Māku anō e hanga, i toku nei whare – I will build my own house
INTRODUCTION: The context of the project The proponents of Modern Learning Environments (MLE) or Innovative Learning Environments (ILE) are from largely non-indigenous backgrounds. In Aotearoa New Zealand, research about learning mathematics in an MLE is limited and focuses almost exclusively on English-Medium (EM) settings (Bisset, 2014; Murphy, 2016; Osborne, 2013). In contrast, this research sought […]
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 […]
Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning
Introduction and Background This TLRI project is part of a larger programme of research referred to as the Data, Knowledge, Action project. The Data, Knowledge, Action programme of research focuses on the development and use of innovative and authentic data systems to help early childhood teachers in Aotearoa New Zealand examine young children’s curriculum experiences […]