The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools
| Autor: | Christine E. Sleeter, Catherine Savage, Rawiri Hindle, Wally Penetito, Luanna H. Meyer, Anne Hynds |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Multimethodology
education 05 social sciences Professional development 050401 social sciences methods 050301 education Academic achievement behavioral disciplines and activities Indigenous Education 0504 sociology Student achievement mental disorders Pedagogy Mainstream Sociology Faculty development Empirical evidence 0503 education |
| Zdroj: | The Teacher Educator. 51:230-249 |
| ISSN: | 1938-8101 0887-8730 |
| DOI: | 10.1080/08878730.2016.1176829 |
| Popis: | 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 professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with the program, findings also highlighted ongoing challenges associated with transforming practice for Indigenous Māori students. Specific challenges of analysis are highlighted, along with recommendations for further research and development work in secondary schools. |
| Databáze: | OpenAIRE |
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