Te Kotahitanga eBook Collection

Summary

This collection of publications was funded by the Ministry of Education as part of their commitment to raising the achievement of Māori students.

Collection Overview

Professor Russell Bishop

This collection of eBooks represents many years of learning from a research partnership between Professor Emeritus Russell Bishop and Associate Professor Mere Berryman with the Poutama Pounamu research whānau. Their work investigates and informs system-change solutions to the educational disparities experienced by indigenous and other minoritised groups.  

An innovative, iterative research and development programme, Te Kotahitanga took as its starting point the educational experiences of Māori students in secondary schools. The project features in the books, numerous reports and papers in professional journals and publications, and in the Professional Development and Leadership best evidence syntheses (BESs).

A bibliography of these publications are also available on this page.

Mate Reweti, Morehu Ngatoko, and Rangiwhakaehu of Poutama Pounamu.


Te Kotahitanga's effectiveness of was very closely monitored throughout its 13 years. The fifth and final phase was reported on in Ka Hikitia A Demonstration Report: Effectiveness of Te Kotahitanga Phase 5 2010-12.

In this report, author Dr Alton-Lee provides an overview of the key elements of Te Kotahitanga that enabled accelerated improvement. She explains the model and highlights factors that were critical to the success of Te Kotahitanga Phase 5: 

1.   Indigenous educational expertise
2.  Whakawhanaungatanga driving the how of improvement
3.  Effective teaching: culturally responsive pedagogy
4.  Transformative educational leadership: reforming schools
5.  Educationally powerful connections
6   R & D driving accelerated improvement to scale. 

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Associate Professor Mere Berryman represents the award winning Te Kotahitanga project at the World Innovation Summit for Education 2014.

Members of the Bay of Islands College Board of Trustees receiving the first edition of the iBook publications in 2013

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In 2015 Professor Emeritus Russell Bishop and Associate Professor Mere Berryman were recipients of the NZARE Māori Group Award and in 2016 were made Officers of the New Zealand Order of Merit.

Read the full report: Ka Hikitia A Demonstration. Adrienne Alton-Lee's (2013) presentation can be viewed below:

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Professor Russell Bishop

Professional Learning Support

The electronic books in this collection are an outcome of more than 13 years of iterative research and development and are for use by facilitators within a structured professional learning context.

They have been developed to give facilitators in the field mobile access to rich media and just-in-time resource materials.

Recognising that much of the knowledge in these eBooks was derived from or refined through collaboration with Te Kotahitanga schools and whānau, it was gifted back to those schools in the form of these iBooks at the 2013 Hui Whakanukunuku.

The books are currently being used in Kia Eke Panuku: Building on Success.

eBooks Fan

The Collection Structure

The first two eBooks in this collection provide the theoretical underpinnings of the processes established in the Te Kotahitanga project and now being used in Kia Eke Panuku: Building on Success.

The second two provide examples of evidence-based practice. For more signature pedagogies like these, see the BES Exemplars: Reciprocal Teaching and Ripene Āwhina ki te Pānui Pukapuka (RĀPP).

The last six are facilitator practice manuals, iteratively developed by the research team in Te Kotahitanga Phase 5.

Connecting with Māori Communities

Connecting with Maori Communities [Google Slide Presentation] opens in new window.
This eBook outlines findings from research literature concerning how schools can establish relationships with whānau, hapū and iwi.

Web IconConnecting with Māori Communities: Whānau, Hapū and Iwi [Kia Eke Panuku website]

Google Slide Presentation Icon Connecting with Māori Communities: Whānau, Hapū and Iwi [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

An analysis of the research findings reported in Chapter 7 of the School Leadership BES (Alton-Lee, Robinson, Hohepa & Lloyd, 2009), entitled Creating educationally powerful connections with family, whānau and communities, is also included.

It begins with related principles from the Ka Hikitia strategy, then provides the theoretical framework for developing effective educational connections between schools and their Māori communities. Included are video clips and extracts from the narratives of experience of researchers, Māori parents, whānau and community members.

This resource gives school leaders, teachers and staff a process for thinking about why they should connect with and develop collaborative home–school relationships with their Māori communities.

It also offers school leadership teams activities and resources designed to promote staff understanding and action around connecting with their Māori communities.

Although the resources are presented in a logical order, it is not expected that all will necessarily be used, or used in that order.

Sustaining and Spreading Educational Reform

Sustaining and Spreading Educational Reform [Google Slide presentation] opens in new window. This eBook considers how, in many countries, and specifically in New Zealand, education has perpetuated the marginalisation of particular groups of students.

Web IconSustaining and Spreading Educational Reform: Including marginalised students[Kia Eke Panuku website]

Google Slide Presentation Icon Sustaining and Spreading Educational Reform: Including marginalised students[Google Slide Presentation]

Alternative options to view the Google Slide presentation:

It contends that if these students are to take their rightful place as successful and valuable contributors to society, then education must be re-imagined and reformed.

It then goes on to consider possible leadership models and the conditions for incorporating an educational reform project so that it is sustainable and spreads to include all members of the school.

This will involve valuing and using the funds of cultural knowledge to be found in the students' communities.

Finally, the writers propose a Communities of Practice model as a means of supporting staff to understand and implement reform.

Connections and Collaborations: Two strategies to accelerate reading

Connections and Collaborations: Two strategies to accelerate reading. This eBook details Pause Prompt Praise and Reciprocal Teaching, two well researched and effective reading strategies or smart tools that are consistent with the principles of culturally responsive and relational pedagogies. 

Web IconConnections and Collaborations: Two strategies to accelerate reading[Kia Eke Panuku website]

Google Slide Presentation Icon Connections and Collaborations: Two strategies to accelerate reading [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

Pause Prompt Praise is a one-to-one reading tutoring programme aimed at benefitting low progress readers. It is also effective in connecting schools with whānau and Māori communities. When used simultaneously at school and home, it has produced some exceptional results.

Reciprocal Reading is an effective, straightforward, co-operative group reading strategy for promoting shared reading and reading with meaning. It can be used by classroom teachers across the curriculum.

The publication begins by connecting the two strategies with the principles in Ka Hikitia.

It then explains the theoretical basis that underpins the two smart tools, outlines key messages from the research, and provides guidelines for implementation.

Video clips support understanding and implementation of both strategies.

Connections and Collaborations: Two strategies to accelerate writing

Connections and Collaborations: Two strategies to accelerate writing [Google Slide Presentation] opens in new window. This eBook details Responsive Written Feedback, a well researched and effective writing strategy. Four writing structures (Structured Brainstorming, Report Writing, Recount Writing and Procedure Writing) are also included as a means of promoting greater confidence and writing fluency.

Connections and Collaborations: Two strategies to accelerate writing[Kia Eke Panuku website]

Connections and Collaborations: Two strategies to accelerate writing [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

Used with appropriate contexts, these strategies or smart tools are a good fit with culturally responsive and relational pedagogies.

For an example of how Responsive Written Feedback and Structured Brainstorming were used by a school in collaboration with their Māori community see Chapter 7 (Creating educationally powerful connections with family, whānau and communities) of the School Leadership BES (Robinson, Hohepa & Lloyd 2009. pg.144).

Used to develop the quantity and quality of students' writing, these strategies produced some of the highest effect sizes reported in this BES. Importantly, some of this research was in the context of supporting fluent Māori speaking students to transition to English-medium classrooms at year 9 (Berryman & Glynn 2003).

This publication also includes a section on transitioning students from Māori-medium to English-medium education.

GEPRISP

GEPRISP [Google Slide Presentation] opens in new window. This eBook(GEPRISP: Goal, Experiences of Māori students, teacher's discursive Positioning, Relationships, Interactions, Strategies, and Planning)outlines the elements of the initial implementation model (encapsulated in the acronym GEPRISP) developed for Te Kotahitanga: Goal, Experiences of Māori students, teacher's discursive Positioning, Relationships, Interactions, Strategies, and Planning.

GEPRISP[Google Slide Presentation]

Alternative options to view the Google Slide presentation:

Each element is defined in turn and linked to classroom practice, the professional development programme, and teacher evaluation.

The synergistic nature of GEPRISP is examined and examples provided of how the GEPRISP model guides implementation of the Effective Teaching Profile at multiple levels: between students and teachers, between teachers and facilitators, and between the research and development team and facilitators.

The Effective Teaching Profile

The Effective Teaching Profile: Activities and Resources [Google Slide Presentation] opens in new window. First and foremost, effective teachers of Māori students create a culturally appropriate and responsive context for learning in their classrooms. In doing so, they:

  • positively reject deficit theorising as a means of explaining Māori students' educational achievement levels
  • know and understand how to bring about change in Māori students' educational achievement and are professionally committed to doing so.

The Effective Teaching Profile: Activities and Resources [Google Slide Presentation] opens in new window.The Effective Teaching Profile: Activities and Resources [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

This eBook provides training activities and resources for use in facilitation teams and by facilitators working with teachers. Reflection activities can be used either by individuals or groups.

Implementing a culturally responsive pedagogy of relations requires the creation of learning environments where whānau-type relations and interactions between teachers and students and their whānau are the norm. In such environments:

Power is shared:
Students can initiate interactions; their right to self-determination over learning preferences and sense-making processes is accepted as fundamental to power-sharing relationships; collaborative critical reflection is part of an ongoing critique of power relationships.

