Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice

Autor/in	Hogg, Linda
Titel	Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice
Quelle	In: Teachers and Curriculum, 16 (2016) 1, S.49-55 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0349
Schlagwörter	Foreign Countries; Cultural Capital; High School Students; Ethnic Groups; Pacific Islanders; Culturally Relevant Education; Data Collection; Interviews; Focus Groups; Multicultural Education; Achievement Gains; Outcomes of Education; Individualized Instruction; Scaffolding (Teaching Technique); Student Centered Learning; Student Participation; Planning; Student Behavior; Self Management; Case Studies; Secondary School Teachers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Data capture; Datensammlung; Interviewing; Interviewtechnik; Multikulturelle Erziehung; Achievement gain; Leistungssteigerung; Lernleistung; Schulerfolg; Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ablaufplanung; Planungsprozess; Student behaviour; Schülerverhalten; Selbstmanagement; Case study; Fallstudie; Case Study; Neuseeland
Abstract	In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on impacts for Maori and Pasifika students. FoK has been defined as knowledge and skills gained from life world experience. Participants included high school teachers (n = 5), students (n = 11) from their current classes, and students' parents (n = 5). Data collected over six months fieldwork included: interviews, focus groups, samples of student work, and meetings. Teachers developed two ways to apply students' FoK to support academic learning: drawing on and drawing out their life experiences. Improvements in learning behaviours and achievement gains were reported by students, parents, and teachers. (As Provided).
Anmerkungen	Wilf Malcolm Institute for Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01