1. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
1
Trish
Le
Roy
ID#
06086500
Literature
Review
How
Could
Reciprocal
Teaching
Benefit
Adolescent,
Maori
Learners
in
NZ
Secondary
Schools?
Adolescents
entering
the
adult
world
in
the
21st
century
will
read
and
write
more
than
any
other
time
in
human
history.
They
will
need
advanced
levels
of
literacy
to
perform
their
jobs,
run
their
household,
act
as
citizens
and
conduct
their
personal
lives.
They
will
need
literacy
to
cope
with
the
flood
of
information
they
will
find
everywhere
they
turn.
They
will
need
literacy
to
feed
their
imagination
so
they
can
create
the
world
of
the
future.
(Moore
et
al,
as
cited
in
Eunice
Kennedy
Shriver
National
Institute
of
Child
Health
and
Human
Development
(NICHHD),
2010)
Introduction
The
multifaceted
issues
of
adolescent
literacy
issues
in
NZ
are
inclusive
of
political,
socio-­‐
economic
and
pedagogical
changes
(Titter,
2014).
In
the
New
Zealand
Curriculum
(Ministry
of
Education,
2007),
literacy
skills
and
knowledge
are
central
to
all
learning
areas.
How
literacy
should
be
taught
in
secondary
schools
and
what
it
means
to
be
a
literate
adolescent
have
not
been
universally
defined.
However,
PISA
has
defined
literacy
as
the
progressive
acquisition
of
“an
expanding
set
of
knowledge
skills
and
strategies”
and
reading
as
the
ability
to
“understand,
use
and
reflect
on
written
text”
(OECD,
2003,
p.
108).
There
is
general
consensus
that,
with
increased
content
complexity
throughout
the
secondary
school
levels,
in
combination
with
specialised
vocabulary,
unfamiliar
topics
and
sizeable
quantities
of
text,
adolescents
must
be
able
to
competently
interpret,
apply
and
produce
text
in
increasingly
complex
ways.
If
students
have
low
performance
in
reading
proficiency,
they
are
more
likely
to
struggle
with
the
demands
of
secondary

2. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
2
school
in
all
content
areas.
Although
New
Zealand
adolescents
perform
well
by
international
literacy
standards,
the
significant
disparities
in
levels
of
achievement,
as
indicated
by
the
gap
in
the
reading
achievement
of
15
year
olds
is
problematic
(OECD,
2013).
Given
that
Maori
students
have
been
disproportionately
represented
within
these
low
performing
levels,
it
would
be
pertinent
to
unravel
the
conditions
that
not
only
support
literacy
achievement
for
adolescents,
but
also
for
Maori.
Reciprocal
teaching
(RT)
is
an
instructional
approach
that
was
designed
by
two
world
leading
researchers,
Palincsar
and
Brown
(Brown
&
Palincsar,
1982;
Palincsar
&
Brown,
1982,
1984)
to
strengthen
reading
comprehension
in
poor
readers.
It
has
been
hailed
as
an
exemplar
of
metacognitive
strategy
instruction
(Pressley,
Goodchild,
Fleet,
Zajchowski,
&
Evans,
1989),
and
has
been
described
as
embodying
the
best
of
teaching
practices
“
in
that
it
is
both
structured
and
interactive,
and
designed
to
enhance
both
collaborative
and
self-­‐regulated
learning”
(Kelly
&
Moore,
1993,
p.
8).
If
quality
learning
is
optimised
‘when
teachers
have
a
good
understanding
of,
and
are
responsive
to,
the
student
learning
processes
involved”
(Alton-­‐Lee,
2003,
p.
45)
and
they
understand
the
way
their
pedagogical
practices
are
likely
to
affect
the
ways
students
learn
(Alton-­‐Lee
&
Nuthall,
1990),
how
can
secondary
teachers
optimise
the
conditions
for
adolescent
Maori
learners?
