Enhancing Student Achievement: School and Community Learning Partnership

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dc.contributor.author Trinick, T en
dc.date.accessioned 2016-01-11T04:00:16Z en
dc.date.issued 2015 en
dc.identifier.citation American Journal of Educational Research, 2015, 3 (2), pp. 126 - 136 (10) en
dc.identifier.issn 2327-6126 en
dc.identifier.uri http://hdl.handle.net/2292/27946 en
dc.description.abstract In Aotearoa/New Zealand, there has been considerable disparity in student achievement between Māori (indigenous people of NZ) and Pasifika students and their European peers. Initially, the cause of this underachievement was generally attributed to a lack of parental interest in schooling. Therefore, many schools in New Zealand, particularly those with diverse communities, have been grappling with the challenge of engaging constructively with families for a number of years. Despite the best of intentions, many of the home/school partnership initiatives have failed to positively affect student achievement. Nonetheless, there are success stories. This paper reports on a successful home/school partnership project, Mutukaroa, initiated by Sylvia Park School in 2010 in consultation with its local school community. The elements that make up the intervention and the results are discussed. The research used a quasi-experimental design to investigate cause and effect relationships. The qualitative data indicates that parents and community members have developed very positive relationships with project team members and the school. Parents feel much more confident engaging in discussions with the teacher about their child’s learning and feel more capable of supporting learning at home. The longitudinal student achievement data in literacy show very positive longitudinal trends. The outstanding results of the initiative compelled the Ministry of Education to fund an expansion and adaptation of the Mutukaroa model into another 100 schools throughout New Zealand. The principal (Mrs. Alaalatoa) and project director (Ms. Williams) have had important leadership roles in the efforts to expand a localised grassroots initiative into a large-scale state education initiative. This paper discusses, from their perspective, the success and challenges of implementing the Mutukaroa model into different contexts with a variety of agencies involved. en
dc.relation.ispartofseries American Journal of Educational Research en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/2327-6126/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Enhancing Student Achievement: School and Community Learning Partnership en
dc.type Journal Article en
dc.identifier.doi 10.12691/education-3-2-4 en
pubs.issue 2 en
pubs.begin-page 126 en
pubs.volume 3 en
pubs.author-url http://pubs.sciepub.com/education/3/2/4/ en
pubs.end-page 136 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 512996 en
pubs.org-id Education and Social Work en
pubs.org-id Te Puna Wananga en
dc.identifier.eissn 2327-6150 en
pubs.record-created-at-source-date 2015-12-14 en

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