Te Kotahitanga : towards effective education reform for indigenous and minoritised students /
Towards effective education reform for indigenous and minoritised students
Russell Bishop, Mere Berryman, Janice Wearmouth.
- xvii, 186 pages : illustrations ; 25 cm
Includes bibliographical references and index.
1. Te Kotahitanga -- 2. School 1 -- 3. School 2 -- 4. School 3 -- 5. Differences in implementation -- 6. Problems encountered by schools attempting to implement and sustain the gains made with Te Kotahitanga -- 7. Sustaining the gains and broadening the reach -- -- Introduction -- -- Te Kotahitanga -- Introduction -- The international context -- The commencement of the project and the development of the Effective Teaching Profile -- The Te Kotahitanga professional development programme -- The Te Kotahitanga professional development cycle -- Te Kotahitanga Phase 3 -- Leaders' responses to the pedagogic intervention: leading the school-wide reform, 2003 to 2009 -- Case study research design -- -- School 1 -- Introduction -- Part A: Changes in teaching and learning associated with the Te Kotahitanga professional development intervention -- Part B: Leadership responses to Te Kotahitanga at the school level -- Conclusion -- -- School 2 -- Introduction -- Part A: Changes in teaching and learning associated with the Te Kotahitanga professional development intervention -- Part B: Leadership responses to Te Kotahitanga at the school level -- Conclusion -- -- School 3 -- Introduction -- Part A: Changes in teaching and learning associated with the Te Kotahitanga professional development intervention -- Part B: Leadership responses to Te Kotahitanga at the school level -- Conclusion -- -- Differences in implementation -- Introduction -- The three case studies -- Differences in implementation -- Comparison of Maori student outcomes in high-implementing and partial- or low- implementing schools -- Conclusions -- -- Problems encountered by schools attempting to implement and sustain the gains made with Te Kotahitanga -- Introduction -- Problems specific to the initial development and implementation of the project -- Generic problems -- Sustaining the facilitation function -- Impact of the diminishing funding policy on implementation during the project -- Expanding the facilitation function -- -- Sustaining the gains and broadening the reach -- Introduction -- Maintaining and spreading the fidelity of the facilitation function -- Future considerations -- Broadening the reach -- Conclusion. 1. 2. 3. 4. 5. 6. 7.
This book considers how the educational experiences and achievement of Māori students in a number of mainstream secondary schools have been improved through a process of theory based, school-wide reform that began in Te Kotahitanga with the implementation of a culturally responsive pedagogy of relations in classrooms.