The Ruamano project: Raising expectations, realising community aspirations and recognising gifted potential in Māori boys

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dc.contributor.author Webber, Melinda en
dc.contributor.author Riley, T en
dc.contributor.author Sylva, K en
dc.contributor.author Scobie-Jennings, E en
dc.date.accessioned 2019-05-27T02:53:38Z en
dc.date.issued 2018 en
dc.identifier.issn 1326-0111 en
dc.identifier.uri http://hdl.handle.net/2292/46562 en
dc.description.abstract When gifted Māori students feel they belong and find their realities reflected in the curriculum, conversations and interactions of schooling, they are more likely to engage in programmes of learning and experience greater school success. This article reports on a teacher-led project called the Ruamano Project, which investigated whether Maker and Zimmerman's (2008) Real Engagement in Active Problem Solving model (REAPS) could be adapted successfully to identify talents and benefit the student achievement and engagement of Māori boys in two rural Northland, New Zealand secondary school contexts. The project aimed to implement Treaty of Waitangi-responsive and place-based science practices by improving home–school–community relationships through the authentic engagement of whānau and iwi into the schools’ planning, implementation and evaluation of a REAPS unit. As a result of this innovation, teachers’ perceptions of Māori boys shifted, their teaching practices changed, more junior secondary Māori boys were identified as gifted by way of improved academic performance, and iwi and community members were engaged in co-designing the inquiry projects. Our research indicated that the local adaptation of the REAPS model was effective in engaging and promoting the success of gifted and talented Māori boys. en
dc.description.uri https://catalogue.library.auckland.ac.nz/primo-explore/fulldisplay?docid=uoa_alma21171728620002091&context=L&vid=NEWUI&search_scope=Combined_Local&tab=books&lang=en_US en
dc.publisher Cambridge University Press (CUP) en
dc.relation.ispartofseries The Australian Journal of Indigenous Education 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. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The Ruamano project: Raising expectations, realising community aspirations and recognising gifted potential in Māori boys en
dc.type Journal Article en
dc.identifier.doi 10.1017/jie.2018.16 en
pubs.begin-page 1 en
dc.rights.holder Copyright: The author en
pubs.author-url https://www.cambridge.org/core/journals/australian-journal-of-indigenous-education/listing en
pubs.end-page 12 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 764200 en
pubs.org-id Education and Social Work en
pubs.org-id Te Puna Wananga en
pubs.record-created-at-source-date 2019-02-28 en
pubs.online-publication-date 2018-10-16 en


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