Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Rawiri Hindle"'
Publikováno v:
The Australian Journal of Indigenous Education, Vol 46, Iss 1 (2016)
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) — community relationships that seek to better serve
Externí odkaz:
https://doaj.org/article/b8966180aa684d5d8dcc6d8938c9c7d3
Publikováno v:
The Australian Journal of Indigenous Education, Vol 44, Iss 1 (2015)
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/
Externí odkaz:
https://doaj.org/article/3d3b75c19121454dba9e3abe749844eb
Autor:
Sasha Matthewman, Rawiri Hindle
Publikováno v:
set: Research Information for Teachers. :32-37
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a25aee63dc6c0922ca5094f36f9007b
https://doi.org/10.18296/set.0090
https://doi.org/10.18296/set.0090
Publikováno v:
Ethnicities. 17:546-573
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0bd2f339e590098597ee507d316e95b4
https://doi.org/10.1177/1468796816666590
https://doi.org/10.1177/1468796816666590
Autor:
Christine E. Sleeter, Catherine Savage, Rawiri Hindle, Wally Penetito, Luanna H. Meyer, Anne Hynds
Publikováno v:
The Teacher Educator. 51:230-249
There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c07c909138332f5760db500e4d624d1e
https://doi.org/10.1080/08878730.2016.1176829
https://doi.org/10.1080/08878730.2016.1176829
Publikováno v:
set: Research Information for Teachers. :3-11
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::acbd97ece1627c6051b68de2ac8af85c
https://doi.org/10.18296/set.0021
https://doi.org/10.18296/set.0021
Autor:
Rawiri Hindle, Susan C. Faircloth, Wally Penetito, Anne Hynds, Luanna H. Meyer, Robin Averill
Publikováno v:
International Journal of Leadership in Education. 19:534-556
Noted Māori scholar Russell Bishop identified three impediments to developing Indigenous principles and practices in schools within colonized countries. These include confusion about the culture of Indigenous children, uneven programme implementatio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7138e24877e9244b4fb22905d57b5706
https://doi.org/10.1080/13603124.2015.1051130
https://doi.org/10.1080/13603124.2015.1051130
Publikováno v:
The Australian Journal of Indigenous Education. 44:85-93
This article reflects on issues of Indigenous creativity in Māori arts education, along with what we see as problematic tensions of the assessment of intangible elements. Our writing is motivated by a desire to start a global dialogue on Indigenous/
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d870b8f69ebd4691768d123e50cd268b
https://doi.org/10.1017/jie.2015.7
https://doi.org/10.1017/jie.2015.7
Autor:
Anne Hynds, Luanna H. Meyer, Christine E. Sleeter, Wally Penetito, Catherine Savage, Rawiri Hindle
Publikováno v:
Asia-Pacific Journal of Teacher Education. 39:339-351
This article presents a case study of a unique New Zealand professional development programme, Te Kotahitanga, for mainstream secondary school teachers. Findings discussed are drawn from an independent evaluation of the programme across 22 secondary
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0a7e8b21525e364e06f3b9cddcb88c8e
https://doi.org/10.1080/1359866x.2011.614684
https://doi.org/10.1080/1359866x.2011.614684
Autor:
Rawiri Hindle, Anne Hynds, Luanna H. Meyer, Charmaine Savage, Christine E. Sleeter, Wally Penetito
Publikováno v:
Curriculum Matters. 7:26-47
In New Zealand the majority of students attend schools that reflect the dominant mainstream context, yet these schools include indigenous M ori and learners from diverse cultural and language backgrounds. By building on contemporary cultural knowledg
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1a170b4b3dd7674c901dcc6119e726f
https://doi.org/10.18296/cm.0133
https://doi.org/10.18296/cm.0133