Culture Counts:
Classrooms are places where students can bring 'who they are' to learning interactions in complete safety, knowing that their funds of knowledge are acceptable and legitimate.

Learning is interactive and dialogic:
Students are able to be co-inquirers; that is, raisers of questions and evaluators of questions and answers; learning is reciprocal (ako), active, problem-based, integrated and holistic; sense-making processes and knowledge are validated and developed in  collaboration with others.

Connectedness is fundamental to relations:
Teachers are committed to and inextricably connected with their students and the community and vice versa; school and home/parental aspirations are complementary.

There is a common vision:
There is a shared agenda for what constitutes excellence for Māori in education.

Te Kotahitanga Observation Tool

Te Kotahitanga Observation Tool [Google Slide Presentation] opens in new window.

This eBook backgrounds the development of the Te Kotahitanga Observation Tool. It outlines protocols for conducting a classroom observation using the tool and introduces the process for implementing the cycle of observation, feedback, and co-construction.

Te Kotahitanga Observation Tool [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

The Observation Tool is linked directly to the Effective Teaching Profile. It provides a framework for classroom observations of teacher–student interactions and teacher relationships with Māori students, and a means of identifying the strategies that teachers use. In this way, the impact of a teacher's actions on the achievement of Māori students can be assessed and monitored.

Observers who focus on students alone are most likely located within a functional limitations paradigm and assume that the cause of any problem lies within the individual. The Observation Tool positions the observer within an ecological paradigm that takes into account a wide range of factors that influence student behaviour and learning. This provides greater scope for participants to arrive at effective and meaningful solutions.

In 2010, principals asked for a way of taking a snapshot of their progress in implementing a culturally responsive pedagogy of relations. In response, Rongohia te Hau, ("listening to the winds of change") was developed. Rongohia te Hau is a walk-through observation and survey process designed to collect evidence of how effectively a school has supported teachers to implement the Effective Teaching Profile and embed a culturally responsive pedagogy of relations. This evidence is then used to inform goal setting and action planning.

In 2013, a third observation tool was developed and trialled in classrooms. This tool focuses specifically on evidence of a culturally responsive pedagogy of relations. This evidence provides a basis for feedback and shadow coaching support. This tool is now being used in the 100 schools involved in the Kia Eke Panuku: Building on Success project.

Feedback, Co-construction and Shadow Coaching

Feedback, Co-construction and Shadow Coaching [Google Slide Presentation] opens in new window.

For teachers involved in Te Kotahitanga, professional development consisted of a formal classroom observation each term, followed by an individual feedback meeting, a group co-construction meeting, and individual shadow-coaching.

Feedback, Co-construction and Shadow Coaching [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

This eBook describes the feedback and co-construction meetings and provides resources to support the implementation of these elements of professional development in schools. Shadow coaching is also unpacked and examples shared.

Hui Whakarewa - Launching Te Kotahitanga

Hui Whakarewa - Launching Te Kotahitanga [Google Slide Presentation] opens in new window.

This eBook describes and explains the Hui Whakarewa, at which the school-based facilitation team would launch Te Kotahitanga with staff and (on the final evening) the Māori community.

Hui Whakarewa - Launching Te Kotahitanga [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

The publication describes planning activities and provides a detailed outline of each day's programme. It includes a case study from a Phase 3 school.  Instructions for workshop activities are also included, as are activity sheets, OHT masters, and datashow presentations.

Hui Whakarewa - Launching Te Kotahitanga with a small cohort of teachers

Hui Whakarewa - Launching Te Kotahitanga with a small cohort of teachers [Google Slide Presentation] opens in new window.

This eBook explains how small groups of teachers can be inducted into Te Kotahitanga. This is most likely to be necessary at the start of a school year, when newly appointed staff arrive, unfamiliar with the origins and theoretical foundations of Te Kotahitanga, the elements of GEPRISP, or the Effective Teaching Profile.

This publication is indicative of the project teams attention to issues of sustainability.

Hui Whakarewa - Launching Te Kotahitanga with a small cohort of teachers [Google Slide Presentation]

Alternative options to view the Google Slide presentation:

This publication provides guidance and activities that will enable teachers to develop understanding of the key concepts through a Hui Whakarewa process.

Peer reviewed journal articles

Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: the whanaungatanga thesis. American educational research journal, 51 (1), 184-214.

Berryman, M. (2013). Learning about inclusion by listening to Māori. International Journal of Inclusive Education, 17 (8), 827-838.

Berryman, M. (2012). Aromatawi reo a-waha: Oral Maori-language assessment tools. In set: Research Information for Teachers, 2, 54-56.

Berryman, M., Woller, P. & McDonald, R. (2012). Responsive socio-cultural contexts: Supporting five year olds to become literate in a second language. Waikato Journal of Education, 17(2), 79-90.

Bishop, R. (2012). Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools. New Zealand Journal of Educational Studies, 47(2), 38-50.

Bishop, R., Berryman, M., Wearmouth, J., & Peter, M. (2012). Developing an effective education reform model for indigenous and other minoritized students. School Effectiveness and School Improvement. Vol. 23, No. 1, March 2012, pp. 49-70.

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2012). Professional development, changes in teacher practice and improvements in indigenous students' educational performance: A case study from New Zealand. Teaching and Teacher Education, 28, 694-705.

Ford, T. (2012). Culturally responsive leadership: How one principal in an urban primary school responded successfully to Maori student achievement. Set: Research Information for Teachers. 2, 28-36

Wearmouth, J., & Berryman, M. (2012). Viewing restorative approaches to addressing challenging behaviour of minority ethnic students through a community of practice lens. Cambridge Journal of Education, 42(2), 253-268.

Wearmouth, J., Berryman, M., Bishop, R., Peter, M., & Clapham, S. (2012). Professional development, changes in teacher practice and improvements in Indigenous students' educational performance: A case study from New Zealand. Teaching and Teacher Education, 28(5), 694-705.

Berryman, M., & Bishop, R. (2011). The Te Kotahitanga observation tool: Development, use, reliability and validity. Waikato Journal of Education 16(3), 81-94.

Berryman, M., & Woller, P. (2011). Early intervention services: Effectively supporting Māori children and their families. Kairaranga. Vol. 12, No. 1, pp. 3‑9. Massey University.

Berryman, M., & Woller, P. (2011). The development and trial of Maori language tools for assessing oral language from Years 1 to 3. Assessment Matters. Vol. 3, pp. 28-44. NZCER Press.

Berryman, M., & Woller, P. (2011). Learning about inclusion by listening by Māori. International Journal of Inclusive Education. 15 December 2011, pp. 1-12. Routledge, Taylor & Francis Group.

Bishop, A. R., Berryman, M. A., Wearmouth, J. B., & Peter, M. (2011). Developing an effective education reform model for indigenous and other minoritized students. School Effectiveness and School Improvement (pp.1-22). Routledge, DOI 10.1080/09243453.2011.647921.

Bishop, R. (2011). Ethical Dilemmas. Beyond Conventional Boundaries. Studies in Inclusive Education, Vol. 13, 15-32.

Bishop, R. (2011) Freeing ourselves from Neo-Colonial Domination in Research. Cultural Studies and Education, 66, 1-30.

Bishop, R. (2011). Education Leaders Can Reduce Educational Disparities. International Handbook of Leadership for Learning. Springer International Handbooks of Education, 25, 1069-1081.

Bishop, R. (2011). Making it possible for minoritized students to take on student leadership roles. The Australian Educational Leader (ACEL) Leading & Managing 17(2), 111-122.

Bishop, R. (2011). Making sense of the process. Beyond Conventional Boundaries. Studies in Inclusive Education, 13, 9-14.

Bishop, R. (2011). Meeting Alexandra. Beyond Conventional Boundaries. Studies in Inclusive Education, 13, 89-99.

Bishop, R. (2011). Meeting Gemma. Beyond Conventional Boundaries. Studies in Inclusive Education, 13, 79-88.

Bishop, R. (2011). Professionalism and Procedure. Beyond Conventional Boundaries. Studies in Inclusive Education, 13, 101-111.

Bishop, R. (2011). Professionalism and Judgement. Beyond Conventional Boundaries. Studies in Inclusive Education, 13, 113-126.

Bishop, R. (2011). The Personal and the Professional. Beyond Conventional Boundaries. Studies in Inclusive Education, Vol. 13, 69-78.

Bishop, R. (2011). Uncertainty in Research and Practice. Beyond Conventional Boundaries. Studies in Inclusive Education, Vol. 13, 33-48.

Hynds, A., Sleeter, C., Hindle, R., Savage, C., Penetito, W., & Meyer, L.H. (2011). Te Kotahitanga: A case study of a repositioning approach to teacher professional development for culturally responsive pedagogies. Asia-Pacific Journal of Teacher Education, 39(4), 339-351.

Lawrence, D. (2011). "What can I do about Maori underachievement?" Critical reflections from a non-Maori participant in Te Kotahitanga. Set, 3, 32-38.

Mahuika, R., Berryman, M., & Bishop, R. (2011). Issues of culture and assessment in New Zealand education pertaining to Māori students. Assessment Matters. v3, NZCER Press, p.183-198.