Given
that
reciprocal
teaching
has
been
advertised
as
an
evidence-­‐based
strategy,
but
is
infrequently
taught
in
secondary
schools,
how
does
this
type
of
teaching
interact
with
what
research
states
is
best
for
adolescents
and
Maori?
The
purpose
of
this
review
is
to
ascertain,
knowing
what
the
research
tells
us
about
adolescents
and
reading
in
a
secondary
school
context,
as
well
as
best
practice
for
teaching
Maori,
whether
or
not
reciprocal
teaching
would
be
a
significant
and
beneficial
strategy
to
implement
across
the
content
areas?
The
review
will
also
note
significant
factors
inherent
in
the
appraisal,
such
as
historical
contexts,
and
the
limited
infusion
of
literacy
teaching
in
the
content
areas
in
secondary
schools.
The
research
studies
chosen
for
this
literature
review
are
focused
on
the
preeminent
considerations
for
improving
literacy
competence
in
adolescent
learners
in
the

3. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
3
secondary
school
setting,
what
components
of
reciprocal
teaching
align
with
what
works
best
for
Maori
learners
and
why
reciprocal
teaching
has
been
proven
to
be
a
successful,
evidence-­‐based
instructional
technique
for
developing
reading
comprehension.
The
fusion
of
current
and
ideal
conditions,
and
best
practices
are
then
synthesised
to
establish
how
and
why
reciprocal
teaching
could
benefit
Maori
adolescent
learners.
Adolescent
Literacy
Learning
in
Secondary
Schools
There
is
expanding
recognition
of
the
need
to
focus
attention
on
the
literacy
needs
of
adolescents
(Snow
&
Moje,
2010),
particularly
reading.
Instructional
reading
is
not
a
curriculum
subject
in
secondary
where
“reading
is
assumed
to
be
mastered
prior
to
entering
high
school”
(Harris,
Marchand–Martella
&
Martella,
2009,
p.
22).
Snow
&
Moje’s
(2010)
“inoculation
fallacy”,
that
good
teaching
in
primary
inoculates
students
by
enabling
them
to
be
good
readers
throughout
their
schooling
is
a
misconception
which
may
have
assisted
secondary
content
teachers’
resistance
in
integrating
literacy
instruction
into
their
curriculum
areas
(O’Brien
&
Stewart,
1990;
O’Brien
et
al.,
1995).
A
number
of
approaches
have
been
developed
in
response
to
a
recognised
need
to
develop
secondary
teacher
capability
in
teaching
literacy
in
New
Zealand.
Some
developments
were
aligned
with
reciprocal
teaching
principles:
for
example,
the
2003
Secondary
Literacy
Project,
which
was
set
up
to
improve
comprehension
strategy
instruction
across
the
content
areas,
and
the
inclusion
of
cognitive
elements
such
as
goal
setting
(McDonald,
Thornley,
Cirixia,
Behumi,
&
Staley,
2011).
An
emphasis
on
trying
to
meet
the
needs
of
Maori
learners
occurred
through
emphasising
culturally
responsive
pedagogy,
which
was
tailored
to
encourage
the
engagement
of
Maori
students,
such
as
the
Te
Kotahitanga
Project
(Bishop,
Berryman,
Tiakiwai,
&
Richardson,
2003).
An
attempt
to
meet
the
demands
of
literacy
across
the
curriculum
for
adolescents
was
piloted
as
the
Secondary
School’s
Literacy
Leadership
professional
development
Initiative
(Ministry
of
Education,
2008).
The
need
for
developing
increased
adolescent
voice
was
also

4. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
4
recognised
by
Elish-­‐Piper
and
Tatum
(2006)
who
have
stated
that
views
are
often
ignored
when
planning
for
effective
literacy
instruction.
Although
reciprocal
teaching
research
has
been
conducted
successfully
in
a
number
of
New
Zealand
secondary
contexts,
for
example,
Westera’s
(2002)
study
of
the
inclusive
aspects
of
RT
and
Titter’s
(2014)
mixed
methods
intervention
researching
reading
comprehension
in
terms
of
attributional
views
and
RT,
there
are
limited
examples
of
secondary
schools
where
RT
has
been
practised
regularly.
