ADOLESCENT DISENGAGEMENT FROM SCHOOL. FOCUS Disengagement and low achievement o f Māori and Pasifika a dolescent m ales . Seminar Presentation to Principal, Senior Management and Heads of Learning. Sue Carnegie-Harding (Smith). Today’s Programme. 9.00 am – 10.00 am
Disengagement and low achievement
of Māori and Pasifika adolescent males
Seminar Presentation to Principal, Senior Management and Heads of Learning.
Sue Carnegie-Harding (Smith)
Important period of development and learning
A time of greatest risk for disengagement
Student motivation and engagement critical
Figure 1. Displays the country mean for the sense of belonging and participation indices. (PISA Report 2000)
Table 1: “Pasifika achievement in reading, mathematical and scientific literacy as assessed by PISA 2000, is on average lower than for Pakeha, Asian or MĀORI students”. ( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 20)
Table 2: “Gender difference in average reading literacy levels was found to favour girls within all ethnic groups”.
( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 4)
“Coherence in instructional and cultural responsiveness…may be more important than individual teachers’ specific practice.”
(Amituani-Toloa, McNaughton, Lai and Arini 2009)
He inu māu? Haere mai ki te kai.
“The school’s curriculum provides learners with educational opportunities that contribute to increasing learner engagement, progress and achievement.”
(ERO Report 2010)
“Maintain relentless focus on Maori student achievement.” (Goran 2009)
“Pasifikas’ student’s academic success is a matter of national economic and social importance.”
It is not enough to just gather data.
We must be rigorous in our analysis and review.
The findings need to be shared – not only with Management and the Board, but with all teachers, with the learners, their families and the community.
50% of schools fail to use findings effectively. (ERO 2012)
(Hill & Hawk 2000 p 81)
High quality teaching is the most important influence that the education system can have on quality outcomes for diverse students.”(Ministry of Education 2009 p.20)
Gunawardena, C.N., & Zittle, R. (1996). An examination of teaching and learning processes in distance education and implications for designing instruction. In M.F. Beaudoin (Ed.), Distance Education Symposium 3: Instruction (Vol. 12, pp. 51-63). State College, PA: American Center for the Study of Distance Education.