Research
Rangahau
A word from our Research Leader
Dr Tracey Carlyon
At Te Rito Maioha, academic staff are actively engaged in research that contributes to new knowledge, fresh thinking and best practice.
This research includes working collaboratively with other staff and organisations, both nationally and internationally. Staff are engaged in Communities of Inquiry (CoI), or localised research projects, to generate and increase research dialogues within and beyond our organisation.
All research at Te Rito Maioha has an overarching aim to inform pedagogical content and delivery. We are proud of our staff research outputs, which includes publications in high ranking journals and presentations at prestigious conferences.
Recent Publications 2025
Modelling children’s working theories: The spiral of working theory development
Daniel Lovatt
The notion of children’s working theories is an overarching outcome of Te Whāriki, Aotearoa New Zealand’s early childhood curriculum. Growing research examines children’s working theories and teacher support strategies. This article draws on doctoral research to present the spiral of working theory development model, providing a framework for understanding working theory development processes. Teachers can use this model to enhance strategies for fostering and supporting working theory formation, resulting in improved learning outcomes for young children.
Māmā Māori: Teenage Māori mothers’ experiences of support for their holistic wellbeing and success
Lisa Heke
TThe study presented in this article is underpinned and guided by Kaupapa Māori theory and research principles (G. H. Smith, 1997; L. Smith, 2015). The purpose was to explore support systems comprising health, social, financial, education and whānau that exist for teenage Māori mothers/ young māmā Māori in Aotearoa New Zealand. Research participants were sourced from one Teen Parent Unit and are Māori who became mothers as teenagers. Effectiveness of support was assessed in terms of contribution to holistic wellbeing and success for māmā Māori. Holistic wellbeing and success were measured using Durie’s (1984) Te Whare Tapa Whā model, which represents four dimensions of health as the walls, or taha, of a house: taha tinana, taha hinengaro, taha wairua and taha whānau. This study sought to empower participants by focusing on and promoting only positive experiences of support. Māmā Māori contributing and sharing their insights was considered a tool for change, growth and empowerment. While education and whānau were found to be effective supports, māmā Māori
experiences of health, social and financial support were often variable, less effective and, in some cases, damaging. In articulating the study findings, this article presents an opportunity for readers to consider how we currently support this precariat group, and the ways in which we can do better.
Supporting disabled teachers right to teach: Implementing “reasonable accommodations” in practice for ECE student kaiako and kaiako with disabilities
Veronica Griffiths, Jenny Malcolm, Derek Hartley, Erin Hall, Fleur Hohaia-Rollinson, Kerry Purdue, Jackie Solomon, and Donna Williamson-Garne
Research confirms kaiako with disabilities promote diversity and inclusivity in ECE settings, yet face barriers limiting professional opportunities. This study surveyed ECE student kaiako and practising kaiako with disabilities about their preservice and inservice experiences. Analysis revealed accommodation types enabling success in initial teacher education and ECE settings. Findings emphasise providers’ and employers’ legislative responsibilities to provide reasonable accommodations removing barriers for kaiako with disabilities.
