Description
Book SynopsisThe work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this bo
Table of ContentsContents: Christine E. Sleeter: The Quest for Social Justice in the Education of Minoritized Students – Russell Bishop: Te Kotahitanga: Kaupapa Māori in Mainstream Classrooms – Mere Berryman: The Professional Development Process – Luanna H. Meyer: Evaluating the Effectiveness and Impact of Teacher Professional Development – Anne Hynds/Christine E. Sleeter: Professional Development from Teacher and Facilitator Perspectives – Catherine Savage/Rawiri Hindle: Culturally Responsive Pedagogies across the Curriculum: What Teachers Say and Do – Wally Penetito/Rawiri Hindle/Anne Hynds/Catherine Savage/Larissa Kus: The Impact of Culturally Responsive Pedagogies on Students and Families – Christine E. Sleeter/Russell Bishop/Luanna H. Meyer: Professional Development for Culturally Responsive and Relationship-Based Pedagogy.
