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ERIC Number: ED440811
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Is Successful Pedagogy in Auckland's Low Decile Primary Schools? Preliminary Findings.
Carpenter, Vicki; McMurchy-Pilkington, Colleen; Sutherland, Sue
In New Zealand, schools are given decile rankings based on census reports of parental socioeconomic status. An ongoing project seeks to identify beliefs and attitudes that make a teacher's work successful in low-decile primary schools in the greater Auckland area. This paper focuses on three teachers whose professional practice was considered exceptional by colleagues and outside academics. All three were of European descent and worked in low-decile elementary schools where most students were of Maori or Pacific Island descent. Interviews were conducted with the teachers, their principal, teaching colleagues, Board of Trustees members, and community members with children enrolled in the school. The interviews revealed key common attributes. All three teachers articulated a clear and strong philosophical approach to teaching that included commitment to the empowerment of learners. Underlying this commitment were beliefs about children: (1) children can be self-managing learners if they have structures and routines, high teacher expectations, and positive role models; (2) children are community members, they should be taught social skills, and their cultural backgrounds should be valued and included in school; and (3) children can succeed if someone believes in them and they have a safe, noncompetitive environment. All three teachers were lifelong learners who shared a personal and public passion for learning. The teachers shared strong loving relationships with children and created caring environments in their classrooms and the school. (Contains 20 references.) (SV)
For full text: http://www.swin.edu.au/aare/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand