ERIC Number: ED530946
Record Type: Non-Journal
Publication Date: 2011
Reference Count: N/A
Professional Development for Culturally Responsive and Relationship-Based Pedagogy. Black Studies and Critical Thinking. Volume 24
Sleeter, Christine E., Ed.
Peter Lang New York
The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world. Contents include: (1) The Quest for Social Justice in the Education of Minoritized Students (Christine E. Sleeter); (2) Te Kotahitanga: Kaupapa Maori in Mainstream Classrooms (Russell Bishop); (3) The Professional Development Process (Mere Berryman); (4) Evaluating the Effectiveness and Impact of Teacher Professional Development (Luanna H. Meyer); (5) Professional Development from Teacher and Facilitator Perspectives (Anne Hynds and Christine E. Sleeter); (6) Culturally Responsive Pedagogies across the Curriculum: What Teachers Say and Do (Catherine Savage and Rawiri Hindle); (7) The Impact of Culturally Responsive Pedagogies on Students and Families (Wally Penetito, Rawiri Hindle, Anne Hynds, Catherine Savage, and Larissa Kus); and (8) Professional Development for Culturally Responsive and Relationship-Based Pedagogy (Christine E. Sleeter, Russell Bishop, and Luanna H. Meyer).
Descriptors: Social Justice, School Restructuring, Academic Achievement, Program Effectiveness, Educational Change, Foreign Countries, Pacific Islanders, Educational Experience, Faculty Development, Culturally Relevant Education, Cultural Awareness, Ethnic Groups, Student Attitudes, Indigenous Populations
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand