2003 Funding Recipients

Two-year contracts:

Effective teaching in different cultural contexts: a comparative analysis of language, culture and pedagogy
Dr Leonie Pihama, Director International Research for Māori and Indigenous Education; Dr Tupeni Baba, Professor of Pacific Studies; Dr Trish Stoddart, Professor of Classrooms and Schools. International Research Institute for Māori and Indigenous Education (IRI), Centre for Pacific Studies, and School of Education at the University of Auckland.
A collaborative team of Māori, Pasifika and Pakeha researchers and practitioners will conduct a cross-cultural comparative study of instructional policies and practice and student outcomes in three intermediate year 7-8 school contexts where the degree of cultural engagement varies.
Download the full report [pdf, 1000 KB]
  

Improving tertiary student outcomes in their first year of study
Nick Zepke, Linda Leach, and Tom Prebble, School of Education, Massey University.
This research will explore what New Zealand tertiary education institutions and teachers can do to adapt their current processes and practices to improve retention, persistence and completion of diverse students in their first year.
Download the summary report [pdf, 91 KB]
Download the full report [pdf, 153 KB]
  

Whakawhanaungatanga - partnerships in bicultural development in early childhood care and education.
Dr Jenny Ritchie, University of Waikato.
This research focuses on building relationships with whānau Māori as a strategy for implementing bicultural development within early childhood settings.
Download the summary report [pdf, 97 KB]
Download the full report [pdf, 989 KB]
  

Enhanced teaching and learning of comprehension in years 4-9: a research/ practice collaboration for Mangere schools.
Professor Stuart McNaughton, Woolf Fisher Research Centre, University of Auckland.
A researcher / practitioner partnership to determine the extent of the challenges for effective teaching of comprehension and to create better teaching methods to meet those challenges.
Download the summary report [pdf, 62 KB]
Download the full report [pdf, 2359 KB]
  

Making sense of learning at secondary school: an exploration by teachers with students.
Professor Ruth G Kane, College of Education, Massey University.
This project, using teachers as researchers and students as active respondents, examines ways in which students' learning processes are shaped by what happens in secondary school classrooms.
Download the summary report [pdf, 86 KB]
Download the full report [pdf, 887 KB]
  

Great expectations: enhancing learning and strengthening teaching in primary schools with diverse student populations through action research.
Dr Mary Hill, School of Education, University of Waikato.
Teacher / researchers from six schools, ranging from decile 1-10 and located in Auckland, Hamilton and Taumarunui, plan to investigate how teaching and learning can be systematically improved, and how expectations are implicated in this.
Download the summary report [pdf, 71 KB]
Download the full report [pdf, 614 KB]
  

Under three-year olds in kindergarten: children's experiences and teachers' practices.
Dr Judith Duncan, Children's Issues Centre, University of Otago, and Dr Carmen Dalli, School of Education, Victoria University.
This project aims to investigate the experiences of two-year olds in four kindergartens to assist teachers in their planning and assessment practices.
Download the paper [pdf, 692 KB]
Download the summary report [pdf, 84 KB]
Download the full report part 1 [pdf, 19,469 KB]
Download the full report part 2 [pdf, 251 KB]
  

Mathematics enhancement project: professional development research.
Associate Professor Bill Barton and Dr Hannah Bartholomew, Department of Mathematics, University of Auckland.
As part of a major research and development project in Manukau secondary schools, this project focuses on the delivery of professional development to secondary mathematics teachers, and on the mathematics classroom as a learning environment.
Download the summary report [pdf, 66 KB]
Download the full report [pdf, 780 KB]
  

Numeracy and practices change.
Associate Professor Glenda Anthony and Dr Margaret Walshaw, Department of Technology, Science and Mathematics Education, Massey University.
This multi-faceted collaborative investigation draws upon diverse populations of teachers and students and addresses issues of equity, proficiency, and sustainable practice through the opportunities made available in recent numeracy reforms.
Two papers on this project were presented at the 2005 MERGA conference:
Download the Reforming Communication paper [pdf, 36 KB]
Download the second paper [pdf, 33 KB]
Download the summary report [pdf, 84KB]
Download the full report [pdf, 624KB]

One year contracts:

The relationship between English language and mathematics learning for non-native speakers
Phillipa Neville-Barton, School of English and Applied Linguistics, UNITEC Institute of Technology, Auckland.
This study examines the language factors in secondary and tertiary mathematics learning for students who do not have English as their first language, in particular the characteristics of spoken and written language they find difficult.
Download the summary report [pdf, 84 KB]
Download the full report [pdf, 372 KB]
  

The Connect.ed action research project
Louise Starkey and Jedd Bartlett, The Correspondence School, Wellington.
Connect.ed is a programme developed by the Correspondence School to enable one hundred full-time year 9 and 10 students to learn through the internet. Connect.ed teachers will work with the researchers to seek to improve teaching practice, develop understandings about the elements of the Connect.ed programme, and improve student learning through e-learning and inquiry.
  

Who, what, how and why? Profiles, practices, pedagogies, and self-perception of adult literacy practitioners.
Dr Robyn Chandler, Canterbury Adult Basic Education Research Network (CABERN), Christchurch.
The project team members are part of a larger local network of practitioners and researchers and will profile a variety of practitioners throughout Canterbury.
Download the full report [pdf,850 KB]
  

Narrative of beginning Māori teachers: identifying forces that shape the first year of teaching
Paora Stucki, School of Education, Te Wananga o Aotearoa.
Many beginning teachers, particularly Māori, find the reality of "real" teaching overwhelming and this research aims to identify the forces that shape the ways beginning Māori teachers negotiate this first year, signalling ways to support beginning Māori teachers.
Download the summary report [pdf, 88 KB]
Download the full report [pdf, 593 KB]

  

Read about the projects that were funded in 2007
Read about the projects that were funded in 2006
Read about the projects that were funded in 2005
Read about the projects that were funded in 2004

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