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allowed for both the development of “Aha!” moments but also precipitated fresh theorising and sparked deeper understandings about data and thus allowed for fresh data to emerge. While some of these heightened understandings were fresh – for example, Te Whāriki as a philosophy rather than a curriculum – others emerged as a consequence of processing and blending or synthesising constructs, for example the creation of the action development framework. Notwithstanding these intellectual interrogations of emergent and ongoing new ideas, critical reflection was a consistent feature of the study throughout. 4.4.3 Critically Reflective Commentaries Threaded throughout this thesis are critically reflective commentaries, which will become even more apparent in chapter 5 and chapter 6 where the findings from this research are presented. These are based on both the privileged data (for example, that which can be seen through transcripts); from autoethnographic approaches (for example from my own experiences and perceptions) and those that arose as a result of critical conversations. All of these approaches were an integral part of the data collection, analysis, and the writing of this thesis. It is significant that in autoethnography “texts are usually written in the first person and feature dialogue, emotion, and self-consciousness” (Holt, 2003, p. 2). Such styles are evident in this thesis. 4.4.4 Data management According to Hansen (2005) research data management is generally poorly done by investigators. He states that we “need to take care with our management of these data” (p. 15) and that we need to formulate a strategy to develop protocols for handling data. Several data management systems were used in the process of conducting this research. One of the most useful was the series of three notebooks I used to record developing ideas and thoughts as a researcher. The first of these was a record of conversations with my supervisors. The second was my research journal that contained impressions of what I did and links to observations. The third notebook was a record of critical conversations with my research mentor. The materials within these journals not only noted the date of the actions, thoughts, insights, and associated literature, but also recorded ideas as they developed from jottings to critical theories. They contained my “personal and 150
passionate writing” (Ellis & Bochner, 2003, p. 734) which contributed to my understanding during the analysis phase of the research. Data were managed both in hard copy and electronically using different software programmes. Hard copies of literature were filed by topic and from there into sequential order of their EndNote reference. Consent forms were filed by case study number in a locked filing cabinet at AUT, in a separate drawer away from tapes and transcripts, which were also stored in locked drawers. Similarly questionnaires were filed in the ascending numerical order I had assigned to each response and these were kept in another locked drawer at AUT. I employed the following computer software programmes for data management: Microsoft Office Word; EndNote; SPSS 14.0; NVivo 2 ; Inspiration version 8; and Microsoft PowerPoint3:11. 4.4.5 Trustworthiness and Triangulation: Some Critical Commentary on Reliability and Validity Whilst there have been guidelines for establishing validity and reliability in quantitative research since the 1940s, similar considerations for qualitative research have been much more recent (Merriam, 1998a). However: …regardless of the type of research, validity and reliability are concerns that can be approached through careful attention to a study‟s conceptualization and the way in which the data were collected, analysed, and interpreted, and the way in which the findings are presented. (Merriam, 1998a, pp. 199-200) Reliability has been defined by Mills (2003) as “the consistency with which our data measures what we are attempting to measure over time” (p. 87). For each quantitative question, responses were counted and double-counted on three separate occasions and statistics generated with the aid of a calculator. In addition, quantitative data were prepared and inserted into SPSS 14 to enable statistics to be electronically calculated and presented. Given the context and the ethics procedures involved in the anonymous questionnaire, it was not possible to check interpretations with respondents. 2 In fact, three versions of QSR software was used, N6, NVivo 2, NVivo 7. NVivo 8 was not used for this study even though it was available. 151
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Christine Joyce Jenkin SUPPORTING T
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3.4 Ethics ........................
