Mana Ukaipo: Enhancing Maori Engagement through Pedagogies of Connection and Belonging

Autor/inn/en	Highfield, Camilla; Webber, Melinda
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Mana Ukaipo: Enhancing Maori Engagement through Pedagogies of Connection and Belonging
Quelle	(2021), (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ethnic Groups; Pacific Islanders; Foreign Countries; Intervention; Student Attitudes; Teacher Attitudes; Culturally Relevant Education; School Community Relationship; Leaders; Elementary Secondary Education; Administrator Attitudes; Academic Achievement; Learner Engagement; Equal Education; Student Development; Faculty Development; New Zealand + Suchen Sie Ihr Suchwort? Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Schülerverhalten; Lehrerverhalten; Fachleiter; Schulleistung; Neuseeland
Abstract	The primary objective of this research project was to investigate the specific interventions that make the biggest difference to Maori students' academic motivation and in-school engagement within one Kahui Ako in Aotearoa New Zealand. Student, whanau, school leader, and teacher perspectives were examined to understand which interventions were most successful and why. The project's second objective was to develop a collaborative matauranga Maori informed research partnership with Kahui Ako leaders. This research partnership was designed to assist with developing collaborative expertise and identifying key information for guiding decision making about successful interventions. Using this information, school and Kahui Ako leaders continue to develop and redefine their intervention programmes into the future. (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01