Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum

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dc.contributor.author Savage, C en
dc.contributor.author Hindle, David en
dc.contributor.author Meyer, LH en
dc.contributor.author Hynds, Anne en
dc.contributor.author Penetito, W en
dc.contributor.author Sleeter, CE en
dc.date.accessioned 2015-12-16T04:01:09Z en
dc.date.available 2011-05-02 en
dc.date.issued 2011-08 en
dc.identifier.citation Asia-Pacific Journal of Teacher Education, 2011, 39 (3), pp. 183 - 198 (16) en
dc.identifier.issn 1359-866X en
dc.identifier.uri http://hdl.handle.net/2292/27794 en
dc.description.abstract There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. Results are reported based on systematic observations of over 400 classrooms at 32 mainstream schools across different subjects and interviews with 214 indigenous Māori students. The majority of teachers showed evidence of culturally responsive practices, and students were able to describe examples of teachers caring for them as culturally located individuals. Implications are discussed for teacher professional development designed to impact student achievement including the limitations of relying on teacher change alone for school reform to make a difference for students. en
dc.language English en
dc.publisher Routledge / Taylor & Francis en
dc.relation.ispartofseries Asia-Pacific Journal of Teacher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.sherpa.ac.uk/romeo/issn/1359-866X/ http://authorservices.taylorandfrancis.com/sharing-your-work/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.subject culturally responsive pedagogy en
dc.subject indigenous students en
dc.subject secondary student classroom experiences en
dc.subject teacher professional development en
dc.title Culturally responsive pedagogies in the classroom: indigenous student experiences across the curriculum en
dc.type Journal Article en
dc.identifier.doi 10.1080/1359866X.2011.588311 en
pubs.issue 3 en
pubs.begin-page 183 en
pubs.volume 39 en
dc.rights.holder Copyright: Routledge / Taylor & Francis en
pubs.author-url http://www.tandfonline.com/doi/abs/10.1080/1359866X.2011.588311 en
pubs.end-page 198 en
pubs.publication-status Published en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 474300 en
dc.identifier.eissn 1469-2945 en
pubs.record-created-at-source-date 2015-12-16 en


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