He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Maori Learners both with and without Special Needs
Saved in:
| Title: | He Waka Tino Whakarawea: A Model for Evaluating the Cultural Appropriateness and Effectiveness of Programmes and Services for Maori Learners both with and without Special Needs |
|---|---|
| Language: | English |
| Authors: | Bevan-Brown, Jill |
| Source: | Kairaranga. 2011 12(2):27-35. |
| Availability: | Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: http://www.massey.ac.nz/massey/learning/departments/school-curriculum-pedagogy/kairaranga/kairaranga_home.cfm |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Adult Basic Education |
| Descriptors: | Pacific Islanders, Models, Program Evaluation, Educational Principles, Participation, Cultural Relevance, Empowerment, Accountability, Access to Education, Access to Health Care, Access to Information, Program Implementation, Performance Factors, Evaluation Methods, Community Services, Community Programs, Community Control, Program Effectiveness, Foreign Countries |
| Geographic Terms: | New Zealand |
| ISSN: | 1175-9232 |
| Abstract: | This article introduces a waka tino whakarawea model for evaluating programmes and services for Maori learners. It is based on a set of underlying principles identified in the author's PhD study (Bevan-Brown, 2002). Explanations are provided for eight principles: kaupapa Maori; importance, relevance and beneficence; participation; empowerment, tino rangatiratanga and Maori control; accountability; high quality; appropriate personnel and equality and accessibility. Challenges to implementing these principles are outlined and suggestions for overcoming the challenges are shared. A framework containing the principles and 22 associated questions is included, as is a procedure for evaluating, improving or developing programmes and services for Maori learners both with and without special needs. Finally, the waka tino whakarawea metaphor of a well-equipped canoe is explained. (Contains 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 15 |
| Entry Date: | 2012 |
| Accession Number: | EJ954701 |
| Database: | ERIC |
| Abstract: | This article introduces a waka tino whakarawea model for evaluating programmes and services for Maori learners. It is based on a set of underlying principles identified in the author's PhD study (Bevan-Brown, 2002). Explanations are provided for eight principles: kaupapa Maori; importance, relevance and beneficence; participation; empowerment, tino rangatiratanga and Maori control; accountability; high quality; appropriate personnel and equality and accessibility. Challenges to implementing these principles are outlined and suggestions for overcoming the challenges are shared. A framework containing the principles and 22 associated questions is included, as is a procedure for evaluating, improving or developing programmes and services for Maori learners both with and without special needs. Finally, the waka tino whakarawea metaphor of a well-equipped canoe is explained. (Contains 1 figure.) |
|---|---|
| ISSN: | 1175-9232 |
