Professional Development for Culturally Responsive and Relationship-Based Pedagogy (Paperback)

Christine Sleeter

ISBN 10: 1433114704 / ISBN 13: 9781433114700

Published by Peter Lang Publishing Inc, 2011

Paperback. 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 projects 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 studys 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. Presents a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving educational achievement of Maori students in public secondary schools. In this book, the project's conceptual underpinnings are based on Kaupapa Maori research, and relationship-based pedagogy. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. Seller Inventory # 9781433114700

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).

Bibliographic Details

Title: Professional Development for Culturally ...
Publisher: Peter Lang Publishing Inc
Publication Date: 2011
Binding: Paperback
Condition: new
Edition: 1st Edition