NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933565
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1359-866X
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.
Asia-Pacific Journal of Teacher Education, v39 n3 p183-198 2011
There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. Results are reported based on systematic observations of over 400 classrooms at 32 mainstream schools across different subjects and interviews with 214 indigenous Maori students. The majority of teachers showed evidence of culturally responsive practices, and students were able to describe examples of teachers caring for them as culturally located individuals. Implications are discussed for teacher professional development designed to impact student achievement including the limitations of relying on teacher change alone for school reform to make a difference for students. (Contains 1 table, 1 figure, and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand