Making it personal: Academic counseling with Māori students and their families

Contemporary Educational Psychology

Volumn 47, Issue , 2016, Pages 51-60

  Webber, Melinda ^a   McKinley, Elizabeth ^b   Rubie Davies, Christine M ^a  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b UNIVERSITY OF MELBOURNE   (Australia)

Author keywords

Academic counseling; Expectations; Indigenous students; M ori; Parents

Indexed keywords

EID: 84961832025     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2016.03.001     Document Type: Article

References (56)

1. Ayres, L., Middle school advisory programs: Findings from the field. Middle School Journal 25 (1994), 8–14.
2. Bandura, A., Self-efficacy: The exercise of control. 1997, Freeman, New York.
3. Biddulph, F., Biddulph, J., Biddulph, C., The complexity of community and family influences on children's achievement in New Zealand: Best evidence synthesis. 2003, Ministry of Education, Wellington.
4. Bishop, R., Berryman, M., Culture speaks: Cultural relationships and classroom learning. 2006, Huia Publishers, Wellington, NZ.
5. Bishop, R., Berryman, M., Cavanagh, T., Teddy, L., Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education 25 (2009), 734–742.
6. Bishop, R., Glynn, T., Culture counts: Changing power relations in education. 1999, Dunmore Press, Palmerston North, New Zealand.
7. Bishop, R., Glynn, T., Kaupapa Maori messages for the mainstream. Set: Research Information for Teachers 1 (2000), 4–7.
8. Bottoms, G., Feagin, C., Improving achievement is about focus and completing the right courses (Research Brief). 2003, Southern Regional Education Board, Atlanta, GA.
9. Braun, V., Clarke, V., Using thematic analysis in psychology. Qualitative Research in Psychology 3 (2006), 77–101.
10. Butler, C., Examining high performing advocacy groups in a large public high school. Unpublished Ed.D. Dissertation; The Pennsylvania State University, Pennsylvania, US, 2009.
11. Campbell, C., Brigman, G., Closing the achievement gap: A structured approach to group counseling. The Journal for Specialists in Group Work 30 (2005), 67–82.
12. Clinton, J., Hattie, J., New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education 33 (2013), 324–337.
13. Cole, C., Nurturing a teacher advisory program. 1992, National Middle School Association, Columbus, OH.
14. Coll, J., A study of academic advising satisfaction and its relationship to student worldviews. Journal of College Student Retention: Research, Theory and Practice 10 (2008), 391–404.
15. Cornelius-White, J., Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research 77 (2007), 113–143.
16. Creswell, J.W., Plano Clark, V., Designing and conducting mixed methods research. 2007, Sage, Thousand Oaks, CA.
17. Cushman, K., Fires in the bathroom: Advice for teachers from high school students. 2005, The New Press, New York.
18. Daniels, E., Arapostathis, M., What do they really want? Student voices and motivation research. Urban Education 40 (2005), 34–59.
19. Darling-Hammond, L., What we can learn from Finland's successful school reform. 2010, National Education Association Retrieved from http://www.nea.org/home/40991.htm.
20. Dykeman, C., Wood, C., Ingram, M., Herr, E.L., Career development interventions and academic self-efficacy and motivation: A pilot study. (No. 143). 2003, National Research Center for Career and Technical Education, St. Paul, MN.
21. Gay, G., Educational equality for students of color. Banks, J.A., McGee Banks, C.A., (eds.) Multicultural education: Issues and perspectives, 5th ed., 2005, Wiley, New Jersey, 211–241.
22. Goodall, J., Vorhaus, J., Review of the best practice in parental engagement. Research Report DFE-RR156. 2011, Department for Education and Skills, London, UK.
23. Grubb, W., Lara, C., Valdez, S., Counselor, coordinator, monitor, mom: The roles of counselors in the Puente program. Educational Policy 16 (2002), 547–571.
24. Hattie, J., Visible learning: A synthesis of 800+ meta-analyses on achievement. 2009, Routledge, London.
25. Heimerdinger, S.R., Hinsz, V.B., Failure avoidance motivation in a goal-setting situation. Human Performance 21 (2008), 383–395.
26. Hughes, K., Karp, M., School-based career development: A synthesis of the literature. 2004, Columbia University, Teachers College, Institute on Education and the Economy, New York, NY.
27. Lea, T., Thompson, H., McRae-Williams, E., Wegner, A., Policy fuzz and fuzzy logic: Researching contemporary indigenous education and parent-school engagement in north Australia. Journal of Educational Policy 26 (2011), 321–339.
