Learning to “friendly argue” in a community of mathematical inquiry
Introduction This project explored the sorts of culturally responsive pedagogy teachers can engage in to optimise equitable access for students to proficient forms of mathematical talk and activity. The project sought to further our knowledge of the effects on student achievement and mathematical disposition when a specific focus is placed on building a classroom culture […]
Generating positive outcomes by Year 5 to 8 priority learners in writing: An inquiry into effective teacher practice
1. Writing: The issue to be addressed Writing is a demanding, multidimensional process that is, cognitively and socially, highly complex. Success in writing is vital to success in education and in the workforce (Graham, Capizzi, Harris, Hebert, & Morphy, 2014). Writing is increasingly used to demonstrate learning through schooling and has the potential to contribute […]
Leading effective goal-setting to improve school outcomes
Introduction Our study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small “project team” comprising one or more teachers, and one or more middle or senior leaders. All principals were relatively new to their schools; one had been there 2 years, and the […]
Mana Ūkaipō: Enhancing Māori engagement through pedagogies of connection and belonging
Introduction The primary objective of this research project was to investigate the specific interventions that make the biggest difference to Māori students’ academic motivation and in school engagement within one Kāhui Ako in Aotearoa New Zealand. Student, whānau, school leader, and teacher perspectives were examined to understand which interventions were most successful and why. The […]