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Descriptors:
Indigenous Populations; Health Promotion; Stakeholders; Semi Structured Interviews; Foreign Countries; Pacific Islanders; Qualitative Research; College Faculty; Academic Achievement; Teacher Student Relationship; Graduation Rate; Student Attitudes; Health Education; Culturally Relevant Education; Teaching Methods; Academic Persistence

Abstract:
In 2008, almost 40% of Aboriginal and Torres Strait Islander students enrolled in the Graduate Diploma in Indigenous Health Promotion at The University of Sydney failed to complete the course. Although this was not considered unusual when compared to previous years, the decision was made to investigate why so many students struggled to meet the expectations of a course that was pedagogically progressive, culturally affirming, taught by highly regarded academics and strongly supported by the university and its stakeholders. A qualitative study using in-depth semi-structured interviews was conducted, and many complex and interrelated issues were explored. One issue that was raised both unexpectedly and emphatically by almost half the study participants who completed the course was the unintentional stifling of individual student effort and achievement through the development of co-dependent relationships between academic staff and students. This article presents the data relevant to this particular issue, reflects on the findings, and outlines some of the strategies implemented since this study commenced that have contributed to a healthy completion rate of 98% over the past 3 years. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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

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.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
American Indian Reservations; Science Instruction; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Science Teachers; Faculty Development; American Indian Students; Student Diversity; Culturally Relevant Education; Equal Education; Geographic Isolation; Educational Change; Beliefs; Teacher Attitudes; Teaching Methods; Achievement Gains; Scores; Science Tests; Multiple Regression Analysis; Educational Strategies

Abstract:
This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and science. The study employs a quasi-experimental design and quantitative methods to examine the impact of the program on teachers' practice and beliefs, and to determine the relationship between student-centered equity-focused instruction and students' science test score gains. Results of the analyses indicate that after 2 years in the program teachers changed their teaching practices and beliefs about their ability to teach science and to implement equitable instruction in a way that positively impacted students' performance. Using a multiple regression analysis it was found that gains in teacher beliefs about their ability to implement equitable strategies and the increase of teaching strategies that prompt students to make connections between science and their real-life issues significantly explained the 36.7% of the variance of student science test scores gains in treatment classrooms. No significant changes in beliefs or teaching strategies were found for comparison teachers. The results obtained from this study contribute to the identification of characteristics of a professional development program that positively impacted the science teaching of American Indian students. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Teaching Methods; Foreign Countries; Tribes; Case Studies; Standards; Culturally Relevant Education; Cultural Awareness; Malayo Polynesian Languages; Pacific Islanders; Ethnic Groups; Underachievement

Abstract:
This article describes an intervention strategy, initiated under the New Zealand Government's tribal partnership scheme, which promotes a culture-based/place-based approach to education in mainstream schools and early childhood centres in one tribal region. Through place-based education children are immersed in local heritage, including language and culture, landscapes, opportunities and experiences. The strategy is a tribal response to the overwhelming evidence of Maori underachievement in education in the tribal catchment. A case study is presented of a place-based/culture-based initiative called the Ngati Kahungunu Cultural Standards Project (NKCSP). It is argued that the development of cultural standards offers an opportunity by which teachers and others within the education sector can develop and incorporate practice that reflects, promotes and values the student's culture. The core assumption underpinning the project is that cultural knowledge contributes to Maori student success in education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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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

Abstract:
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). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Activities; Literacy Education; Interpersonal Communication; Foreign Countries; Emergent Literacy; Collaborative Writing; Interviews; Teacher Attitudes; Story Reading; Cooperative Learning; Knowledge Base for Teaching; Faculty Development; Learning Theories; Role

