitanga publications home page.

Wearmouth, J. & Glynn, T. & Berryman, M. (2006) Supporting Students With Literacy Difficulties: A Responsive Approach (preview). Open University Press & McGraw-Hill Education

A preview of the book which examines different ways in which teachers and other adults, at school and at home, have created effective, responsive, social contexts for literacy learning. Approaches for helping students with learning difficulties are a focus throughout.

R. Bishop (2006) Overcoming disparity: Repositioning leadership to challenge the conceptual underpinnings of anti racist education. In Ross. W., (Eds.), Racism and Anti racism in education (pp 301-218).. Praeger

Shields, C & Bishop, R. (2006). Overcoming disparity: Repositioning leadership to challenge the conceptual underpinnings of anti racist education. In Ross. W., (Eds.), Racism and Anti racism in education (pp 301-218). Westport, Connecticut: Praeger. Contact your local library or University of Waikato for advice on obtaining this publication.

M. Berryman & T. Togo & P. Woller (2006) Enhancing Effective Practice in Special Education: Action research, professional learning and development.. Ministry of Education Te Tāhuhu o te Mātauranga

Berryman, M., Togo, T., & Woller, P. (2006). Enhancing Effective Practice in Special Education: Action research, professional learning and development. Final report. Wellington: Ministry of Education. Contact your library or University of Waikato for advice on obtaining this article.

Russell Bishop & Mere Berryman (2006) Culture Speaks: Cultural relationships and classroom learning (preview). Huia (NZ) Ltd

This book by Russell Bishop and Mere Berryman focuses on what it is like to be a young Māori person in a New Zealand secondary school classroom today. It presents and discusses narratives drawn from the voices of Māori secondary students, their whānau, principals, and teachers.

Ted Glynn & Janice Wearmouth & Mere Berryman (2005) Supporting students with literacy difficulties: A responsive approach (summary). Open University Press

This book by Ted Glynn, Janice Wearmouth, and Mere Berryman examines ways in which teachers and other adults, at school and at home, have created effective, responsive, social contexts for literacy learning. Chapter 1 and summary available online.

R. Bishop (2005) Changing power relations in education: Kaupapa Māori messages for mainstream education in Aotearoa/New Zealand. In Bodone, F. What difference does research make and for whom? (pp. 253-269).. Peter Lang Publishing Group

Kaupapa Māori messages for mainstream education in Aotearoa/New Zealand. This publication is not currently available online. Contact your local library or contact Waikato University for advice on obtaining this publication.

T. Glynn & M. Berryman (2005) Understanding and responding to students' behaviour difficulties. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand (third edition), pp 294-315.. Thomson Dunmore Press

Glynn, T., & Berryman, M. (2005). Understanding and responding to students' behaviour difficulties. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand (third edition), pp 294-315. Palmerston North: Thomson Dunmore Press. Contact your local library or University of Waikato for advice on how to obtain this publication.

T. Glynn & M. Berryman & K. Loader & T. Cavanagh (2005) From literacy in Māori to biliteracy in Māori and English: A community and school transition programme.. Taylor & Francis Ltd

Teachers and community in this school were concerned that their students, highly literate in Māori, experienced difficulties in reading and writing in English on entry to secondary school where English was the medium of instruction. They introduced a 10-week culturally appropriate home and school English reading and writing program for their year 6, 7, and 8 students after which students were able to read English at age-appropriate levels. In International Journal of Bilingual Education and Bilingualism; v8 n5 p433-54 2005. Contact your library or the University of Waikato for advice on obtaining this article.

T. Glynn, & M. Berryman & J. Wearmouth (2005) Perspectives on student behaviour in schools: Exploring theory and developing practice.. Routledge Falmer

Perspectives on student behaviour in schools. This publication is not currently available online. Visit your local library or contact University of Waikato for advice on obtaining this publication.

R. Bishop (2005) Bishop, R. (2005) Freeing ourselves from neo-colonial domination in research: A Kaupapa Māori approach to creating knowledge.. SAGE Publications

A Māori approach to research and creating knowledge. In Denzin, N. K., & Lincoln, Y. S. Handbook of qualitative research (3rd ed.), pp. 109-135. Thousand Oaks, CA: Sage Publications. This chapter is available online in the preview.