Siope, A. (2011). The schooling experiences of Pasifika students. In set: Research information for teachers, 3, 10-16.

Berryman, M., & Bishop, R. (2010). Societal and cultural perspectives through a Te Kotahitanga lens. In C. M. Rubie-Davies (Ed.) Educational Psychology: Concepts, research and challenges (pp. 249-267). New York: Routledge.

Bishop, R. (2010). Commentary on 'Family obligations in Micronesian cultures: implications for educators. International Journal of Qualitative Studies in Education, 23(6), 691-698.

Bishop, R. (2010). Effective teaching for indigenous and minoritised students. Procedia – Social and Behavioral Sciences, 7(2010), 57-62.

Bishop, R., & Berryman, M. (2010). Te Kotahitanga: Culturally responsive professional development for teachers. Teacher Development 14(2), 173–187.

Berryman, R., Woller, P., & Macfarlane, S. (2009). Special education: Responding to cultural diversity in New Zealand. Special Education Perspectives 18(2), 11-25. Australian Association of Special Education Inc.

Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teaching profile. SET Research Information for Teachers No. 1, pp. 19-23.

Bishop, R., & Berryman, M. (2009). Te Kotahitanga: Culturally responsive professional development for teachers. Paper prepared for Teacher Development: An International Journal of Teachers professional Development.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Maori students in New Zealand. Teaching and Teacher Education 25, 734-742.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. He Kupu Whakataki: Journal of Best Practice in Applied Māori/Indigenous Vocational Education (1st Ed.). Waiariki Institute of Technology.

Glynn, T., Berryman, M., Vanstone, B., & Weiss, S. (2009). Responsive written feedback to improve the writing of minoritised students. Journal of Australian Indigenous Issues.12 (1-4) 12-21.

Bateman, S., & Berryman, M. (2008). He Hui Whakatika: Culturally responsive, self-determining interventions for restoring harmony. Kairaranga, 9(1), 6-12.

Bateman, S., & Berryman, M. (2008). He hui whakatika: Culturally responsive, self-determining interventions for restoring harmony. Kairaranga, Issue 1, Volume 9, 6‑12.

Berryman, M., & Bateman, S. (2008). Effective bicultural leadership: A way to restore harmony at school and avoid suspension. In set: Research Information for Teachers, 1, 25-29.

Berryman, M., & Bateman, S. (2008). Participation within Māori paradigms to restore harmony in school and avoid suspension. SET Research Information for Teachers No. 1, 25-29.

Bishop, R. (2008). GPILSEO: A model for sustainable educational reform. New Zealand Journal of Educational Studies 43(2), 47-62.

Berryman, M., & Togo, T. (2007). Culturally responsive whānau relations for including Māori students in education. Kairaranga, 8(2), 46-52.

Berryman, M., & Woller, P. (2007). RĀPP: Tape-assisted reading to support students' reading in Māori in two bilingual schools. SET Research Information for Teachers No. 2, 19-23.

Berryman, M., & Glynn, T. (2006). Sweet As: A collaborative, culturally responsive school-wide behaviour intervention. Fulfillment im Electronic Commerce: Gestaltungsansätze, Determinanten, Wirkungen, 134.

Glynn, T., Wearmouth, J., & Berryman, M. (2006). Supporting students with literacy difficulties: A Responsive approach. Open University Press / McGraw-Hill Education. (ISBN: PB 13-978-0335-21915-0).

Bishop, R. (2005). Addressing Education for International Understanding in New Zealand. Journal of Education for International Understanding, 2005, Vol. 1 (Pilot Issue), 109-125.

Bishop, R. (2005). Education for International Understanding (EIU): Formative Assessment, feedback and feed-forward in action. New Zealand. Journal of Education for International Understanding, 2005, Vol. 1 (Pilot Issue), 126-144.

Glynn, T., Berryman, M., Loader, K., & Cavanagh, T. (2005). From literacy in Māori to biliteracy in Māori and English: A community and school transition programme. International Journal of Bilingual Education and Bilingualism, 8(5), 433-454.

Glynn, T., Berryman, M., Grace, H., & Glynn, V. (2004). Activating whānau (extended family) processes within a community and school literacy partnership. Journal of Maori and Pacific Development, Issue 2, Vol. 5, 14-30.

Bishop, R. (2003). Changing power relations in education: Kaupapa Maori messages for "mainstream" education in Aotearoa-New Zealand. Comparative Education, 39(2), 221−238.

Glynn, T., Berryman, M., Langdon, Y., & McDonald, S. (2003). Bilingual literacy gains from classroom language and literacy strategies for beginning Māori second language learners: Final Report. Wellington: Ministry of Education. Kairaranga 8(2), 25-31.

Bishop, R. (2002). Introduction to special section on Māori culture and education. Waikato Journal of Education, 8, 3-4.

Bishop, R., Berryman, M., & Richardson, C. (2002). Te Toi Huarewa: Effective teaching and learning in total immersion Māori language educational settings. Canadian Journal of Native Education, Vol. 26, No. 1, 44-61.

Bishop, R., & Tiakiwai, S. J. (2002). Building capacity for sustainable Iwi development. He Puna Korero: Journal of Maori and Pacific Development, 3(2), 31-39.

Berryman, M. (2001). Kawea te rongo: The development and training. Specialist Education Services.

Berryman, M., Rau, C., & Glynn, T. (2001). Ngā Kete Kōrero: A framework for assigning levels of difficulty to existing and new Māori reading resources. SET Research Information for Teachers No. 2, 9-13.

Glynn, T., Berryman, M., Harawir, W., Atvars, K. & Bidois, P. (2001). Bilingual behaviour checklists: initiating a student, teacher and parent partnership in behaviour management. Waikato Journal of Education, 7, 177-201.

Hall, A., & Bishop, R. (2001). Teacher ethics, professionalism and cultural diversity. New Zealand Journal of Educational Studies36(2), 187-202.

Berryman, M. (2000). Helping kids in need: Changing perspectives on positive training relationships between parents and educators for the new millennium. Kairaranga, Issue 1, Volume 1, 15-19

Berryman, M., Walker, R., Reweti, M., O'Brien, K., & Weiss, S. (2000). An ecological approach to understanding behaviour: Comprehensive and culturally appropriate strategies towards student success. SET Research Information for Teachers No. 2, 35-38

Bishop, R. (2000). New metaphors for power sharing in education. NATE - English in Aotearoa, 46, 3-17.

Bishop, R. (2000). 1999 Professoral Address: Nau te rourou, naku te rourou… Māori education: Setting an agenda. Waikato Journal of Education, 6, 3-18.

Bishop, R., & Glynn, T. (2000). Kaupapa Maori messages for the mainstream. In set (2000)1, 4-7.

Bishop, R. (1999). Collaborative Storytelling: Meeting Indigenous Peoples' Desires for Self-Determination in Research. Educational Resources Information Center (ERIC), ED467396, 1-30. Retrieved from http://files.eric.ed.gov/fulltext/ED467396.pdf

Bishop, R., & Glynn, T. (1999). Researching in Maori contexts: An interpretation of participatory consciousness. Journal of Intercultural Studies, 20(2), 167-182.

Bishop, R. (1998). Feeing ourselves from neo-colonial domination in research: A Maori approach to creating knowledge. International Journal of Qualitative Studies in Education, 11(2), 199-219.

Bishop, R., & Glynn, T. (1998). Achieving cultural integrity in education in Aotearoa/New Zealand. International perspectives on intercultural education, 38-71.

Bishop, R., & Glynn, T. (1998). The development of Kaupapa Maori Education initiatives in Aotearoa, New Zealand. Education Canada, 38(2), 50-56.

Bishop, R. (1997). Interviewing as collaborative storying. Educational Research and Perspectives, 24(1), 28-47.

Bishop, R. (1997). Maori people's concern about research into their lives. History of Education Review, 26(1), 25-41.

Glynn, T., Berryman, M., Bidois, P., Atvars, K., Duffull, T., & Horne, J. (1997). Involving Children in Research: The Hei Awhina Matua Project [online]. Childrenz Issues: Journal of the Children's Issues Centre, 1(1), 17-22.

Glynn, T., Berryman, M., Atvars, K., Harawira, W., Walker, R. & Kaiwai, H. (1997). Bicultural Research and Support Programmes for Maori Students, Teachers and Communities. New Zealand Annual Review of Education, 7, 111-132.

Berryman, M., Bidois, P., Furlong, M., Atvars, K. & Glynn, T. (1995). Tatari Tautoko Tauawhi: a Maori language reading tutoring programme. In set: Research Informatin for Teachers, 6, 1-6.

Glynn, T., & Bishop, R. (1995). Cultural issues in educational research: A New Zealand perspective. He Pukenga Korero, 1(1), 37-43.

Bishop, R. (1994). Initiating empowering research? New Zealand Journal of Educational Studies, 29(2), 175-188.

Bishop, R. (1993). Te Ropu Rangahau Tikanga Rua: The Establishment of a Bicultural Research Group, under the Control of Maori people for the Benefit of Maori people. New Zealand Annual Review of Education, 2, 205-223.

Bishop, R., & Glynn, T. (1992). He Kanohi Kitea: Conducting and evaluating educational research. New Zealand Journal of Educational Studies, 27(2), 125-135.