The
most
impressive
and
comprehensive
RT
study
in
adolescent
comprehension
achievement
in
New
Zealand
to
date
has
been
Smith’s
programme
for
a
cohort
of
Year
9
students
who
made
significant
gains
in
the
deeper
features
of
reading
(cited
in
BES,
4,
2012).
After
numerous
interventions,
a
question
arises
in
regard
to
literacy
practice
in
secondary
schools:
to
what
extent
are
students
being
taught
and
scaffolded
explicitly
through
the
increasingly
complex,
abstract
and
sophisticated
texts
they
encounter?
Chall
(1983)
noted
that
reading
demands
dramatically
increase
as
students’
learning
begins
to
rely
more
heavily
on
textbooks.
The
reliance
on
text
and
knowledge-­‐driven
processes
requires
performance
cognisance
and
the
application
of
flexible,
intentional
strategies
for
comprehension.
Brown
and
Palincsar’s
(1989)
RT
studies
demonstrated
that
students’
understanding
of
texts
could
be
enhanced
and
made
intentional
through
explicit
instructional
intervention.
Research
however
indicates
that
in
most
high
schools
instruction
includes
content
and
skills
only.
“Little
overt
attention
is
given
to
overarching
strategies
that
foster
reflective
reading”(Langer’s
study
as
cited
in
Alfassi,
2004,
p.
172).
Secondary
schools
are
characterised
by
single
subject
and
content
area
subcultures
“that
value
different
forms
of
knowledge
and
pedagogy”
(Cantrell,
Burns
&
Callaway,
2009,
p.
77).
The
dominance
of
subject
area
norms
(Alvermann
&
Moore,
1991;
O’Brien
et
al.,
1995),
whereby
each
discipline’s
values
and
beliefs
about
how
the
subject
should
be
learned,
have
created
separate
discourses
and
content
driven
teaching.
With
limited
infusion
of
literacy
strategies
to
meet
the
diverse
needs
of
learners,
subject
matter
is
the
main
determiner
and
organiser
of
the
secondary
school
curriculum.
“What
matters
is
the

5. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
5
content”,
they
say,
“I’m
not
the
English
teacher”
(Moje,
2008,
p.
98).
Coverage
of
content
has
resulted
in
a
“pedagogy
of
telling”
(O’Brien
et
al.,
1995)
dominated
by
teacher–led
construction
of
meaning
and
limited
adoption
of
critical
literacy
strategies
(Franzak,
2006;
and
Luke,
2004;
as
cited
in
Hitchcock,
2012),
and
content
area
teachers’
belief
that
they
are
not
competent
enough
to
meet
students’
literacy
needs
(Greenleaf
et
al.,
as
cited
in
Cantrell
et
al.,
2009).
With
the
research
indicating
a
lack
of
teacher
self-­‐belief,
expertise
and
time
to
infuse
reading
into
their
curricula,
the
trials
for
struggling
adolescent
readers
acerbate.
If,
as
Shanahan
and
Shanahan
(2008)
suggest,
that
the
high
level
literacy
skills
required
at
senior
levels
are
not
being
addressed,
what
does
this
mean
for
adolescents
encountering
challenging
texts?
Students
with
low
levels
of
reading
comprehension
will
face
further
challenges
in
achieving
competence
in
all
content
areas
as
they
progress
through
the
secondary
years,
leading
to
low
self-­‐esteem,
disengagement,
spiralling
failure,
and
long-­‐
term
consequences
in
education
and
life.
Secondary
teachers
assuming
responsibility,
individually
and
collectively,
for
assisting
students
to
comprehend
texts
will
be
able
to
help
them
to
become
active,
purposeful
and
engaged
readers
across
the
curriculum.
