You are here
Search results
Displaying 21 - 30 of 44
This innovative programme for Pacific Islands families in New Zealand shows that parents are offering more than they realise to their children. When encouraged to use their first language while...

This article focuses on the powerful role of Samoan women sustaining the language and culture in Aotearoa. It presents findings from my Master’s thesis that explored the experiences of seven Samoan...

This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for...

In Aotearoa New Zealand, populations of Pacific peoples increased by 45% between 2006 and 2018 (Statistics New Zealand, 2018). Consequently, teachers need to be equipped with knowledge, skills, and...

By identifying issues that impact on student achievement in low decile schools with high ratios of Pacific Island and Maori students schools can improve the learning opportunities for these students...

This article sets out to ask questions about the desire for dialogue across cultural groups – a desire which is strongly held by many Pakeha in education. Pakeha educationist Alison Jones, drawing on...

Fewer than 4% of primary and intermediate schools have half the 7.8% Pacific nations children. Only 2% of primary teachers are of similar background. A study of Pacific students at Wellington College...

How are children’s languages, identity, and confidence supported during transitions? This article describes participant research on innovative practices in transition at a Samoan-immersion early...

What supports students to develop their conceptual understanding? Taking part in focus groups helped the Years 9 and 10 Māori and Pasifika students in this study to focus on understanding the...

This article describes a study in which a mirror was held up to the complexities of classroom interactions across cultures. Both the teachers and Pasifika students were able to discuss what...