Books

Berryman, M. (ed), SooHoo, S. (ed), Nevin, A. (ed). Culturally responsive methodologies.Bingley: Emerald.

Bishop, R., Berryman, M., Wearmouth, J. (2014). Te Kotahitanga: towards effective education reform for indigenous and other minoritised students. NZCER Press.

Berryman, M., SooHoo, S., & Nevin, A. (Eds.), (2013). Culturally Responsive Methodologies. London: Emerald Group Publishing.

Bishop, R. (2011) Freeing ourselves: An indigenous response to neo-colonial dominance in research, classrooms, schools and education systems. Rotterdam: Sense Publications

Sleeter, C. E. (Ed.), (2011). Professional Development for Culturally Responsive and Relationship-Based Pedagogy. New York: Peter Lang Publishing Inc.

Bishop, R., O'Sullivan, D., & Berryman, M., (2010). Scaling Up Education Reform: Addressing the Politics of Disparity. Wellington: NZCER Press.

Wearmouth, J., & Berryman, M. (2009). Inclusion through participation in communities of practice in schools. Wellington: Dunmore Publishing.

Bishop, R., & Berryman, M. (2006). Culture Speaks: Cultural relationships and classroom learning. Wellington: Huia Press.

Shields, C. M., Bishop, R., Mazawi, A. E. (2005). Pathologizing practices: The impact of deficit thinking in education. New York: Peter Lang.

Berryman, M., Glynn, T., & Wearmouth, J. (2005). Perspectives on student behaviour in schools: Exploring theory and developing practice. New York: Routledge.

Bishop, R., & O'Sullivan, D. (2005). Te Kotahitanga: Investigating the sustainability of the Te Kotahitanga Professional Development Project. Monograph. University of Auckland, Aotearoa. Ngā Pae o te Māramatanga: The National Institute for Research Excellence in Māori Development and Advancement.

Bishop, R., & O'Sullivan, D. (2005). Taking a reform project to scale: Considering the conditions that promote sustainability and spread of reform. Monograph.

Wearmouth, J., Glynn, T., & Berryman, M. (2005). Perspectives on student behaviour in schools: Exploring theory and developing practice. London: Routledge Falmer.

Wearmouth, J., Glynn, T., Richmond, R., & Berryman, M. (2004). Inclusion and Behaviour Management in Schools: Issues and Challenges. London: David Fulton Publishers.

Wearmouth, J., Richmond, R., Glynn, T., & Berryman, M. (Eds.) (2004). Understanding pupil behaviour in schools: A diversity of approaches. London: David Fulton.

Berryman, M., & Glynn, T. (2003). Transition from Māori to English: A community approach. Wellington, New Zealand: New Zealand Council for Education Research.

Bishop, R., & Glynn, T. (2003). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.

Bishop, R., & Glynn, T. (1999) Culture counts: Changing power relations in education. Palmerston North: Dunmore Press.

Bishop, R. (1996). Collaborative research stories: Whakawhanaungatanga. Palmerston North: Dunmore Press.

Bishop, R. (1996). Addressing the issues of self-determination and legitimation in Kaupapa Moari research.

Book Chapters

Berryman, M. (2013). Te Kotahitanga: culturally responsive and relational pedagogies for teachers and students. In Katene, S., Mullholland, M. (eds). Future challenges for Māori: he kōrero anamata. Wellington: Huia Press.

Berryman, M. (2013). Leaders' use of classroom evidence to understand, evaluate and reform schooling for indigenous students. In Lai, M., Kushner, S. (eds), A developmental and negotiated approach to school self-evaluation. Bingley, UK: Emerald Group.

Barrett, T. (2013). The river is me and I am the river: Principles for the organic Māori researcher. In M. Berryman, S. SooHoo & A. Nevin (Eds.), Culturally Responsive Methodologies. London: Emerald Publishing Inc.

Berryman, M. (2013). Kaupapa Māori: The research experiences of a research-whānau-of-interest. In In M. Berryman, S. SooHoo & A. Nevin (Eds.) Culturally Responsive Methodologies (pp. 263-287). London: Emerald Group Publishing.

Berryman, M., SooHoo, S., & Nevin, A. (2013). The Confluence. In M. Berryman, S. SooHoo & A. Nevin (Eds.) Culturally Responsive Methodologies (pp. 389-408). London: Emerald Group Publishing.

Bishop, R. (2013). Indigenous and other minoritised students (pp. 74-76). In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement. New York: Routledge.

Ford, T. (2013). My research journey: Contributing to a new education story for Maori. In M. Berryman, S. SooHoo & A. Nevin (Eds.) Culturally Responsive Methodologies (pp. 87-106). Bedfordshire, UK: Emerald Group Publishing.

Glynn, T. (2013). Me nohotahi mahitahi, haeratahi tatou: Collaborative partnership between indigenous (Maori) and non-indigenous (Pakeha) researchers. In M. Berryman, S. SooHoo & A. Nevin (Eds.) Culturally Responsive Methodologies. Bedfordshire, UK: Emerald Group Publishing.

Wearmouth, J., Berryman, M., & Glynn, T. (2013). Culturally responsive approaches to challenging behaviour of minority ethnic students. In T. Cole, H. Daniels & J. Visser (Eds.), The Routledge International Companion to Emotional and Behaviour Difficulties (pp. 280-287). Oxon, England: Routledge.

Bishop, R. (2012). Indigenous methods in qualitative educational research. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 126-142). Northampton, MA: Edgar Elgar Publishing.

Wearmouth, J., Berryman, M. & Glynn, T. (2012) 'Culturally responsive approaches to challenging behaviour of minority ethnic students'. In T. Cole, H. Daniels, J. Visser (Eds.) The Routledge international companion to emotional and behavioural difficulties. London: Routledge.

Berryman, M. (2011). The professional development process. In C.E. Sleeter (Ed.), Professional Development for Culturally Responsive and Relationship-Based Pedagogy (pp. 47-67). New York: Peter Lang Publishing Inc.

Berryman, M. & Bishop, R. (2011). Societal and cultural perspectives through a Te Kotahitanga lens. In Christine M. Rubie-Davies (Ed.), Educational Psychology: Concepts, Research and Challenges (pp. 249-267). New York: Routledge.

Berryman, M., & Bishop, R. (2011). Culturally responsive relations. In D. Bottrell & S. Goodwin (Eds.) Schools, Communities and Social Inclusion, (pp.50-63). Melbourne:Palgrave Macmillan.

Berryman, M., & Macfarlane, S. (2011). Hui whakatika: Indigenous contexts for repairing and rebuilding relationships. In V. Margrain & A.H. Macfarlane (Eds.) Responsive pedagogy: Engaging Restoratively with Challenging Behaviour (pp. 128-146). Wellington, New Zealand: NZCER Press.

Bishop, R. (2011). Education leaders can reduce educational disparities. In International Handbook of Leadership for Learning: Part Two (pp. 1069-1081). Springer.

Bishop, R. (2011). How effective leaders reduce educational disparities. In J. Robertson & H. Timperley (Eds.) Leadership and Learning (pp. 27-40). Thousand Oaks, CA: SAGE Publications.

Bishop R. (2011). A culturally responsive pedagogy of relations. In C. McGee & D. Fraser (Eds., 4th Ed.), The Professional Practice of Teaching (pp. 185-204). Melbourne, AU: Cengage Learning.

Bishop, R. (2011). Te Kotahitanga: Kaupapa Māori in Mainstream Classrooms. In C. E. Sleeter (Eds.) Professional Development for Culturally Responsive and Relationship-Based Pedagogy (pp. 23-46). New York: Peter Lang Publishing Inc.

Sleeter, C. E., & Bishop, R. (2011). Professional development for culturally responsive and relationship-based pedagogy. In C. E. Sleeter (Eds.) Professional Development for Culturally Responsive and Relationship-Based Pedagogy (pp. 163-177). New York: Peter Lang Publishing Inc.

Wearmouth, J. & Berryman, M. (2011). Parent, family and community support for addressing difficulties in literacy. In C. Wyatt-Smith, J. Elkins & S. Gunn (Eds.). Multiple perspectives on difficulties in learning literacy and numeracy (pp. 178-196). New York: Springer.

Wearmouth, J., Berryman, M., & Whittle, L. (2011). 'Shoot for the moon!' Students' identities as writers in the context of the classroom. British Journal of Special Education. Vol. 38, No. 2, (pp. 92-99). Wiley-Blackwell, 2011.

Berryman, M., Soohoo, S., & Woller, P. (2010). Leading pedagogy: Promoting school reform through teacher leadership and the implementation of a culturally responsive pedagogy of relations.  In Advances in Educational Administration Volume 11: Global perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (pp. 187-210). Bingley, UK: Emerald Group Publishing Limited.

Berryman, M., Woller, P., & Reweti, M. (2010). Maori language policy and practice in New Zealand schools: Community challenges and community solutions. In K. Menken & O. Garcia (Eds.), Negotiating Language Policies in Schools (pp. 145-161). London: Routledge, Taylor & Francis Group.

Bishop, R. (2010). Discursive Positioning and Educational Reform. In S. May & C. Sleeter (Eds.) Critical Multiculturalism: Theory and Praxis (pp. 61-72). New York: Routledge.