If
“key
findings
from
research
reveal
that
learning
how
to
use
comprehension
strategies
can
improve
adolescent
readers’
text
comprehension”
(NICHHD,
2010,
p.
20),
it
will
be
germane
for
secondary
school
teachers
to
trial
and
infuse
methods
for
teaching
competent
comprehension
if
their
students
are
to
succeed.
If
“a
range
of
research
indicates
that
reading
strategy
instruction
operates
at
a
metacognitive
level”
(Titter,
2014,
p.25),
then
a
process
that
encourages
and
incorporates
this
“
kind
of
mental
pulse
taking”
(Paris
et
al.,
1983,
p.
301),
the
basis
of
strategic
reading,
would
be
essential.
Hitchcock’s
(2014)
recent
study
has
revealed
that
effective
literacy
practice
in
content
areas
does
contribute
towards
improved
academic
outcomes
for
senior
students.
The
evidence-­‐based
practice
of
rreciprocal
teaching
could
be
that
strategy
which
secondary
teachers
adopt.
Reciprocal
Teaching

6. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
6
Reciprocal
teaching
(RT)
“is
based
on
the
principle
that
cognitive
development
is
strongly
influenced
by
interacting
with
more
knowledgeable
people”,
leading
to
internalised
strategies
(Mitchell,
2014,
p.
134).
It
is
an
instructional
procedure
developed
by
Palincsar
and
Brown
(1984)
to
improve
student’s
reading
comprehension
skills
through
the
scaffolded
teaching
of
four
comprehension
fostering
and
monitoring
strategies:
questioning,
summarising,
clarifying
and
predicting,
what
Oczus
(2005)
labels
as
the
“Fab
Four”
(as
cited
in
Stricklin,
2011).
Each
of
these
strategies
helps
learners
construct
meaning
from
texts
as
well
as
self-­‐monitor,
and
each
has
been
identified
as
critical
in
developing
comprehension.
The
term
“reciprocal”
describes
the
nature
of
the
interactions:
each
person
acts
in
response
to
the
other(s)”
(Palincsar,
David
&
Brown,
as
cited
in
Hashey
and
Connors,
2003).
The
approach,
when
used
with
struggling
adolescent
readers,
has
been
successful
in
raising
achievement
in
reading
comprehension
(Westera
&
Moore,
1995).
The
procedure
has
been
applied
to
different
age
and
ability
groups
with
success.
Rosenshine
and
Meister’s
(1994)
meta-­‐analysis
of
RT
research
indicated
that
high
school
students
do
benefit
from
RT.
They
also
reported
a
mean
effect
size
of
.32
for
standardised
testing
and
.88
for
experimenter-­‐developed
tasks.
Hattie
(2009)
has
since
rated
RT
third
out
of
49
of
the
most
effective
teaching
strategies,
with
an
effect
size
of
.86.
With
such
reputable
results
one
has
to
question
why
RT
has
been
viewed
as
such
a
successful
model.
The
underlying
principles
and
theoretical
bases,
which
have
been
thoroughly
researched
worldwide,
indicate
why
this
success
is
so.
Petty’s
(2006)
definition
of
the
seven
principles
for
evidence
based
teaching
strategies:
students
must
see
the
value
of
the
learning,
they
must
believe
they
can
do
it,
challenging
goals
exist,
feedback
and
dialogue
occur
on
progress
towards
the
goal,
a
structure
of
information
and
its
meaning
are
established,
time
and
repetition,
and
skills
as
well
as
content
are
taught,
place
RT
comfortably
in
the
zone
of
evidence
based
schema.
Additionally,
comprehension
is
considered
a
“teachable
skill”
(Petty,
2006,
p.
153)
and
as
such,
deserves
more
attention

7. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
7
than
warranted
in
secondary
school;
as
he
reinforces,
“
teaching
both
skills
and
content
gets
much
better
results”
(Petty,
p.
283).
