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dc.contributor.authorKim, HMen_NZ
dc.contributor.authorMcNeill, Ben_NZ
dc.contributor.authorEveratt, Jen_NZ
dc.contributor.authorTaleni, LTen_NZ
dc.contributor.authorTautolo, ESen_NZ
dc.contributor.authorGillon, Gen_NZ
dc.contributor.authorSchluter, PJen_NZ
dc.date.accessioned2021-07-08T01:00:03Z
dc.date.available2021-07-08T01:00:03Z
dc.date.copyright2020en_NZ
dc.identifier.citationPLoS ONE 15(10): e0240901. https://doi.org/10.1371/journal.pone.0240901
dc.identifier.issn1932-6203en_NZ
dc.identifier.urihttp://hdl.handle.net/10292/14356
dc.description.abstractPurpose In New Zealand, Pacific immigrants are among the fastest growing ethnic minorities but, as a group, they are also at most risk of not realising their literacy and educational aspirations critical for achieving their human potential and wellbeing. This may be due, in part, to a misalignment in the shared understanding of academic success between students, parents and their teachers within largely non-Pacific school environments. This study aims to report levels of agreement in child-mother, child-teacher, and mother-teacher perceptions of Pacific children’s academic performance at age 6 years. Method A cohort of Pacific infants born during 2000 in Auckland, New Zealand, was followed as part of the Pacific Islands Families study. Maternal home interviews were conducted at 6-weeks and 6-years postpartum, together with separate child and teacher elicitations at 6-years. Pairwise agreement of academic performance responses was assessed using Cohen’s weighted κ statistic, along with symmetry and marginal homogeneity tests. Results At 6-years, information was available for 1,001 children and their mothers, and teachers’ evaluations for 549 children. Negligible to slight agreements and significant asymmetry were found between the child-mother (κ = 0.03, 95% CI: -0.03, 0.09), child-teacher (κ = 0.04, 95% CI: 0.01, 0.08), and mother-teacher (κ = 0.07, 95% CI: 0.03, 0.11) pairwise assessments–with children and mothers more likely to rate Pacific children’s academic performance higher than their teachers. Significantly higher concordances with teacher assessments were found among mothers with post-secondary education, proficiency in English, and stronger alignment with New Zealand culture and for children who performed strongly on a standardised measure of performance relative to their peers. Conclusion Strategies are needed to align Pacific students’ and parental perceptions with documented educational achievement outcomes and to facilitate more effective and timely feedback on achievement results and home-school communication. The importance of removing language, cultural and socio-economic barriers to achieving shared understanding of academic performance between teachers and families is highlighted.en_NZ
dc.publisherPublic Library of Science (PLoS)en_NZ
dc.relation.urihttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0240901
dc.rights© 2020 Kim et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
dc.titlePerceptions of Pacific Children's Academic Performance at Age 6 Years: A Multi-informant Agreement Studyen_NZ
dc.typeJournal Article
dc.rights.accessrightsOpenAccessen_NZ
dc.identifier.doi10.1371/journal.pone.0240901en_NZ
aut.relation.articlenumbere0240901en_NZ
aut.relation.issue10en_NZ
aut.relation.volume15en_NZ
pubs.elements-id393471
aut.relation.journalPLoS ONEen_NZ


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