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Education policy requires that schools and teachers enable Māori students to enjoy and achieve educational success as Māori. Teachers are expected to ensure Māori learners can see and be themselves in their education and can participate in and contribute to te ao Māori (the Māori world). This article discusses how this policy can be implemented by drawing from a research evaluation project on the effectiveness of the He Kākano professional development, a project carried out in 80 English-medium secondary schools.
Literature provides a strong case for the importance of teachers caring about their students' mathematics achievement, and provides a wide range of ways teachers can show such care to their students. This article describes New Zealand students' and teachers' views on the importance of teachers caring about mathematics progress and identifies key features found in three Year 10 multicultural mathematics classrooms where teachers show such caring.