Source: Asia-Pacific Journal of Teacher Education, Volume 39, Issue 3, 2011 pages 183-198.
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms.
Data were collected through systematic observations of over 400 classrooms at 32 mainstream schools across different subjects and interviews with 214 indigenous Māori students.
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.