Developing an Effective Education Reform Model for Indigenous and Other Minoritized Students

Autor/inn/en	Bishop, Alan Russell; Berryman, Mere Anne; Wearmouth, Janice Barbara; Peter, Mira
Titel	Developing an Effective Education Reform Model for Indigenous and Other Minoritized Students
Quelle	In: School Effectiveness and School Improvement, 23 (2012) 1, S.49-70 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2011.647921
Schlagwörter	Foreign Countries; Ethnic Groups; Pacific Islanders; Educational Change; School Culture; Learner Engagement; Culturally Relevant Education; Teacher Student Relationship; At Risk Students; Teacher Attitudes; Attitude Change; Instructional Leadership; Leadership Effectiveness; Educationally Disadvantaged; Instructional Innovation; Research and Development; Program Implementation; Educational Improvement; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Bildungsreform; Schulkultur; Schulleben; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Instruction; Leadership; Bildung; Erziehung; Führung; Führungseffizienz; Educational Innovation; Bildungsinnovation; Forschung und Entwicklung; Teaching improvement; Unterrichtsentwicklung; Neuseeland
Abstract	Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform. (Contains 3 tables and 11 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10