The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools

There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally respons...

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Veröffentlicht in:	The Teacher educator 2016-07, Vol.51 (3), p.230-249
Hauptverfasser:	Hynds, Anne S., Hindle, Rawiri, Savage, Catherine, Meyer, Luanna H., Penetito, Wally, Sleeter, Christine
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Achievement Classroom Techniques Culturally Relevant Education Faculty Development Foreign Countries Impact analysis Indigenous Populations Interviews Mixed Methods Research Native peoples New Zealand Observation Pedagogy Professional development Program Effectiveness Secondary School Students Secondary School Teachers Student Attitudes Teacher Attitudes
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