Bishop, R. (2010). Diversity and educational disparities: The role of teacher education. In OECD, Educating teachers for diversity: Meeting the Challenge (pp. 119-135). Paris: OECD Publishing.

Bishop, R. (2010). Closing the gap in education by addressing the education debt in New Zealand. In I. Snyder & J. Nieuwenhuysen (Eds.) Closing the Gap in Education? Improving Outcomes in Southern World Societies (pp.127-148). Melbourne, AU: Monash University Publishing.

Bishop, R. (2010). Effective Teaching for Indigenous and Minoritized Students. Procedia Social and Behavioral Sciences, 7(C), 57-62.

Bishop, R. (2010). Diversity and educational disparities: the role of teacher education. In Educational Research and Innovation Educating Teachers for Diversity: Meeting the Challenge (p. 119). Paris: OECD Publishing.

Berryman, M., Glynn, T. Woller, P., & Reweti, M. (2009). Māori Language Policy and Practice in New Zealand Schools: Community Challenges and Community Solutions. In K. Menken and O. Garcia (Eds.), Negotiating Language policies in Classrooms: Teachers as Change Agents. New York: Routledge/Taylor and Francis.

Berryman, R., Macfarlane, S., & Cavanagh, T. (2009). Indigenous contexts for responding to challenging behaviour: Contrasting western accountability with Maori restoration of harmony. International Journal of Restorative Justice. Vol. 15., No. 1. (pp. 1-32). J Charlton Publishing.

Berryman, M., & Wearmouth, J. (2009). Responsive approaches to literacy learning within cultural contexts. In G. Reid, (Ed.) The Routledge companion to Dyslexia. London: Routledge Taylor & Francis Group.

Bishop, R. (2009). Addressing diversity: Race, ethnicity, and culture in the classroom. In S. R. Steinberg (Ed.), Diversity and Multiculturalism: A Reader (pp. 110-121). New York: Peter Lang Publishing.

Berryman, M., & Bateman, S. (2008). Claiming space and restoring harmony within hui whakatika. In Levy, M., Nikora, L.W., Masters-Awatere, B., Rua, M. & Waitoki, W. (Eds). Claiming Spaces: Proceedings of the 2007 National Maori and Pacific Psychologies Symposium 23rd-24th November 2007 (pp. 111-122). Hamilton, New Zealand: Māori and Psychology Research Unit, University of Waikato.

Berryman, M., Woller, P., & Togo, T. (2008). RĀPP: Tape-assisted reading to support students' literacy in Māori in two bilingual schools. In L. Graham (Ed.), Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference (pp.1-10). Armidale, Australia: University of New England.

Berryman, M., & Bateman, S. (2008). Claiming space and restoring harmony within hui whakatika. In M. Levy, L. Nikora, B. Masters-Awatere, & W. Waitoki (Eds.), Claiming spaces: Proceedings of the 2007 National Māori and Pacific Psychologies Symposium (pp. 111-122). Hamilton: University of Waikato.

Bishop R. (2008). A culturally responsive pedagogy of relations. In C. McGee & D. Fraser (Eds.), The Professional Practice of Teaching (pp. 185-204). Melbourne, AU: Cengage Learning.

Bishop R. (2008). Creating a culturally responsive pedagogy of relations. In L. Graham (Ed.), Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference (pp. 130-134). Armidale, Australia: University of New England SIMERR.

Bishop R. (2008). Te Kotahitanga: Kaupapa Māori in mainstream classrooms. In Norman K. Denzin, Yvonna S. Lincoln, Linda Tuhiwai Smith (Eds.) Handbook of Critical and Indigenous Methodologies (pp. 439-458). Thousand Oaks, CA:  Sage Publications Ltd.

Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2008). A culturally responsive pedagogy of relations: Effective teaching for Māori students. In A. St. George, S. Brown and J. O'Neill (Eds.), Facing the big questions in teaching: Purpose, power and learning (pp.165-172). Melbourne: Cengage Learning.

Sawrey, R., Tarabe, A., Love, C., Berryman, M., Ruwhiu, L., Olo-Whangaa, E. & Faleafa, M. (2008). Closing Plenary. In Levy, M., Nikora, L.W., Masters-Awatere, B., Rua, M. & Waitoki, W. (Eds). Claiming Spaces: Proceedings of the 2007 National Maori and Pacific Psychologies Symposium 23rd-24th November 2007 (pp. 163-168). Hamilton, New Zealand: Māori and Psychology Research Unit, University of Waikato.

Bishop, R. (2007). Lessons from Te Kotahitanga for Teacher Education. In L. Deretchin & C. Craig (Eds.) International Research on the Impact of Accountability Systems: Teacher Education Yearbook XV (pp. 225 – 239). Lanham, Maryland: Rowman and Littlefield Education.

Bishop, R. (2007). Lessons from Te Kotahitanga for teacher education in the Pacific (pp. 37-55). In P. Puamau (Ed.), Pacific Voices: Teacher Education on the Move. Fiji: USP, The Pride Project.

Bishop, R., & Shields, C. M. (2006). Overcoming disparity: Repositioning leadership to challenge the conceptual underpinnings of antiracist education. In R. T. Jimenez, H. R. Milner & E. W. Ross (Eds.), Race, Ethnicity and Education (Volume 4): Racism and Antiracism in Education (pp. ). New York: Praeger Publishers.

Bishop, R. (2005). Freeing ourselves from neocolonial domination in research: A Kaupapa Māori approach to creating knowledge. In N. K. Denzin & Y. S. Lincoln, (3rd ed.) Handbook of qualitative research (pp. 109-138). Thousand Oaks, CA: Sage Publications.

Glynn, T., & Berryman, M. (2005). Understanding and responding to students' behaviour difficulties. In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand (third edition), pp. 294-315.  Palmerston North: Thomson Dunmore Press.

Glynn, T., Berryman, M. & Weiss, S. (2005). Responding to the message: Responsive written feedback in a Maori to English transition context. In S. May, M. Franken & R. Barnard (Eds.). LED 2003: 1st International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 26-29 November 2003 [CD-ROM]. Hamilton, New Zealand: Wilf Malcolm Institute of Educational Research, University of Waikato.

Berryman, M., & Glynn, T. (2004). Sweet as: A collaborative, culturally responsive school-wide behaviour intervention. In J. Wearmouth, R. Richmond, T. Glynn & M. Berryman (Eds.), Understanding pupil behaviour in schools: A diversity of approaches (pp 134-147). London: David Fulton Publishers.

Berryman, M., & Glynn, T. (2004). Hei āwhina mātua: The development of a New Zealand bi-cultural home and school behaviour management programme. In J. Wearmouth, T. Glynn, R. Richmond, and M. Berryman, (Eds.), Inclusion and Behaviour Management in Schools: Issues and Challenge (pp. 240-262). London: David Fulton Publishers in association with the Open University and the University of Waikato.

Berryman, M., & Glynn, T. (2004). Culturally responsive school and community partnerships to avoid suspension. In J. Wearmouth, R.C. Richmond & T. Glynn (Eds.), Addressing pupils' behaviour: responses at district, school and individual levels (pp. 30-41). London: David Fulton.

Bishop, R., & Glynn, T. (2004). Addressing power and control issues in educational research. In J. Wearmouth, T. Glynn, R. Richmond & M. Berryman (Eds.), Inclusion and Behaviour Management in Schools: Issues and Challenges. London: David Fulton Publishers.

Bishop, R., & Glynn, T. (2004). Achieving cultural integrity in education in Aotearoa/New Zealand. In J. Wearmouth, R. C. Richmond, T. Glynn & M. Berryman (Eds.), Understanding Pupil Behaviour in Schools: A Diversity of Approaches (pp. 107-133). London: David Fulton Publishers.

Berryman, M., & Glynn, T. (2003). Reciprocal language learning for Māori students and parents. In R. Barnard & T. Glynn (Eds.), Bilingual children's language and literacy development: New Zealand case studies (pp. 59-79). Clevedon: Multilingual Matters Ltd.

Glynn, T., & Berryman, M. (2003). A community elder's role in improving reading and writing for Māori students. In R. Barnard & T. Glynn (Eds.), Bilingual children's language and literacy development: New Zealand case studies (pp 36-58). Clevedon: Multilingual Matters Ltd.

Bishop, R. (2001). Changing power relations in education: Kaupapa Māori messages for mainstream institutions.  In C. McGee, & D. Fraser (Eds.) Professional practices of teachers, (pp. 201-219). Palmerston North, NZ: Dunmore Press.

Berryman, M. (2000). A culturally appropriate intervention. In Wilkie, M. (Ed.) Mātauranga Motuhake (pp 107-116). Wellington: New Zealand Council for Educational Research.

Berryman, M., Glynn, T., Walker, R., Reweti, M., O'Brien, K., Langdon, Y., & Weiss, S. (2000). Kawea Te Rongo: The development and the training. Wellington:Specialist Education Services.

Berryman, M., Walker, R., O'Brien, K., Reweti, M., Pahewa-McLean, W., Langdon, Y., & Weiss, S. (2000). Māori education professional development in the Waikato and Bay of Plenty East regions: Final report to the Ministry of Education. Wellington: Ministry of Education.

