te_kauhua

This report by Dr Ruth Gorinski provides a summary of Benita Tahuri’s (2007) literature review on the effective engagement of families, whānau, and communities in mainstream education and the building of partnerships. The literature examined included reports, Ministry of Education publications, journals, texts, and conference papers sourced from a range of data bases.

The Te Kauhua phase 3 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.

As part of their action research for Te Kauhua phase 3, Ranui Primary investigated the impact that parents can have on their children’s reading when they are given knowledge and strategies to help their children read.

The Hastings Central School case study is part of the Te Kauhua case studies report (2010), prepared for the Ministry of Education by Dr Ruth Gorinski. As part of their action research for Te Kauhua phase 3, Hastings Central School investigated in what ways using aspects of tikanga, history, and local resources in a “place based” (Heretaunga district) curriculum enhanced their learning programme.

As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 2 they investigated the collaborative development of e-portfolios to engage whānau in the student learning partnership.

As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 1 they investigated what really makes a difference for Māori student achievement outcomes within a ‘place based’ educational context. 

As part of their action research for Te Kauhua phase 3, Cobden Primary School investigated how a tuakana-teina reading programme can enhance Māori learner literacy achievement and build teacher understanding of a Māori world view (te ao Māori).

As part of their action research for Te Kauhua phase 3, Henderson Intermediate investigated the development of ako-based positive relationships that enhance the presence, engagement and achievement of students, whānau and teachers.

As part of their action research for Te Kauhua phase 3, Chisnallwood Intermediate investigated the ways that the provision of a culturally connected learning context facilitates Māori student and whānau engagement in learning and teaching.

Three schools in the Te Kauhua initiative – Hillmorton, Lincoln, and Hornby High Schools - opted to cluster together for purposes of their research inquiry. They worked from a common research question, but tailored their inquiries to their individual school contexts. The cluster schools met regularly over the duration of the project, sharing findings and challenging one another’s practice and thinking. The following case study highlights the approaches and findings of Hornby High School.