Unfortunately,
as
discussed
in
the
previous
section
on
adolescent
literacy
practices
in
New
Zealand
secondary
schools,
this
does
not
align
with
typical
current
practice.
Furthermore,
RT
“embodies
much
of
the
best
practices,
in
that
it
is
both
structured
and
interactive
and
designed
to
enhance
both
collaboration
and
self-­‐regulated
learning”
(Kelly
&
Moore,
1993,
p.
8).
The
New
Zealand
BES
Exemplar
4
(2012,
p.
5)
reiterates
this
and
advises
that
RT
blends
“
co-­‐operative
learning,
metacognitive
strategy
instruction,
differentiated
learning,
self
regulation
and
proactive
behaviour
adaptation”.
Rosenshine
and
Meister
(1994)
described
four
instructional
practices
which
are
embedded
in
RT:
direct
teaching
of
the
strategies,
practising
strategies
with
real
reading,
scaffolded
instruction
and
using
peer
support.
The
explicit
nature
of
the
teaching,
combined
with
the
added
emphasis
on
strategies
to
understand,
not
student
inadequacy,
the
students
are
empowered
and
motivated
by
the
process
(BES
4,
2012).
RT
would
therefore
be
a
powerful
strategy
for
adolescents,
who
have
a
developing
sense
of
self-­‐worth
and
competence.
As
well,
the
success
of
RT
has
been
attributed
to
three
recognised,
related
theories
of
learning
(Palincsar
&
Brown,
1989):
the
zone
of
proximal
development,
where
teaching
should
occur
in
the
area
between
a
child’s
independent
and
supported
development
(Vygotsky,
1978),
propleptic
teaching,
when
the
teacher
gradually
releases
responsibility
for
implementation
of
the
strategy
to
students
(or
teaching
in
anticipation
of
competence),
and
expert
scaffolding.
Sociocultural
theories
consider
that
knowledge
is
constructed
through
interaction
(Vygotsky,
1978). The
learning
cannot
be
separated
from
the
social,
cultural
and
historical
contexts
from
which
it
emerges,
just
as
“literacy
learning
in
secondary
schools
cannot
be
separated
from
the
learner,
the
subject,
or
the
environment
in
which
it
occurs”
(Hitchcock,
2014,
p.
26).
Therefore,
if
RT
literacy
practices
are
able
to
be
meaningful,
purposeful,
and
in
conjunction
with
the
learning
of
subject
content,
the
strategy
is
ripe
for
improving
literacy
practices
in
secondary
schools.

8. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
8
It
is
also
noteworthy
that
in
a
study
of
cross-­‐content
collaboration,
“the
students
who
were
exposed
to
the
RT
process
in
multiple
disciplines
made
the
largest
gains”
(Hashey
and
Connors,
2003,
p.
232).
There
has
been
significant
research
in
single
content
areas,
which
have
reflected
the
benefits
of
RT
in
single
disciplines.
Li
and
Kam’s
(2011)
study
of
RT
in
PE,
Caster’s
(2013)
analysis
of
RT
through
the
use
of
internet,
Casteel
and
Isom’s
(1994)
examination
of
reciprocal
processes
in
Science,
Al-­‐sarayreh’s
(2013)
investigation
in
Geography,
Quirk’s
(2010)
use
of
RT
to
enhance
mathematics
problem
solving
represent
a
small
fraction
of
RT’s
success
in
content
areas.
A
recent
consideration
for
including
RT
in
secondary
schools
is
the
clear
alignment
with
New
Zealand’s
educational
priorities
and
directions.
The
Education
Gazette
(April
14,
2014)
featured
a
table
noting
these
alignments
(refer
table
1
below).
The
overlap
with
secondary
schooling
and
Maori
initiatives
is
compelling.
Table
1.
Ministry
of
Education
Gazette,
April
14,
2014.
Maori
As
Learners
Cultural
and
equity
issues
for
Maori
underpin
any
investigation
into
the
achievement
of
Maori.
