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 […]
Statistics is boring … because it makes you think!
Introduction In this collaborative research study, teaching experiments were carried out in Year 9 classes of predominantly Pasifika students. There were three phases. During the planning phase the research team planned activities and envisioned how dialogue and statistical activity would unfold as a result of the classroom activities. Data were collected during the teaching phase, […]
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 […]
Pathways to the Past: Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines
Summary Current research into, and definitions of, historical literacy do not adequately acknowledge the cultural backgrounds of indigenous learners across the historical disciplines and levels. Nor do they recognise the vital role of historical literacy in empowering indigenous students. In talanoa (conversations) with Māori and Pasifika students and teachers of a range of ethnicities from […]
Pepe meamea in the spirit of the collective: Embedding Samoan indigenous philosophy in ECE for Samoan children under two
Introduction Our approach to research intentionally engaged processes of co-design whereby the study of pepe meamea (Samoan conceptualisation of infants and toddlers) with our research partners ensured that the values and practices of Samoan Indigenous knowledge systems were privileged throughout all stages of the research. The co-design process we collectively premised affirms relationality that grounds […]
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 […]