Savage, CHindle, DavidMeyer, LHHynds, AnnePenetito, WSleeter, CE2015-12-162011-05-022011-08Asia-Pacific Journal of Teacher Education, 2011, 39 (3), pp. 183 - 198 (16)1359-866Xhttp://hdl.handle.net/2292/27794There 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.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/https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmculturally responsive pedagogyindigenous studentssecondary student classroom experiencesteacher professional developmentJournal Article10.1080/1359866X.2011.588311Copyright: Routledge / Taylor & Francishttp://purl.org/eprint/accessRights/RestrictedAccess1469-2945