The
over-­‐representation
of
Maori
in
the
‘lower
end’
in
the
PISA
(Program
for
International
Assessment,
2010)
international
study
of
15-­‐year-­‐olds
reiterated
the
evidence
of
a
continued
achievement
gap.
Identifying,
describing
and
developing
culturally
responsive
pedagogies
have
become
increasingly
important
foci
for
educators
in
New
Zealand.
Responsive
development

9. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
9
initiatives
such
as
the
Te
Kotahitanga
project,
the
AIMHI
project,
the
Hikairo
Rationale,
and
Ka
Hikitia,
which
prioritised
Maori
succeeding
as
Maori,
have
raised
the
issues
of
the
importance
of
identity
and
culture
to
educational
success
and
sought
to
implement
cultural
competencies
in
New
Zealand
schools.
Cultural
competence
has
been
defined
as
accepting
and
respecting
differences
and
implementing
policies
and
practices
that
support
these
beliefs
and
commitments
(Cross
et
al.,
as
cited
in
McFarlane,
2009).
What
culturally
competent
practices,
therefore,
align
with
Reciprocal
Teaching?
Acknowledging
the
cultural
values
and
preferred
practices
from
within
a
Maori
worldview
played
an
important
part
in
an
extensive
New
Zealand
study
known
as
Te
Kotahitanga
(Bishop,
Berryman,
Tiakiwai
&
Richardson,
2003).
Its
development
provided
valuable
insights
into
how
teaching
and
learning
for
Maori
could
affect
their
achievement.
The
effective
teaching
profile
highlighted
understandings
that
were
essential
for
Maori:
Manaakitanga
(caring
for
Maori
as
Maori),
mana
motuhake
(high
expectations
achievement),
whakapiringatanga
(creating
a
secure
well-­‐managed
learning
environment),
wānanga
(effective
teaching
interactions),
ako
(strategies
that
promote
effective
teaching
and
learning
interactions
and
relationships)
and
kotahitanga
(promoting,
monitoring
and
reflecting
on
outcomes).
Apart
from
embedding
a
consciousness
around
manaakitanga
into
the
process,
it
is
significant
that
RT
incorporates
all
of
these
practices.
The
framework
of
the
Te
Kotahitanga
GEPRISP
model,
based
on
evidence
essential
for
teaching
Maori
ākonga
would
also
support
the
inclusion
of
RT.
Within
another
methodology,
that
of
Kaupapa
Maori,
Katene
(as
cited
in
Cumming-­‐
Ruwhiu,
2012)
included
additional,
essential
teaching
practices:
ngāwari
–
clear
and
precise
instructions,
ākonga
ake
–
student’s
metacognitions,
utu
–
reciprocal
relationships,
awhina
–
helpfulness
from
teachers
increases
learning
opportunities;
again,
these
align
with
RT.
Much
of
McFarlane’s
(2010)
list
of
what
Maori
learners
prefer
also
shows
alignment,
particularly
working
in
groups,
face-­‐to-­‐face
discussion,
shared
responsibility
and
the
tukana-­‐teina
relationship
where
a
less
able
person
is
supported.
RT
also
supports
the
oranga
component
of
Durie’s
(1975)
Whare
Tapa
Wha
model,

10. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
10
where
the
wellbeing
of
the
individual
is
embedded
in
the
well-­‐being
of
the
group
(as
cited
in
McFarlane,
2000).
The
concept
of
ako
(reciprocal
learning)
must
also
be
highlighted.
When
Metge
(1983)
described
the
ako
as
the
unified
co-­‐operation
of
learner
and
teacher,
there
is
a
clear
relationship
to
RT.
The
exchanging
of
teaching
and
learning
roles
is
a
key
component
of
RT
and
also
to
the
concept
of
ako
within
New
Zealand
education
(Ministry
of
Education,
2008).
Bishop
(2001)
discusses
how
ako
occurs
when
“the
teacher
does
not
have
to
be
the
fountain
of
all
knowledge,
but
rather
a
partner
in
the
conversation
of
learning
‘”
(p.
