supporting tiriti-based curriculum delivery in mainstream early ...

not always capture each of the participants‟ viewpoints (Hancock & Algozzine,
2006)
When I considered the value inherent in the head teachers and supervisors
exploring some of the themes that arose from the analysis of the case studies, I
decided a focus group would be the most effective way to do this. I applied for
further ethics consideration, which was granted as an extension to the original
approval.
Although a larger number of participants than I planned has been deemed
desirable for focus groups (McLachlan, 2005; Waldegrave, 1999), I wanted to
follow up with the three supervisors or head teacher of each case study group about
their perspectives on the role of themselves as leaders in the project, as this was
one of themes I had identified. I also decided to invite the teachers so their
perspectives were also included. Thornton and Faisandier (1998) write of the
appropriateness of using smaller numbers when participants have expert knowledge
in their field. I considered the head teachers and supervisors of each case study
group that participated in the research to be experts about their group and how that
group participated in the research to implement Tiriti-based pedagogy.
Although at least two participants from each centre agreed to participate,
unfortunately by about half an hour before the time agreed all but two cancelled
due to illness, unexpected work meetings, or lack of time. Thus two teachers, both
from the same centre, met with me over dinner at my house for 2 hours. As they
were both from the same centre, Case Study One, as well as discussing the role of
leadership I asked what had been occurring at their centre since the research
meetings, and what they saw as helping or hindering the implementation of Tiriti-
based curriculum.
Although the intention to hold a focus group across the three cases was not
fulfilled, the meeting with the two teachers from Case Study One became in
essence what can, therefore, be described as a paired interview. Three of these
paired interviews occurred in this study: one as described above and the other two
with the two centre owners of Case Study One. Interviewing is the focus of the
next section.
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