Berryman, M., Walker, R., Reweti, M., O'Brien, K., & Weiss, S. (2000). Tatari Tautoko Tauawhi in Te Tai Tokerau: Milestone Three Report. Final Report to the Ministry of Education. Wellington: Ministry of Education.

Glynn, T.,Berryman, M., O'Brien, K., & Bishop,R. (2000). Responsive written feedback on students' writing in a Maori language revitalisation context. In R.Barnard (Ed.), Proceedings of the Conference, "Bilingualism at the Ends of the Earth". Hamilton: University of Waikato, Department of General and Applied Linguistics.

Glynn, T., Berryman, M., Atvars, K., & Harawira, A. (2000). Tatari Tautoko Tauawhi: The whānau seven years on.  In D. Fraser, R. Moltzen & K. Ryba (Eds.), Learners with special needs in Aotearoa New Zealand (second edition), (pp. 479-495). Palmerston North: Dunmore Press.

Bishop, R. (1999). Kaupapa Maori Research: An indigenous approach to creating knowledge. In N. Robertson (Ed.), Maori and psychology: Research and practice – The proceedings of a symposium sponsored by the Maori and Psychology Research Unit (pp. 1-6). Hamilton: Maori & Psychology Research Unit.

Glynn, T., Berryman, M., Atvars, K., Harawira, W., Kaiwai, H., Walker, R., & Tari, R. (1997). Research, training and indigenous rights to self-determination: Challenges arising from a New Zealand bicultural journey. In International School Psychology XXth Annual Colloquium, School Psychology: Making Links, Making the Difference, Melbourne, Australia.

Bishop, R., & Glynn, T. (1993). Participant driven empowering research: Issues arising in a bicultural context. In S. Barrett, M. Gold & L. Lawn (Eds.), Proceedings of the Inaugural Special Education Service Conference (pp. 30-39). Dunedin, NZ.

Commissioned Reports

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2012). Te Kotahitanga: Maintaining, replicating and sustaining change. Wellington, New Zealand: Ministry of Education.

Bishop, R., Berryman, M., Wearmouth, J., Peter, M., & Clapham, S. (2011). A summary of Te Kotahitanga: Maintaining, replicating and sustaining change in Phase 3 and 4 schools, 2007-2010. Wellington, New Zealand: Ministry of Education.

McGee, C., Jones, A., Bishop, R., Cowie, B., Hill, M., …, MacKenzie, K. (2010). Teachers' experiences in curriculum implementation: General curriculum, mathematics and technology. Report for the Ministry of Education. New Zealand: the Ministry of Education.

McGee, C., Jones, A., Bishop, R., Cowie, B., Hill, M., …, MacKenzie, K. (2010). Report on the New Zealand National Curriculum, 2002 - Australian Council of Educational Research. Report for the Ministry of Education. New Zealand: the Ministry of Education.

Meyer, L., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010). Evaluation of Te Kotahitanga 2004 – 2008. Report to the Ministry of Education. Wellington, New Zealand: Ministry of Education.

Berryman, M., Woller, P., & Fengewisch, D. (2009). Case file review of Māori students' behaviour case files within two regions. Final Report to the Ministry of Education, Special Education. Wellington: Ministry of Education.

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 New Zealand Ministry of Education. Wellington, New Zealand: Ministry of Education.

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. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., & O'Sullivan, D. (2007). The Experiences of Year 4 and 5 Māori students in Primary School Classrooms. Final Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Powell, A., & Teddy, L. (2007). Te Kotahitanga: Improving the educational achievement of Māori students in mainstream education Phase 2: Towards a whole school approach. Unpublished report to the Minsitry of Education. Wellington, NZ: Ministry of Education.

Berryman, M., Togo, T., & Woller, P. (2006). Enhancing Effective Practice in Special Education: Action research, professional learning and development. Final report. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Powell, A., & Teddy, L. (2005). Te Kotahitanga: Improving the educational achievement of Māori students in mainstream education Phase 2: Towards a whole school approach. Wellington, NZ: Ministry of Education.

Berryman, M., & Glynn, T. (2004). Whānau participation: Māori students' transition to English, Ministry of Education publication arising from Language Acquisition Forum. Wellington: Ministry of Education.

Berryman, M., Glynn, T., & McDonald, S. (2004). Tatari Tautoko Tauawhi home and school literacy project: Final report to Ministry of Education, Group Special Education. Wellington: Ministry of Education.

Berryman, M., Glynn, T., Togo, T., & McDonald, S. (2004). Akoranga Whakarei: Enhancing effective practices in special education, findings from four kura rumaki. Report to Ministry of Education, Group Special Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Tiakiwai, S., & Richardson, C. (2003). Te Kotahitanga: The experiences of year 9 and 10 Maori students in mainstream classrooms. Wellington, New Zealand: Ministry of Education. Retrieved from www.minedu.govt.nz/goto/tekotahitanga

Bishop, R., & Tiakiwai, S. (2003). Improving the Educational Achievement of Māori Students in Mainstream Classrooms. Conference Papers. Wellington: Ministry of Education.

Berryman, M., Boasa-Dean, T. & Glynn, T. (2002). TATA: Evaluating the effectiveness of a phonological awareness programme in a Māori language context. Report to the Ministry of Education and Group Special Education. Wellington: Ministry of Education.

Berryman, M., Glynn, T., Walker, R., Reweti, M., O'brien, K., Boasa-Dean, T., ... & Weiss, S. (2002). SES Sites of Effective Special Education Practice for Maori 2001. Report to the SES Board and Executive Team, Specialist Education Services, Wellington.

Berryman, M., Langdon, Y., Boasa-Dean, T., Reweti, M., & Rau, C. (2002). Te pānui whā miniti: Evaluating this reading tutoring programme in a Māori language context. Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, A. R., & Barr, H. R. (2002). UNESCO. Country Report. New Zealand. Wellington: New Zealand National Commission for UNESCO.

Berryman, M. A. (2001). Toitū te whānau, toitū te iwi: A community approach to English transition (Doctoral dissertation, University of Waikato).

Bishop, R., Berryman, M., & Richardson, C. (2001). Teachers' perceptions and use of Aro Matawai Urunga-a-Kura: Suggestions for improvement. Wellington: Ministry of Education.

Bishop, R., Berryman, M., & Richardson, C. (2001). Te Toi Huarewa: Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori medium education. Final Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Glynn, T., McKinley, E., Devine, N., & Richardson, C. (2001). The Experiences of Māori Children in the Year 9 and Year 10 Classroom:  Part 1 The Scoping ExerciseReport presented to Research Division of Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Richardson, C., & Glynn, T. (2000) Teachers' perceptions and use of Aro Matawai Urunga-ā-kura (AKA). Final Report to the Ministry of Education. Wellington: Ministry of Education.

Bishop, R., Berryman, M., Glynn, T., & Richardson, C. (2000). Diagnostic assessment tools in Māori medium education: Stocktake and preliminary evaluation: Final report to the Ministry of Education. Wellington: Ministry of Education.

Glynn, T., Berryman, M., & Glynn, V. (2000). The Rotorua home and school literacy project: Final report to the Rotorua Energy Charitable Trust and the Research and Statistics Division, Ministry of Education. Wellington: Ministry of Education.

Glynn, T., Berryman, M., Atvars, K., & Harawira, W. (1997). Hei Āwhina Matua: A home and school behavioural programme – Final report to Ministry of Education. Wellington: Ministry of Education.

Benton, R., Berryman, M., Glynn, T., Hindle, R., Kapa, A., Rau, C. & Murphy, H. (1996). Ngā Kete Kōrero policy project. A report to Te Puni Kōkiri, Wellington: Te Puni Kōkiri.

Glynn, T., Berryman, M., Bidois, P., Furlong, M., Thatcher, J., Walker, R., & Atvars, K. (1996). Bilingual reading gains for tutors and tutees in a Māori reading programme.  He Paepae Kōrero: Research Perspectives in Māori Education. Wellington: New Zealand Council for Education Research.

Atvars, K., Berryman, M., & Glynn, T. (1995). Pause, Prompt, Praise: Training and Evaluation of Tutoring Procedures for Māori Children Reading in English. Wellington, NZ: Ministry of Education.

Holmes, H., Bishop, R., & Glynn, T. (1993). Tu Mai Kia Tu Ake: Impact of Taha Maori in Otago and Murihiku Schools. Te Ropu Rangahau.

Completed Theses

Joyce, C. I. (2012). Relational Responsive Pedagogy: Teachers and Māori students Listening and Learning from each other. Unpublished Masters thesis. Hamilton, NZ: University of Waikato.

Lamont, R. (2011). Culture, courage and change: The experiences of a Te Kotahitanga facilitation team. Unpublished Masters thesis. Hamilton, NZ: University of Waikato.

Mahuika, R. (2011). Anō, ko te Riu ō Tāne Mahuta. Possibilities and Challenges in a Ngāti Rangiwewehi Curriculum. Unpublished Masters thesis. Hamilton, NZ: University of Waikato.

Ford, T. D. (2010). Examining culturally responsive leadership. Unpublished Masters thesis. Hamilton, NZ: University of Waikato.

Siope, S. A. M. (2010). Children of the migrant dreamers: comparing the schooling experiences of Pasifika students from two secondary schools attempting to be culturally responsive to mine from a generation ago.  Unpublished master's thesis.  Hamilton, NZ: University of Waikato.

