Search results for: Sleeter Christine
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Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies
This article presents a case study of professional development programme drawn from the findings of a large-scale evaluation of Te Kotahitanga. The Te Kotahitanga approach links culturally relevant/relationship-based classroom pedagogy with on-site embedded processes for working with teachers in classrooms. One hundred and fifty teachers were interviewed across 22 secondary schools that participated in the Te Kotahitanga professional development programme. The findings reveal that teachers highlighted the importance of positive relationships and interactions in the classroom/school environment to enhance M¯aori student achievement.
Updated: Jan. 16, 2013
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Updated: Dec. 25, 2012
The article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data included (1) several student papers, (2) a reflective journal, (3) classroom observation of the teacher, and (4) an interview . The case study reinforced the importance of creating contexts in which teachers can examine their own backgrounds and beliefs, interact with one another, and interact with ideas that stretch them intellectually.
Updated: Nov. 18, 2009
Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. This article sketches what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development.It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism.
Updated: Jan. 19, 2009
The article encourages teachers' to strengthen their teaching abilities for diverse students. It describes two teachers from California, and describes their high expectations, their engagement of students by building on what they know and what interests them, the teachers' relation to their families and communities, and those who can envision diverse students as constructive participants in a multicultural democracy.
Updated: Oct. 26, 2008