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EJ933565 - Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

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ERIC #:	EJ933565
Title:	Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Authors:	Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.
Descriptors:	Culturally Relevant Education; Caring; School Restructuring; Methods Research; Educational Change; Faculty Development; Professional Development; Teaching Methods; Cultural Awareness; Interviews; Pacific Islanders; Foreign Countries; Academic Achievement
Source:	Asia-Pacific Journal of Teacher Education, v39 n3 p183-198 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2011-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	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.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	New Zealand
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1359-866X
Audiences:	N/A
Languages:	English
Education Level:	Secondary Education
Direct Link:	http://www.informaworld.com/openurl?genre=article&id=doi:10.1080/1359866X.2011.588311

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