28. Macfarlane, A., Webber, M., Cookson-Cox, C., McRae, H., Ka Awatea: An iwi case study of Māori students’ success. [Manuscript]. 2014, University of Auckland, Auckland, NZ Retrieved from http://www.maramatanga.co.nz/project/ka-awatea-iwi-case-study-m-ori-students-experiencing-success.
29. Madjar, I., McKinley, E.A., Jensen, S., Van Der Merwe, A., Towards university: Navigating NCEA course choices in low-mid decile schools. 2009, Starpath Project, University of Auckland, Auckland, NZ.
30. Martin, A.J., A motivational psychology for the education of indigenous Australian students. The Australian Journal of Indigenous Education 35 (2006), 30–43.
31. Martin, A.J., Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International 34 (2013), 488–500.
32. McKinley, E., Hoskins, T., Māori education and achievement. McIntosh, T., Mulholland, M., (eds.) Māori and social issues: Volume One, 2011, Huia Publishers, Wellington, 49–65.
33. McKinley, E., Madjar, I., Van der Merwe, A., Smith, S., Sutherland, S., Yuan, J., Targets and talk: Evaluation of an evidence-based academic counseling programme. 2009, Starpath Project, University of Auckland, Auckland, NZ.
34. McKown, C., Weinstein, R.S., Teacher expectations, classroom context and the achievement gap. Journal of School Psychology 46 (2008), 235–261.
35. Mead, H.M., Tikanga Māori: Living by Mäori values. 2003, Huia, Wellington.
36. Ministry of Education, Pasifika education plan: Monitoring Report 2010. 2012, Ministry of Education, Wellington.
37. Ministry of Education, The Maori education strategy: Ka Hikitia—accelerating success 2013–2017. 2013, Ministry of Education. Retrieved from http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/.
38. Noguera, P., A broader bolder approach uses education to break the cycle of poverty. Phi Delta Kappan 93 (2011), 8–14.
39. Power, S., Clark, A., The right to know: Parents, school reports and parents’ evenings. Research Papers in Education 15 (2000), 25–48.
40. Rubie-Davies, C.M., Becoming a high expectation teacher: Raising the bar. 2015, Routledge, London.
41. Rubie-Davies, C.M., Hattie, J., Hamilton, R., Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology 76 (2006), 429–444.
42. Sahlberg, P., Finnish lessons. 2011, Teachers College Press, New York.
43. Santoro, N., Reid, J.A., Crawford, L., Simpson, L., Teaching indigenous children: Listening to and learning from indigenous teachers. Australian Journal of Teacher Education 36 (2011), 65–76.
44. Scheel, M., Gonzalez, J., An investigation of a model of academic motivation for school counseling. Professional School Counseling 11 (2007), 49–56.
45. Smith, S., Academic target setting: Formative use of achievement data. 2009, University of Auckland, Auckland, NZ Unpublished Doctor of Philosophy.
46. Thomas, W., Smith, A., Coaching solutions: Practical ways to improve performance in education. 2nd ed., 2009, Continuum International Publishing Group, London, UK.
47. Tolhurst, J., The essential guide to coaching and mentoring. 2nd ed., 2010, Pearson, Harlow, UK.
48. Turner, H., Rubie-Davies, C.M., Webber, M., Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies 50 (2015), 1–15.
49. Walker, B.M., Meetings without communication: A study of parents’ evenings in secondary schools. British Educational Research Journal 24 (1998), 163–178.
50. Weinstein, R.S., Gregory, A., Strambler, M., Intractable self-fulfilling prophecies: Fifty years after Brown v. Board of Education. American Psychologist 59 (2004), 511–520.
51. Whiston, S.C., Sexton, T.L., Lasoff, D.L., Career-intervention outcome: A replication and extension of Oliver and Spokane (1988). Journal of Counseling Psychology 45 (1998), 150–165.
52. Wimberly, G.L., School Relationships Foster Success for African American Students. ACT Policy Report, 2002.
53. Wylie, C., Hipkins, R., Growing independence: Competent learners @ 14. 2006, Ministry of Education, Wellington, NZ.
54. Yeung, A.S., Craven, R.G., Ali, J., Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings. School Psychology International 34 (2013), 405–427.
55. Young-Jones, A.D., Burt, T.D., Dixon, S., Hawthorne, M.J., Academic advising: Does it really impact student success?. Quality Assurance in Education 21 (2013), 7–19.
56. Zachary, L.J., The mentor's guide: Facilitating effective learning relationships. 2011, Jossey-Bass, San Francisco, CA.