Berryman, M. (2008). Repositioning with indigenous discourses of transformation and self-determination. Unpublished Doctoral thesis. Hamilton, NZ: University of Waikato.

Bishop, R. (1991). He Whakawhanaungatanga Tikanga Rua (Doctoral dissertation, University of Otago).

Conference Presentations and Addresses

Barrett, T. (2013, August). Culturally responsive leadership for Māori student achievement. Full paper presented at Te Toi o Matariki: Māori Graduate Excellence Programme, 26 August. Hamilton, NZ: University of Waikato.

Barrett, T. (2012, November). Liberating the domesticated leader. Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Berryman, M. (2012, November). Culturally responsive and relational leaders reimagining secondary schools. Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Bishop, R. (2012, November). Freeing ourselves. Keynote address at the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Ford, T., & Berryman, M. (2012, November). Co-constructing change across the school into Māori communities. Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Joyce, I., & Lawrence, D. (2012, November). Entwining the three threads: Working within and through a Culturally Responsive Pedagogy of Relations. Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Lamont, R., & Egan, M. (2012, November). Culturally responsive pedagogy of relations: Working with teachers to create change in Te Kotahitanga schools. Changing educational outcomes for Māori students by supporting teachers to implement a relational pedagogy. Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Siope, A. (2012, November). Schooling: Not our future! Paper presented at the the Paulo Freire: The Global Legacy. A celebration of his 91st Birthday conference. 26-28 November, 2012 at the Tainui Novetel Hamilton, New Zealand.

Berryman, M. (2011, February). Culturally responsive RTLB practice.  Keynote address given at the National Resource Teaching Learning and Behaviour (RTLB) Group Conference, Massey University, Albany Campus, Auckland.

Berryman, M. (2011, April). Te Kotahitanga: A culturally responsive model for teacher professional development. Paper presented at the Manu Ao series of lectures from Waikato University. Hamilton, New Zealand.

Berryman. M. (2010, December). Te Kotahitanga: Transforming the identities of Maori students in New Zealand secondary schools. Keynote address at the Te Kotahitanga Changes Conference, University of Waikato, Hamilton, New Zealand.

Berryman, M., Bateman, S., & Cavanagh, T. (2010). Indigenous knowledge: Traditional responses to contemporary questions. (pp. 131-141). In Proceedings of the Traditional Knowledge Conference 2008. Te tatau pounamu: The Greenstone Door. Traditional knowledge and gateways to balanced relationships. Auckland: Nga Pae o te Maramatanga. New Zealand's Maori Centre of Research Excellence.

Bishop, R., & Berryman, M. (2010, April). Culturally responsive professional development for teachers. Full paper presented at the American Education Research Association (AERA) 2010 Annual Meeting: Understanding Complex Ecologie Conference. Denver, Colorado.

Bishop, R., O'Sullivan, D., & Berryman, M. (2010, April). Scaling up: The politics of potential. Full paper presented at the American Education Research Association (AERA) 2010 Annual Meeting: Understanding Complex Ecologie Conference. Denver, Colorado.

Ladwig, J. (2010, December). The impact of teacher practice on student outcomes in Te Kotahitanga. Unpublished keynote address at the Te Kotahitanga Changes conference. Hamilton, New Zealand: University of Waikato.

Berryman, M., Togo, T., Woller, P. & Glynn, T. (2009, November). Popoia te reo kia penapena: Nurture the language. In S. May (Ed.). LED 2007: 2nd International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 21-24 November 2007 [CD-ROM]. Hamilton, New Zealand: The University of Waikato.

Bishop, R. (2009, November). Addressing the Education debt. Paper presented at the Closing the Gap in Education? Conference, 25-27 November 2009. South African Campus, Monash University, Johannesburg.

Glynn, T., O'Laoire, M. & Berryman, M. (2009). Transformative pedagogy and language learning in Maori and Irish contexts. In S. May (Ed.). LED 2007: 2nd International Conference on Language, Education and Diversity, Refereed Conference Proceedings and Keynotes, The University of Waikato, Hamilton, New Zealand, 21-24 November 2007 [CD-ROM]. Hamilton, New Zealand: The University of Waikato.

Alton-Lee, A. (2008, November). Te Kotahitanga using research and development (R & D) to make a much bigger difference for our children and our society. Keynote address presented at the inaugural Te Kotahitanga conference, University of Waikato, Hamilton.

Ballard, K. (2008, November). Teaching in context: Some implications of a racialised social order. Keynote address presented at the inaugural Te Kotahitanga conference, University of Waikato, Hamilton, New Zealand.

Bishop, R. (2008, July) Te Kotahitanga: Improving Māori student achievement. Keynote presentation to Massey University School Support Services staff, 23 July. Palmerston North, New Zealand.

Bishop, R. (2008, July). Evaluation as a means of improving Māori student achievement. Keynote presentation to Evaluation Association of New Zealand, 16 July. Rotorua, New Zealand.

Bishop, R. (2008, July). Addressing improvement through caring and learning relationships. Keynote presentation to English Teachers' Conference, 9-11 July. Auckland, New Zealand.

Bishop, R. (2008, July). Te Kotahitanga: Improving Māori students' educational achievement. Keynote presentation to Reading Conference, 7 July. Hamilton, New Zealand.

Bishop, R. (2008, June). Quality Relationships for positive outcomes. Keynote presentation to the Ministry of Youth Development, 30 June. Wellington, New Zealand.

Bishop, R. (2008, January). The NZ Education Context – an indigenous perspective. Keynote presentation to International Congress for School Effectiveness and Improvement (ICSEI), 6-9 January. Auckland, New Zealand.

Bishop, R., Berryman, M., Cavanagh, T., & Barrett, T. (2008, March). Lessons learned from Te Kotahitanga: Listening to, Implementing, and Legitimating the Voices of Māori Students. Paper presented at the American Educational Research Association, New York: AERA.

Bishop, R. (2007, December). Addressing Diversity and Educational Disparities. Invited presentation to OECD Experts meeting on Education and Diversity, 17-18 December, Brussels, Belgium.

Bishop, R. (2007, December). Developing and Sustaining a Culturally Responsive Pedagogy of Relations. Keynote presentation to Deshkal Society International Conference, 14-16 December. New Delhi, India

Bishop, R. (2007, December). Reinventing Higher Education: Partnerships in Development. Keynote panel presentation to UNESCO-APEID Conference, 13 December. Bangkok, Thailand.

Bishop, R. (2007, December). GPILSEO: A Model for educational reform. Keynote presentation to NZARE Conference, 8 December. Christchurch, New Zealand

Bishop, R. (2007, July). Creating Spaces for Indigenous Voices in Mainstream Education Settings: Te Kotahitanga as Counter Narrative. Keynote presentation to the 3 rd Cultural Collaborations Forum, 9-10 July. Alice Springs, N.T, Australia.

Bishop, R., Cavanagh, T., Berryman, M., & Lamont, R. (2007, December). The Te Kotahitanga observation tool: Development, use, reliability and validity. Paper presented at the New Zealand Association of Research Education national conference, Christchurch, New Zealand.

Bishop, R., Berryman, M., Teddy, L., & Cavanagh, T. (2007, October). Leading from within education by legitimating students' voices. 10-11 October 2007.

Bishop, R., Berryman, M., Teddy, L., & Cavanagh, T. (2007, April). Addressing Education Debt: Narrowing the disparities between Dominant Culture and Indigenous Children. 10-11 October 2007.

Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., Clapham, S., & Walker, R. (2006, December). Te Kotahitanga phase 3: Whānaungatanga: Addressing the problem of improving Māori student achievement. Full paper presented at the New Zealand Association for Research in Education (NZARE) National Conference, Grand Tiara Hotel, Rotorua, 5-7 December.

Bishop, R. (2006, November) Implementing and Sustaining the Benefits of Educational Reform for Indigenous Peoples. Keynote presentation to 4 th National Indigenous Education Conference, 27-29 November. Newcastle, NSW, Australia.

Bishop, R. (2006, October). Health Physical Education Recreation Sport Dance Oceania Congress – Fusion. Keynote presentation at Wellington Convention Centre. 1-4 October. Wellington, New Zealand.

Bishop, R. (2006, August). Equity & Excellence: Are both achievable? A case study in Maori Education. Keynote presentation for University of Waikato - The Centre for Continuing Education (co-presenter Dr Pita Sharples). 23 August. Hamilton, New Zealand.

Bishop, R. (2005, November). Te Kotahitanga: Kaupapa Maori Research in Action. Presentation to PRIDE project workshop on Teacher Education. 28 November. Apia, Samoa.

Bishop, R. (2005, October). Maori Student Achievement. Keynote address to The First-Time Principals Programme. The University of Auckland, Faculty of Education. 4 October. Christchurch, New Zealand.

Bishop, R. (2005, September). Strengthened relationships – enhanced learning. Keynote address to the 5 th Annual Professional Development Symposium – The Politics of Early Childhood Education. The University of Auckland, Faculty of Education. 27-28 September. Auckland, New Zealand.

Bishop, R. (2005, July). Challenges for the profession: Messages from Te Kotahitanga. Keynote address to International Study Association on Teachers and Teaching and The school of Education NSW Conference, July. Sydney, Australia.