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Appendix C: Comparisons of Early Ch
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Attestation of Authorship I hereby
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It was extremely providential that
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Abstract Te Whāriki, the national
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Prologue This thesis is the story o
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ead in my room. The freedom to be o
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were spoken by some families in the
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I was drawn towards those methodolo
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educational journey, enrolling in a
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means that centres which are parent
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1.1 Overview Chapter One: Backgroun
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(all the time). It was from these b
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lend of the positive workshop dimen
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3. Reality is created in the moment
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preparing children for life and Wha
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For early childhood teachers in Aot
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However, in order to understand Te
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karakia and waiata. In 1989 the Nat
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constructing the curriculum were de
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contributions to decision making”
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Principle Three - Whānau Tangata F
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traditional rituals that are still
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Action development enabled Tiriti-b
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contribution of this thesis are rev
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language skills and growing cultura
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opposed to the notion of bicultural
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Secondly, as previous research (Het
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iculturalism. It was found that thi
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te reo Māori. The Western Canadian
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about Tiriti-based curriculum and t
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I would argue, therefore, that this
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directed by Margaret Carr and Wendy
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implement Te Whāriki (May, 2001; N
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effective practices, additionally,
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was anxious to avoid both the prepa
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At first glance there seems to be a
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2.3.2 Philosophy From the start it
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The implementation of Te Whāriki e
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place to develop an early childhood
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particularly relevant for Tiriti-ba
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which had also been examined from a
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e learnt like a curriculum subject
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However, what is occurring in early
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Inuktitut language. Thus, the curri
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welcoming process in building those
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this discussion is “how come you
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ecently, Colbung, Glover, Rau and R
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As already noted, a mixture of meth
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this project my way of thinking was
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early childhood setting. In particu
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these are discussed in Chapter Four
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with the research, either directly
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The first one I read was by Madelin
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Page 119 and 120: explained why I changed methodology
Page 121 and 122: Table 3.3 summarises, how ethical p
Page 123 and 124: opportunity to read reports and dis
Page 125 and 126: ecause the fieldwork needs to be th
Page 127 and 128: Despite my concerns about possible
Page 129 and 130: Study One, which I considered to be
Page 131 and 132: implemented within early childhood
Page 133 and 134: However, once I had started the dat
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Page 137 and 138: even more importantly research proc
Page 139 and 140: likely be at a different place on t
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Page 145 and 146: (Oakley, 2000). Further, I assert t
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Page 149 and 150: The number of questionnaires distri
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Page 157 and 158: 4.3.2.4 Interviews During the analy
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Page 165 and 166: 4.4.6 Data Analysis Extracting mean
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Page 173 and 174: Although being reliant on Māori te
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Page 183 and 184: 5.4 Case Study Three Case Study Thr
Page 185 and 186: I learnt a lot of Māori - like how
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Page 189 and 190: Similarly, Shani reflected on how p
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Page 195 and 196: Chris J: I thought there was a lot
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Page 199 and 200: 6.2 Information about Questionnaire
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Page 205 and 206: 6.4.1 Team or Whole-of-centre Appro
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feature of the ideal bicultural cur
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What also encouraged teachers to co
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me, wash your hands, and come here.
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Brodie saw how her initial attempts
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enough in te reo Māori to offer th
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Bring Māori people into the centre
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The following week Alison recorded
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However, for Case Study One teacher
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The emerging point is that sustaini
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did not understand te reo Māori me
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informal discussion about implement
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Not everyone feels confident to del
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We should recognise the important p
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only another of many cultures in Ao
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Chapter Seven: Discussion and Concl
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The second dimension for Tiriti-bas
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ōna tikanga. This thesis has shown
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that was also discussed in chapter
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The success of the three distinct c
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Thus, action development is what I
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noted Te Whāriki lacks specific co
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This continuum depicts movement fro
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fearfulness about making mistakes a
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and Case Study Three respectively w
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which is why it is in the central p
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connecting with indigenous people a
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and understanding. They reasoned th
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education and care centres, the onu
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Similarly to early childhood centre
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Teachers want to include Tiriti-bas
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Committee. Finding a balance in wor
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7.9 The Last Word Early childhood t
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Piritahi Dining room Piupiu Flax sk
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Te Tiriti o Waitangi/ Treaty of Wai
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7. Please put a tick in the box tha
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Appendix B: Te Tiriti o Waitangi (M
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Mana Atua Well-being The health and
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Te Whāriki Goals Reflective Questi
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Appendix D: Ethics Approval 277
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279
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correct te reo Māori me ōna tikan
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Benton, M. (1979). Māori English:
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Cardno, C. (2003). Action research:
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Crotty, M. (1998). Introduction: Th
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Education Review Office (1998). The
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Hansen, J. (2005). On developing an
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Kane, R. (2005). Initial teacher ed
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Revised and expanded from case stud
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Moon, P. (2002). The path to the Tr
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O'Laoire, M. (1996). Developing lan
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Ritchie, J. (2002b). "It's becoming
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Smith, L. T. (1999). Decolonizing m
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Walker, R. (2008). The philosophy o
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