Influences on Pasifika students' achievement in literacy

Fletcher, Jo; Parkhill, Faye; Fa'afoi, Amosa

doi:10.18296/set.0495

“…This research study supports what many government initiatives and research studies (Alton-Lee, 2003;Edwards, 2014;Ferguson et al, 2008;Fletcher et al, 2009;Fletcher et al, 2005;Fletcher et al, 2008;Gorinski & Fraser, 2006;Sturrock, 2004;Taleni, Parkhill, Fa'afoi, & Fletcher, 2007)…”

Section: Samoan Students' Perceptions Of Strengths and Skillssupporting

confidence: 80%

“…the students' awareness of what was working best for them in the English classroom, and why. Two examples of past studies that deal with the importance of interdependence for Pacific students areDickie (2011) andFletcher et al (2008) which had methodological similarities to this study. Both looked at students' perceptions of what worked for them within the classroom, but within the primary school context.…”

mentioning

confidence: 86%

“…In a primary school based study, Fletcher, Parkhill, Fa'afoi, and Taleni (2008) investigated Pacific students' perspectives on the literacy practices that were effective and less effective during their primary schooling. Data were collected in two phases through focus groups and open-ended interviews.…”

Section: Literacy and Identitymentioning

confidence: 99%

“…Similarly to the present study, Dickie points out it would be useful for teachers to be aware of this and use the strengths that come from different sites to support literacy learning. BothFletcher et al (2008) andDickie (2011) see the pathway to finding and utilising students' skills is through the teachers' awareness of these skills. The findings of this study suggest that the students are aware of the skills they have, such as the ability to memorise long passages and comprehend the underlying meaning of texts developed through Bible literacy.…”

mentioning

confidence: 99%

See 2 more Smart Citations

Exploring Year 10 Samoan Students’ Experiences of Teaching and Learning in the Mainstream English Classroom

Lautusi¹

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<p>This research examined the ways in which twelve Year 10 Samoan students experienced teaching and learning in the mainstream English classroom. The study was guided by two questions: What perceptions do a group of Samoan students have of the strengths and skills they bring to the English classroom? And: How do these students see themselves as navigating teaching and learning in the English classroom drawing on these strengths? The aim of the research was to further understand how skills Samoan students develop outside the English classroom are being used by the participants to create positive learning outcomes. As a way to prioritise Pacific student voices, the Pacific research methodology of talanoa was used to gather stories from the participants alongside observations of the English classroom. Three major themes emerged from the findings – describing the need for interdependence, self-organisation, and fa’atua (or the value or reciprocal and mutually respectful relationships). Karlo Mila-Schaaf’s (2010) concept of polycultural capital was used as a theoretical paradigm to interpret the findings. If educators can understand how a group is functioning well, and the conditions that allow this to happen, this knowledge can lead to benefits for other Pacific students. The study concludes with a consideration of what might happen if teachers consciously provide space for existing skills and strategies.</p>

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“…The findings in both phases indicated that Pacific students felt more secure and confident when the practices of the classroom acknowledged their own cultures and there was an opportunity to make connections between their home life and school life. The researchers urged schools to seek positive partnerships between home and school to improve the acquisition of students' literacy skills (Fletcher et al, 2008).…”

Section: Literacy and Identitymentioning

confidence: 99%

Exploring Year 10 Samoan Students’ Experiences of Teaching and Learning in the Mainstream English Classroom

Lautusi¹

0

View full text Add to dashboard Cite

<p>This research examined the ways in which twelve Year 10 Samoan students experienced teaching and learning in the mainstream English classroom. The study was guided by two questions: What perceptions do a group of Samoan students have of the strengths and skills they bring to the English classroom? And: How do these students see themselves as navigating teaching and learning in the English classroom drawing on these strengths? The aim of the research was to further understand how skills Samoan students develop outside the English classroom are being used by the participants to create positive learning outcomes. As a way to prioritise Pacific student voices, the Pacific research methodology of talanoa was used to gather stories from the participants alongside observations of the English classroom. Three major themes emerged from the findings – describing the need for interdependence, self-organisation, and fa’atua (or the value or reciprocal and mutually respectful relationships). Karlo Mila-Schaaf’s (2010) concept of polycultural capital was used as a theoretical paradigm to interpret the findings. If educators can understand how a group is functioning well, and the conditions that allow this to happen, this knowledge can lead to benefits for other Pacific students. The study concludes with a consideration of what might happen if teachers consciously provide space for existing skills and strategies.</p>

show abstract