Bishop, R. (2005, April). Te Kotahitanga: Improving indigenous education through dialogic pedagogy and research. Keynote address to Vancouver School Board, School leadership centre at UBC, April. Canada.

Bishop, R. (2005, May). Panelist for Quality teachers Quality teaching: Creating a new agenda for action by practitioners, researchers and policy makers Forum. Keynote presentation to Melbourne Business School, May. Australia.

Bishop, R. (2004, December). Addressing education for international understanding in New Zealand. Workshop of Education of International Understanding (EIU) hosted by Asia-Pacific Center of Education for International Understanding, December. Korea.

Bishop, R. (2004, November). Addressing quality education for all students. Keynote address to Ministry of Education Symposium on Quality Education. Wellington, New Zealand.

Bishop, R. (2004, September). Quality education and social inclusion. Keynote and principal address to workshop 2A of International Conference on education (ICE)-"Quality education for all young people: challenges, trends and priorities", 8-11 September. Geneva, Switzerland. International Bureau of education (IBE)/UNESCO.

Bishop, R. (2004, September). Formative assessment, evidence-based practice and sustainability. Keynote presentation to Organisation for Economic Co-operation and Development (OECD) Education Section, September. Paris.

Bishop, R. (2004, September). Te Kotahitanga & research to aid indigenous students in New Zealand. Invited presentation, September, Sami University College. Kautokeina, Northern Norway.

Bishop, R. (2004, September). Multicultural meeting grounds. Paper presentation, Ethnic border zones & everyday life in Northern Norway seminar, September. Alta University College, Norway.

Bishop, R. (2004, September). The cultural setting of New Zealand education. Invited presentation, September. Finnmark University College, Norway.

Bishop, R. (2004, July). Repositioning for self-determination. Keynote address to 3rd Pan-Commonwealth Conference, 4-8 July. Dunedin, New Zealand.

Bishop, R. (2004, April). "An effective teaching profile for engaging indigenous students in mainstream schools". Invited lecture presentations, April. Queens University, Canada.

Bishop, R., & Berryman, M. (2002, April). Te Toi Huarewa: Effective teaching in Māori-medium settings. Full paper presented at the American Education Research Association (AERA) Symposia 2002: International Perspectives on Issues in Teacher Education, 2 April, Plantation Room, Hotel St. Marie, New Orleans.

Berryman, M., & Bishop, R. (2002, August). The experience of indigenous Maori students in New Zealand classrooms, research in progress. Full paper presented at the Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference 2002, 29-30 August, Wellington, NZ.

Bishop, R., & Berryman, M. (2002). Maori children's experiences of schooling: A work in progress report. Full paper presented at the 9th International Learning Conference.

Bishop, R. (2002, December). Improving the Educational Achievement of Maori Students in Mainstream Classrooms: Strategies for Effective Professional Development. Full paper presented at the New Zealand Association for Research in Education (NZARE) Conference 2002, 5-6 December. Massey University, Palmerston North, New Zealand.

Bishop, R. (2002). Changing Māori educational achievement. Keynote address to School Advisory Services Conference.

Bishop, R. (2001, August). Experiences of year 9 and 10 Māori Students in the classroom. Keynote address to Bi-annual TEFANZ Forum. Auckland College of Education, 2 August.

Bishop, R. (2001, July). Issues of Representation, Issues of Legitimation. Keynote address 30th International Association of School Librarianship (IASL) Conference 2001, 10 July. Waipuna Hotel & Conference Centre, Auckland, New Zealand

Bishop, R. (2001, July). Addressing Aspirations for Self-Determination: An Indigenous/Māori Approach. Keynote presentation to 11th World Congress of Comparative Education Societies. National University of Education, Kangnae-myun, Cheongwon-kun, 2-6 July. Chungbuk, Korea.

Bishop, R. (2001, June). Addressing Māori aspirations for Early Childhood Education. Keynote address to Early Childhood Conference, 21 June. Parnell, Auckland.

Bishop, R. (2001, May).The Centrality of Culture in Educational Theorising. Open Lecture: Visiting Scholar. Laurentian University, Sudbury, 28 May-1 June. Ontario, Canada.

Bishop, R. (2001, May). Kaupapa Maori messages for mainstream institutions. Full paper presented at the Canadian Society for the Study of Education Conference.

Glynn, T., Berryman, M., Walker, R., Reweti, M., & O'Brien, K. (2001). Partnerships with indigenous people: Modifying the cultural mainstream. In Keynote address at the Partnerships in Educational Psychology Conference. Brisbane.

Berryman, M. (2000). Sovereignty 2000: Locations of contestation and possibility conference, University of California, Santa Cruz, United States of America: Report to the Executive Team. Wellington: Specialist Education Services.

Berryman, M., Macfarlane, A., McKinley, E., Waitere-Ang, H., & Bishop, R. (2000, December). Kaupapa Māori research: Critical views. Keynote panel discussion at NZARE, 4-7 Dec. Sydney, Australia.

Bishop, R. (2000, November). Addressing educational achievement for Māori. Chaired and organised Kaupapa Māori panel at NZARE, Nov 30 to Dec 3.

Bishop, R. (2000, July). The importance of culture in education. Keynote address at the Models for an optimal society Bahai Annual Conference, July. Hamilton, New Zealand.

Glynn, T., Berryman, M., & Glynn, V. (2000, July). Reading and writing gains for Maori students in Mainstream schools: Effective Partnerships in the Rotorua Home and School Literacy Project. Paper presented at the International Reading Association World Congress on Reading (18th, Auckland, NZ: July 11-14, 2000).  ED447489

Bishop, R., Berryman, M., Glynn, T., & Richardson, C. (2000, June). A model for developing diagnostic assessment tools in Māori medium education. A tabled paper presented to Language Revitalisation Symposium: Xornados de Lingua e Literatura Galegas, Centro Ramón Piñeiro, Santiago di Compostella, Galicia, Spain, June.

Bishop, R. (2000, April). New metaphors in education. A Keynote address. Maidstone Intermediate School Professional Development Day, 11-12 April. Solway Park Conference Centre, Masterton, New Zealand.

Bishop, R. (2000, April). New metaphors in education. Keynote Address. Teachers' Refresher Course Committee, 11 April. New Plymouth, New Zealand

Bishop, R. (2000, February). The Treaty of Waitangi: Implications for Institutions. Keynote Address: Staff development for Wellington College of Education, February. Wellington. New Zealand

Bishop, R. (2000, February). New Metaphors in Education. Keynote Address: Early Childhood Coordinators Professional Development Hui, February. Auckland, New Zealand.

Bishop, R. (1999, October). Nau Te Rourou, Naku Te Rourou...: Maori Education: Setting an Agenda: Inaugural Professorial Address, 22 October 1999. School of Education, University of Waikato.

Bishop, R. (1999, September). Kaupapa Māori Research: An indigenous approach to creating knowledge. Keynote address to Psychology Student Symposium, September. Department of Psychology, University of Waikato, Hamilton, New Zealand.

Bishop, R. (1999). Culture counts: Changing power relations in education. Full paper presented at the Teacher education for peace and international understanding conference, September. Tokyo.

Bishop, R. (1999, September). Changing power relations in education: Kaupapa Māori messages for mainstream institutions. Full paper presented at the Nationalism, identity and minority rights: Sociological and political perspectives conference, 16-19 September. Bristol, England.

Bishop, R. (1999, August). Addressing Power Sharing in Education: Kaupapa Māori Messages for Mainstream Institutions. Panellist at Innovations for Effective Schooling Conference, 25-28 August.

Bishop, R. (1999, January). Institutional Commitments to the Treaty of Waitangi. Keynote address. New Zealand Administration Evaluating Society Conference. 22-24 January.

Bishop,R. (1997). Narratives as Pedagogy. (Re)mapping Teacher Education for the next Decade Conference. QUT Rockhampton, Australia.

Bishop, R. (1996) Collaborative storying as research. World Indigenous People's Conference: Education. Albuquerque, New Mexico.

Bishop, R., & Graham, S. (1996). Implementing Treaty of Waitangi Charter Goals in Tertiary Institutions: A Case Study. Proceedings of the New Zealand Association for Research in Education Annual Conference, Nelson.

Bishop, R. (1995, December). Freeing ourselves from neo-colonial domination in research: An indigenous approach to creating knowledge. Keynote Address: New Zealand Association for Research in Education, December. Massey University. Palmerston North, New Zealand.

Bishop, R., & Glynn, T. (1994). Implications of the Treaty of Waitangi for pedagogy and research. New Zealand Association for Research in Education conference. University of Canterbury, Christchurch, New Zealand.

Bishop, R. (1993). Participant driven empowering research as post colonial reconstruction. Post Colonial Formations Conference. Griffiths University, Brisbane, Australia.

Bishop, R., & Glynn, T. (1993) Cross-cultural competence. Inaugural Special Education Service Conference, Dunedin College of Education, Dunedin. New Zealand.

Bishop, R. & Kapa, A. (1993). Student practicum as participant driven empowering research. In S. Barrett, M. Gold & L. Lawn (Eds.), Proceedings of the Inaugural Special Education Service Conference (pp. 19-29).Dunedin, NZ:

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