(2005) Journal of Education for International Understanding. Vol 1. (Pilot issue).. Asia-Pacific Centre of Education for International Understanding

This includes two papers by Russell Bishop (2005): "Addressing education for international understanding in New Zealand" (pp 109-125), and "Education for international understanding: Formative Assessment, Feedback and Feed-forward in action" (pp126-133).

R. Bishop & M. Berryman (2005) The Te Kotahitanga Effective Teaching Profile. Secondary Principals’ Association of New Zealand (SPANZ)

The Te Kotahitanga Effective Teaching Profile. SPANZ Journal August /September 2005 (Journal of the Secondary Principals’ Association of New Zealand). This journal is currently not available online. Contact your local library or the University of Waikato for advice on obtaining this article. (Information about the Te Kotahitanga Effective Teaching Profile can be found online in other publications, eg SET Research Information for Teachers No. 1, 19-23).

M. Berryman & T. Glynn (2004) Sweet as: A collaborative, culturally responsive school-wide behaviour intervention. In J. Wearmouth, R. Richmond, T. Glynn, and M. Berryman, (Eds.), Understanding pupil behaviour in schools: A diversity of approaches (pp 134-147).. David Fulton in association with the Open University and the University of Waikato.

A collaborative, culturally responsive school-wide behaviour intervention. This publication is not currently available online. Visit your local library or contact University of Waikato for advice on obtaining this publication.

R. Bishop (2004) Addressing self-determination in research: A Kaupapa Māori approach.. SAGE Publications

Bishop. R. (2004) Addressing self-determination in research: A Kaupapa Māori approach. Qualitative Inquiry. 11:5. Contact your library or University of Waikato for advice on obtaining this article.

T. Glynn & V. Glynn & H. Grace & M.Berryman (2004) Activating whānau (extended family) processes within a community and school literacy partnership.. The University of Waikato

Describes the positive outcomes of a home and school literacy partnership in one mainstream primary school. Discusses the key reasons for the success of the home and school programme highlighting the role and cultural expertise of the home and school liaison worker. Journal of Māori and Pacific development : He puna kōrero, Sep 2004; v.5 n.2:p.14-30. Contact your library or University of Waikato for advice in obtaining this article.

T. Glynn & M. Berryman & Y. Langdon & S. McDonald (2003) Bilingual literacy gains from classroom language and literacy strategies for beginning Māori second language learners: Final Report.. Ministry of Education Te Tāhuhu o te Mātauranga

Bilingual literacy gains from classroom language and literacy strategies for beginning Māori second language learners: Final Report. Wellington: Ministry of Education. This publication is not currently available online. Visit your local library or contact Waikato University for advice on obtaining this publication.

R. Bishop & C. Richardson & S. Tiakiwai & Berryman, (2003) Te Kotahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Report to the Ministry of Education. Ministry of Education Te Tāhuhu o te Mātauranga

This research project sought to investigate, by talking with Māori students (and other participants in their education), what was involved in improving their educational achievement. On the basis of these suggestions from the students, the research team developed an Effective Teaching Profile.

R. Bishop (2003) Changing power relations in education: Kaupapa Māori messages for ‘mainstream’ education in Aotearoa/New Zealand.. Taylor & Francis Ltd

This paper explores how 'deficit' notions of Māori students can be addressed and replaced by an alternative model that emphasises empowerment, co-construction, and the importance of cultural recognition. Bishop. R. (2003) Comparative Education. 39 (2) 221-238. Preview only. Contact your library or University of Waikato for advice on obtaining this article.

R. Bishop & M. Berryman & C. Richardson (2001) Te Toi Huarewa: Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in Te Reo Māori of students aged five to nine in Māori medium education: Final report to the Ministry of Education.. Ministry of Education Te Tāhuhu o te Mātauranga

Te Toi Huarewa looks at effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. The main purpose of the project was to observe and collaboratively reflect upon the teaching and learning strategies used during literacy programmes by a range of year one to year five Māori-medium classroom teachers who were identified as effective.

Back to top


Footer: