Te Kauhua phase 3 case studies report

In 2009, a contestable research fund was launched for Te Kauhua phase 3 action research extension projects. Six proposals were successful, involving eight Te Kauhua schools in extension projects over the 2009 school year. Nine of the Te Kauhua case studies, prepared for the Ministry of Education by Dr Ruth Gorinski, describe the action research undertaken by schools in 2009 and one study, from the second phase of Te Kauhua, describes an initiative that focused on a tuakana-teina reading model that yielded successful outcomes for Māori learners and the wider school community.

The case studies seek to provide knowledge and guidance to inform the wider educational community about effective strategies for strengthening school-whānau relationships and Māori learner achievement outcomes. Each case study is organised under the following headings: school background information; the research question; impetus for the research; an outline of what was done and the impact on student learning and achievement; key learnings, challenges, and opportunities encountered and some reflective questions for your school to consider.

The case study schools and their research foci were:

Henderson Intermediate School: The development of ako-based positive relationships that enhance the presence, engagement, and achievement of students, whānau, and teachers

Chisnallwood Intermediate School: In what ways does the provision of a culturally connected learning context facilitate Maori student and whānau engagement in learning and teaching?

Hillmorton High School cluster with Lincoln and Hornby High Schools: How, as part of a cluster arrangement, can a school foster the development of an effective professional learning community that is focused on teaching as inquiry and premised on three underpinning principles: ako (reciprocal learning), culture counts, and productive partnerships?

Cobden Primary School: How can a tuakana-teina reading programme enhance Māori learner literacy achievement and build teacher understanding of a Māori world view (te ao Māori)?

Taihape Area School Project 1: What really makes a difference for Māori student achievement outcomes within a ‘place based’ educational context?

Taihape Area School Project 2: The collaborative development of e-portfolios to engage whānau in the student learning partnership.

Hastings Central School: In what ways does using aspects of tikanga, history, and local resources in a “place based” (Heretaunga district) curriculum enhance our learning programme?

Ranui Primary School: What impact can parents have on their children’s reading when they are given knowledge and strategies to help their children read?

Click on the links above to read the individual case studies or download the Te Kauhua case studies report below.