dc.contributor.author |
Clark, Suzanne Marie |
en |
dc.date.accessioned |
2008-12-10T21:23:15Z |
en |
dc.date.available |
2008-12-10T21:23:15Z |
en |
dc.date.issued |
2003 |
en |
dc.identifier |
THESIS 04-265 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/3219 |
en |
dc.description |
Restricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan. |
en |
dc.description.abstract |
Reporting to parents' children's academic achievement bas been a traditional practice for
schools. Maori parents have based their understanding of their child's achievement at
school, by the child's reports, parent-teacher interviews.
This study examined the processes used hy three Maori bilingual units to report to
parents' on students' academic achievement. Twenty-one parent teacher interviews
were observed, with follow-up interviews of fourteen parents and seven teachers
undertaken.
Parents of children in bilingual units expressed confidence about going to school to
discuss issues about their children's education and felt welcome in the bilingual unit.
Their beliefs were strongly influence by their own parents' involvement in their
education. Reporting time at schools was viewed by parents an important time to meet
the teachers and discuss their child's achievement and build a relationship with the
teacher. While the parents valued the parent-teacher interviews as a way of being
involved in their child's education and establishing a partnership relationship with the
school, teachers valued the whanau hui process are as a way of building a partnership
with parents. But teachers expressed disappointment, together with some participating
parents, that other parents did not share their beliefs.
Written reports, portfolios and parent-teacher meetings were the means used for
reporting in the three Maori bilingual units. These processes were determined by
mainstream reporting practices though the Maori bilingual unit teachers felt were not
always consistent with Tikanga Maori reporting practices. Parents relied on the parent teacher
interviews to understand the key messages in the reports and these interviews
were highly valued.
The results indicated that the Maori bilingual unit teachers had many reading English
assessment resources. but were limited in benchmarked assessment resources for
assessing speaking English and speaking and reading Te Reo Maori. This meant
bilingual unit teachers were reliant on school or teacher generated resources. The English
curriculum and related assessment tools for assessing Te Reo Maori guided teachers. |
en |
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.isreferencedby |
UoA1220744 |
en |
dc.rights |
Restricted Item. Print thesis available in the University of Auckland Library or may be available through Interlibrary Loan. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Reporting to parents in Maori bilingual units |
en |
dc.type |
Thesis |
en |
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.subject.marsden |
Fields of Research::330000 Education::330100 Education Studies::330109 Assessment and evaluation |
en |
dc.subject.marsden |
Fields of Research::370000 Studies in Human Society::379900 Other Studies In Human Society::379902 Indigenous studies |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/ClosedAccess |
en |
dc.identifier.wikidata |
Q112858379 |
|