Reporting to parents in Maori bilingual units

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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


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