205).
The
strength
of
power
sharing
and
reciprocity
has
also
been
highlighted
by
Glynn,
Berryman,
Loader
and
Cavanagh
(2005)
for
Maori
academic
achievement
and
by
Freire
(1970)
for
all
learners.
Westera
(2002,
p.
53)
also
supports
the
notion
that
“the
metascript
or
routines
of
RT
bear
semblance
to
views
on
learning
from
a
tikanga
Maori
perspective.
She
reinforces
“shared
authentic
group
tasks,
interaction
routines
such
as
turn
taking,
prompting
and
repeating,
…
connectedness
and
scaffolding,
shared
leadership
and
responsibility,
and
teacher/
learner
interchangeability
(Tangaere,
1997)”.
Conclusion
A
number
of
implications
for
future
research
have
evolved
from
this
literature
review.
What
impact
would
reciprocal
teaching
have
on
adolescent
and
Maori
adolescent
learners’
achievement
across
content
areas
and
across
levels
of
the
school?
What
are
the
best
methods
for
motivating
secondary
teachers
to
infuse
literacy
into
content
areas
and/or
to
sustain
them?
Which
year
levels
show
the
most
gains
when
RT
is
embedded?
The
literature
habitually
acknowledges
the
benefits
of
reciprocal
teaching,
when
well
implemented.
RT
sits
comfortably
in
many
worlds:
adolescence,
tikanga
Maori,
theories
of
comprehension-­‐fostering
and
monitoring,
and
best
practice.
When
implemented
with

11. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
11
integrity,
it
is
embedded
with
the
characteristics
of
quality
teaching
practices,
which
Alton-­‐Lee
extolled
in
her
Best
Evidence
Synthesis
(2003):
a
focus
on
student
achievement,
a
pedagogical
practice
enabling
care
and
cohesiveness,
links
to
cultural
contexts,
responsive
to
student
learning
processes,
effective
and
sufficient
opportunities
to
learn,
multiple
contexts,
alignment,
scaffolding
and
feedback,
the
promotion
of
learning
orientations,
self
regulation,
meta-­‐cognition
and
student
discourse,
constructive
goal-­‐oriented
assessment.
The
extent
to
which
secondary
teachers
believe
they
are
responsible
for
and
capable
of
developing
effective
teaching
practices
within
a
culturally
responsive
pedagogy
will
be
crucial.
Shanahan
and
Shanahan
(2008),
note
that
literacy
strategies
used
by
teachers
were
aligned
with
their
beliefs
about
effective
learning
in
their
subject.
Encountering
students
with
a
wide
range
of
achievement
levels
presents
challenges
for
teachers.
They
have
to
attend
to
the
literacy
needs
of
a
diverse
student
population
and
because
of
the
significant
numbers
of
Māori
students
represented
in
the
lower
levels
of
literacy
achievement,
it
is
imperative
that
secondary
teachers
use
evidence
based
literacy
strategies
and
pedagogy
responsive
to
Maori
and
adolescents.
Reciprocal
teaching,
I
believe,
sits
within
that
construct.
Wellbeing,
strength
and
achievement
emanate
from
and
belong
with
not
just
the
individual,
but
the
group.
(McFarlane,
2000,
p.
25).
Ehara
tuku
toa
I
te
toa
takitahi
Engari
toku
toa
I
te
toa
takitihi
My
strength
comes
not
from
myself
alone
But
from
the
strength
of
all
people

12. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
12
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13. How
Could
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Maori
Learners
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Secondary
Schools?
Trish
Le
Roy
/ID
#
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May
2014
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14. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
Trish
Le
Roy
/ID
#
06086500/
May
2014
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15. How
Could
Reciprocal
Teaching
Benefit
Adolescent
Maori
Learners
In
Secondary
Schools?
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Le
Roy
/ID
#
06086500/
May
2014
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