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This book, edited by Ross Notman, features case studies of 11 successful New Zealand educational leaders. It is intended as a testimony to their exemplary work and to help aspiring, new and experienced practitioners understand more about their leadership role. The case studies capture the exhilaration of being a leader in different school and early childhood centre settings and they identify key values, attributes and strategies that have enabled these leaders to achieve and maintain success.
This is the inside story of indigenous education success. Te Kotahitanga is a theory based programme that has made a positive difference to the educational experience and achievement of Māori students in mainstream schools in Aotearoa New Zealand.
Ko te uhi o tēnei pukapuka Te Mauri o Te Whare he mea hanga, he mea whakarite kia aro ki te takoto, piri tahi ki ngā kōrero o tua, ki ngā kōrero o tēnei ao kikokiko. Ko ngā wāhanga katoa o tēnei uhi he rite tōna āhua ki te tīpuna whare. This is collection of essays pertaining to Māori teaching, learning, place, history and literature.
A collection of studies illustrating the potential of the Lead Teacher role for school-wide inquiry.
This book is about young children who learn through more than one language in Aotearoa New Zealand.
This book shows how teaching as inquiry can be built into the everyday work of classrooms to make a difference for all students, particularly priority learners.
Based on findings from the Secondary Student Achievement project, it is richly layered with whole-school, classroom and learner perspectives. The author highlights the successes that emerged as teachers re-examined their curriculum and teaching practices with the goal of raising the achievement of the priority learners they had identified.
Crammed full of classroom practice, investigative learning experiences and key research- and practice-based ideas, we predict it will quickly become a dog-eared resource in every primary school. It’s aimed at teacher educators and new graduates as well.
Teaching Reading Comprehension presents strategies that teachers can understand and teach. The strategies are simple, flexible and fun. This book incorporates the CORE research-based model of instruction for teaching comprehension strategies. This model brings together the High 5! comprehension strategies that every student can use: activating background knowledge; questioning; analysing text structure; creating mental images; and summarising. The book also discusses the importance of inference and the understanding of figurative language in reading comprehension.
The authors present five research-based strategies to help students find, understand and use new vocabulary. Aimed at teachers, it links to the Literacy Learning Progressions and will be useful for meeting the National Reading and Writing Standards.
Social studies education plays a critical role in developing young people as active and engaged citizens in uncertain, complex times. This edited collection presents the latest research, ideas and practice in the social studies learning area in Aotearoa New Zealand. The writers challenge educators and policy makers to think deeply about the purpose of social studies and its transformative potential for citizenship education. They embrace social studies as "the contested, fluid collision zone of differences value systems" and they seek to inspire teachers at all levels to explore the potential for learning to incorporate critical and authentic social action.
Russell Bishop sets out how schools and teachers can respond to diverse groups of students and develop teaching practices that promote learning for everyone.
The Chameleonic Learner delves into the learner’s world: how they conceptualise learning, how self-assessment works and why context matters. Young people’s voices are clearly heard alongside the theory and practice of learning and self-assessment.
Providing culturally effective, inclusive, education for Māori learners
The second edition of Discovery updates, expands and illustrates Helen May’s foundation book on the discovery of new and often radical ideas concerning the care and education of young children in institutions established outside of the family home.
This adaptable guide invites kaiako to rethink approaches to engaging ākonga, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use The Hikairo Schema for Primary several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings.
This self-paced guide allows kaiako, whānau, and ākonga to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt The Hikairo Schema for Primary to fit not only their own needs, but their own pace and level of comfort. It is a companion to The Hikairo Schema: Culturally Responsive Teaching and Learning in Early Childhood Education Settings.
Matiu Tai Rātima (Te Whakatōhea / Ngāti Pūkeko) is a senior lecturer in Māori education. He is a former secondary school reo Māori teacher and his research and teaching interests are in culturally responsive teaching in initial teacher education (ITE) and in the second-language teaching and learning of te reo Māori.
Jennifer Pearl Smith (Ngāti Whātua) is a lecturer in Māori education at the University of Canterbury. She is a former primary school teacher. Her main research interests are in responsive pedagogy for culturally diverse students and also in the creation of culturally safe and responsive environments for Māori teachers in mainstream education environments.
Angus Hikairo Macfarlane (Ngāti Whakāue) is Professor of Māori Research at the University of Canterbury. His research and teaching is concerned with indigenous and sociocultural imperatives that influence education and psychology. He has pioneered several theoretical frameworks associated with culturally responsive approaches for professionals working across the disciplines.
Sonja Macfarlane (Ngāi Tahu; Ngāti Waewae) is a Pouhikiahurea (Practice and Implementation Adviser: Māori Focus) at the Ministry of Education, and an adjunct associate professor at the University of Canterbury. Her research and writing focus on culturally responsive evidence-based approaches in education, psychology, and counselling.
This adaptable guide invites kaiako to rethink approaches to engaging tamariki, re-envisage the teacher/learner dynamic, revise old habits, and reconfigure learning environments to acknowledge and embrace cultural differences. Kaiako can use the Hikairo Schema several times over, drawing on their previous experiences to inform and to develop new and innovative ways of facilitating culturally sensitive and inclusive learning settings. This self-paced guide allows kaiako, whānau, and tamariki to collaboratively co-construct goals and outcomes that are relevant to their learning contexts. Kaiako can adapt the Hikairo Schema to fit not only their own needs, but their own pace and level of
Angus Macfarlane: Professor of Māori Research, University of Canterbury (UC)
Sonja Macfarlane: Associate Professor, School of Health Sciences, UC
Sharleen Teirney: Deputy Principal, Te Kura Kaupapa Māori o Te Whānau Tahi
JR Kuntz: Senior Research Advisor, Te Rū Rangahau Māori Research Lab, UC
Benita Rarere Briggs: Lecturer in Early Childhood Studies, UC
Marika Currie: Head Teacher, Northland Kindergarten Association
Marie Gibson: Intern, Te Rū Rangahau Māori Research Lab, UC
Roimata Macfarlane: Pouwhakarewa, Northland Kindergarten Associationcomfort.
This is an up-to-date resource written with the aim of improving the literacy of dyslexic students. The authors are experienced university teachers and researchers with expertise in literacy. In putting the book and videos together, they consulted with other university researchers, students with dyslexia, their parents, classroom teachers and principals. In this book and accompanying DVD aim to de-mystify dyslexia and show that there are many practical things classroom teachers can do about it.