Evaluation of Te Kotahitanga: 2004-2008

Publication Details

In 2007, Victoria University was contracted by the Ministry to produce an external evaluation of the effectiveness of Te Kotahitanga. It is the first external evaluation of Te Kotahitanga.

This is the full technical report of the evaluation of Te Kotahitanga in 22 schools from phase three and four of the programme, from 2004-2008. Substantive findings from the evaluation report concluded that Te Kotahitanga is a sound and effective process for improving classroom teaching and learning for Māori students.

Also available on Education Counts is the Te Kotahitanga Summary Report, which outlines the key findings.

Author(s): Luanna Meyer, Wally Penetito, Anne Hynds, Catherine Savage, Rawiri Hindle, and Christine Sleeter. Report for the Ministry of Education.

Date Published: August 2010

Please consider the environment before printing the contents of this report.

This report is available as a download (please refer to the 'Downloads' inset box).  To view the individual chapters please refer to the 'Sections' inset box.  For links to related publications/ information that may be of interest please refer to the 'Where to Find Out More' inset box.

References

  • Bishop, R., & Berryman, M. (2006). Culture speaks: Cultural relationships and classroom learning. Wellington: Huia Press.
  • Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2007). Te Kotahitanga: Phase 3 whānaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary school classrooms: Report to the Ministry of Education. Wellington: Ministry of Education.
  • Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25, 734-742.
  • Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., & Clapham, S. (2006). Te Kotahitanga Phase 3 Whakawhanaungatanga: Establishing a culturally responsive pedagogy of relations in mainstream secondary schools. Wellington: Ministry of Education Research Division; Hamilton: University of Waikato Māori Education Research Institute (MERI); and Tauranga: Poutama Pounamu Research and Development Centre.
  • Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., Clapham, S., Lamont, R., Jeffries, A., Copas, S., Siope, A., & Jaram, D. (2008). Te Kotahitanga: Towards sustainability and replicability in 2006 and 2007: Report to the Ministry of Education. Hamilton: University of Waikato Te Kotahitanga Research and Professional Development Team.
  • Bishop, R., O'Sullivan, D., & Berryman, M. (2010). Scaling up education reform: Addressing the politics of disparity. Wellington, NZ: NZCER Press.
  • Castagno, A.E., & Brayboy, B.M.J. (2008). Culturally responsive schooling for Indigenous youth: A review of the literature. Review of Educational Research, 78, 941-993.
  • Cozby, P.C. (2009). Methods in behavioral research, 10th ed. Boston: McGraw Hill.
  • Cresswell, J.W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Los Angeles, CA: Sage.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. f. Y Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal 38 (4), 915-945.
  • Huck, S.W., & Cormier, W.H. (1996). Reading statistics and research, 2nd ed. New York: Harper Collins.
  • Joyce, B. & Showers, B. (2002). Student achievement through staff development, 3rd ed. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Kline, R.B. (2009). Becoming a behavioral science researcher: A guide to producing research that matters. New York: Guilford.
  • McMillan, J.H. (1996). Educational research: Fundamentals for the consumer, 2nd ed. New York: Harper Collins.
  • Ministry of Education (2009). Statement of Intent: 2009-2014.
  • Neufield, B. & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. The Aspen Institute Program on Education, the Annenberg Institute for School Reform.
  • Shadish, W.R., Cook, T.D., & Campbell, D.T. (2001). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin.
  • Snow-Runner, R. & Lauer, P. A. (2005). Professional development analysis. Denver, CO: Mid-continent Research for Education and Learning.

Where to find out more

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