Professional Development for Culturally Responsive and Relationship-Based Pedagogy

Christine Sleeter

ISBN 10: 1433114704 / ISBN 13: 9781433114700

Published by Peter Lang, Peter Lang Okt 2011, 2011

About this Item

Neuware -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 M¿ori students in public secondary schools. The project¿s conceptual underpinnings are based on Kaupapa M¿ori 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 M¿ori students¿ educational achievement, the study¿s findings and messages are applicable far beyond New Zealand, because the educational experiences of M¿ori people are common to many Indigenous and other minoritized peoples in countries around the world.Books on Demand GmbH, Überseering 33, 22297 Hamburg 208 pp. Englisch.

Seller Inventory # 9781433114700

Bibliographic Details

• Title: Professional Development for Culturally Responsive and Relationship-Based Pedagogy
• Publisher: Peter Lang, Peter Lang Okt 2011
• Publication Date: 2011
• Language: English
• ISBN 10: 1433114704
• ISBN 13: 9781433114700
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 225W x 150H x 12D millimeters 225 millimeters width by 150 millimeters height by 12 millimeters depth
• Weight: 300 grams

About this title

Synopsis

This book presents a large-scale evaluation of a theory-driven school reform project for relationship-based, culturally responsive pedagogy. The project, iin New Zealand, focuses on improving the educational achievement of Indigenous Māori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Māori 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 Māori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Māori people are common to many Indigenous and other minoritized peoples in countries around the world.

About the Author

Christine E. Sleeter is Professor Emerita at California State University Monterey Bay, where she was a founding faculty member. She has been a visiting professor at San Francisco State University, Victoria University in New Zealand, San Jose State University, and the University of Washington, Seattle. She serves as President of the National Association for Multicultural Education. Dr. Sleeter has published over 100 journal articles and book chapters. Her recent books include Unstandardizing Curriculum (2005), Critical Multiculturalism: Theory and Praxis (with Stephen May, 2010), and Doing Multicultural Education for Achievement and Equity (with Carl Grant, 2007).