Abstract:
This study focuses on the role of interpersonal interaction in early literacy development in one public preschool school in Bangkok, Thailand. Specifically, it explores and analyses the nature of interpersonal interaction and collaborative activities the teachers employ in teaching literacy to children. The study involves observation of 82 children in literacy activities and interviews with three teachers. Framed and analysed in Vygotsky's cultural-historical theory, the results show interpersonal activities to be related to collaborative writing, collaborative storyreading, collaborative dialogic inquiry, collaborative meaning-making and child-child partnerships. The paper concludes that raising professional knowledge of the significance of interpersonal interaction, and focused professional development which builds and maintains teacher awareness of their teaching of literacy, would enhance children's literacy development in Thailand. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Elementary School Mathematics; Grade 1; Grade 4; Grade 7; Capacity Building; Program Descriptions; Culturally Relevant Education; Units of Study; Teacher Education; Graduate Study; Curriculum Development; Teacher Role; Elementary School Teachers; Mathematics Curriculum; Mathematics Instruction; Mathematics Teachers; Pacific Islanders

Abstract:
The first goal of this Project is the development of elementary school mathematics curricula sensitive to indigenous mathematical thought and experience. A necessary prerequisite for the achievement of this goal is to recapture and honor the mathematics developed and practiced in the Micronesian communities. This is the Project's second goal. The third goal of the project is to build local capacity by offering advanced degree opportunities to the indigenous mathematics educators who transform what they find in their local cultural practices into grades 1, 4, and 7 mathematics curriculum units. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Environmental Education; Foreign Countries; Early Childhood Education; Young Children; Culturally Relevant Education; Daily Living Skills; Sustainability; Ethnic Groups; Pacific Islanders; Indigenous Knowledge; Teaching Methods; Conservation (Environment); Teacher Competencies; School Community Relationship

Abstract:
The early years are a foundational time for the establishment of dispositions for learning. This paper draws on a recent study in Aotearoa (New Zealand) to illustrate ways educators have been implementing programs, within mainstream early childhood care and education settings, that inclusively offer Maori perspectives on caring for ourselves, others, and the environment. It argues that Indigenous perspectives provide a valid counter-narrative to the dominant Western techno-industrial emphasis that continues to damage our planet. Early childhood care and education settings are ideally situated in their capacity to provide opportunities for children, families, and communities to experience ecologically sustainable practices that are appropriately informed by local Indigenous knowledges. In the study reported here, teachers incorporated Maori cosmological narratives and local legends and applied Maori values in practical ways that demonstrated and modelled caring, sustainable ecological practices. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Teachers; Faculty Development; Teaching Methods; Teacher Improvement; Teacher Competencies; Pedagogical Content Knowledge; Cultural Pluralism; Cultural Differences; Student Diversity; Culturally Relevant Education; Social Justice; Role Playing

Abstract:
When teachers start their first positions, they enter schools armed with what they believe are the most important elements of teaching: lesson plans, teaching strategies, good classroom management, and effective instruction and assessment. They usually feel confident about their content area knowledge and believe that if they follow the methodologies prescribed by their teacher preparation courses and professional development workshops, the other aspects of becoming terrific teachers will fall into place. They often are ill prepared, however, to navigate the cultural and political issues that they quickly encounter. As a result of under preparation and other factors, novice teachers are leaving the profession at higher rates than their more experienced counterparts. How can educators keep the next generation of teachers in the profession and train them to become the expert, culturally and politically savvy communicators they need to be? To contend with this dilemma, educators desperately need multi-dimensional teacher preparation and professional development systems to help novice teachers cultivate cultural competencies, which constitute a big part of the reality of the profession. The author suggests that teachers need to be empowered in order to maneuver culturally complex situations with multidimensional professional development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Physical Education; Teaching Methods; Class Activities; Multicultural Education; Games; Student Diversity; Inclusion; Lesson Plans; Hawaiians; Pacific Islanders

Abstract:
Students from diverse, multicultural families and backgrounds fill today's classrooms. Diversity encompasses ethnicity, gender, ability level, learning style, English language learners, socioeconomic status, and cultural values. Educators have a responsibility to offer inclusive curricula tailored to the needs of all students. Teaching multicultural games is a fun way for students to learn about other cultures, as well as to perpetuate the traditions and history of various indigenous groups. The purpose of this article is to introduce two multicultural games that can be adapted and incorporated into a multicultural or interdisciplinary unit in elementary or secondary physical education. These activities are Hawaiian "'Ulu Maika" or "'Olohu" (Rolling Stone Disks) and Micronesian Rocball. (Contains 2 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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