title: Effective teaching for indigenous and minoritized students

authors: Bishop, Russell

subjects: effective teaching profile

abstract: Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

text: Effective teaching for indigenous and minoritized students Te Kotahitanga is a kaupapa Māori research and professional development project currently operating in 33 mainstream secondary schools. This project was developed in response to the ongoing problem of educational disparities for Māori students, one of New Zealand's most pressing educational issues. From initial conversations with Maori students, their families, their principals and their teachers about what constituted effective teaching understandings and practice for Maori students, we developed an Effective Teaching Profile. This Profile is central to the professional development work that has been implemented in Te Kotahitanga schools with notable increases in a range of outcomes for Maori students.

year: 2010

title: Te whakaihonga: He tikanga tapahi makawe i te ao Māori

authors: McDonald, Rangihurihia Ann

subjects: Tapahi makawe

abstract: E ai ki te Māori, mai anō i a Māui Pōtiki, kua tapahia e te pouaru, e te kirimate, ngō rātou makawe i te tangihanga. He reureu, he tiotio, he pakipaki taha ngētehi o ngā tohu weriweri nei, i tauawhi, i whakaū i te aroha ki te mate. I ngētehi wā, he whakamaumahara, he take whakariri i te ngākau, he utu i te tangi kino o te manawa. Mutu kau ana te tangihanga, ko te heuenga hoki i te whare tauā, ki te wai whakaika. Ko ngētehi take ngēnei o te tapahi makawe a te kirimate, otirā, ko te tino whāinga o tēnei tuhinga whakapae. He whakapono makawe anō i whakaemingia, nā te rangahau mātātuhi, ko ngā pūrākau, ngā mōteatea, ngā whakataukī anō hoki a ngā tūpuna. He tirohanga kaumātua i kohikohingia nā roto mai o te uiui. Waiho mai ana ko ngā tikanga tawhito mō te tapahi i te uru tapu o te tangata, ki te ao tūroa.

text: Te whakaihonga: He tikanga tapahi makawe i te ao Māori E ai ki te Māori, mai anō i a Māui Pōtiki, kua tapahia e te pouaru, e te kirimate, ngō rātou makawe i te tangihanga. He reureu, he tiotio, he pakipaki taha ngētehi o ngā tohu weriweri nei, i tauawhi, i whakaū i te aroha ki te mate. I ngētehi wā, he whakamaumahara, he take whakariri i te ngākau, he utu i te tangi kino o te manawa. Mutu kau ana te tangihanga, ko te heuenga hoki i te whare tauā, ki te wai whakaika. Ko ngētehi take ngēnei o te tapahi makawe a te kirimate, otirā, ko te tino whāinga o tēnei tuhinga whakapae. He whakapono makawe anō i whakaemingia, nā te rangahau mātātuhi, ko ngā pūrākau, ngā mōteatea, ngā whakataukī anō hoki a ngā tūpuna. He tirohanga kaumātua i kohikohingia nā roto mai o te uiui. Waiho mai ana ko ngā tikanga tawhito mō te tapahi i te uru tapu o te tangata, ki te ao tūroa.

year: 2011

title: Technological infrastructure and implementation environments: The case of laptops for New Zealand teachers.

authors: Cowie, Bronwen

abstract: The integration of ICT is the apparent goal of range of educational initiatives worldwide. To date, however, the impact of ICTs has lagged behind the rhetoric. Rather than technology transforming teaching and learning it appears that teachers often assimilate it into existing practices. This chapter uses Douglas Engelbart’s (1992) notion of an improvement infrastructure to explore and explain the factors that have framed and shaped New Zealand teacher access to, adoption of, and resistance to the use of laptops. Engelbart posits that organizations should aspire to creating three levels of infrastructure for improvement: a core capability infrastructure, an infrastructure that enables the improvement of core work, and an infrastructure that enables the on-going improvement of the improvement processes. Improvement of improvement typically receives the least long-term strategic investment. For teachers with laptops improvement of improvement is what enables teachers to enhance their ability to use their laptop. In this chapter we show that this involves the system of teacher confidence and expertise, teacher professional development opportunities, teacher access to a reliable technological infrastructure, and the existence of a supportive school leadership and culture for ICT/laptop use.

text: Technological infrastructure and implementation environments: The case of laptops for New Zealand teachers. The integration of ICT is the apparent goal of range of educational initiatives worldwide. To date, however, the impact of ICTs has lagged behind the rhetoric. Rather than technology transforming teaching and learning it appears that teachers often assimilate it into existing practices. This chapter uses Douglas Engelbart’s (1992) notion of an improvement infrastructure to explore and explain the factors that have framed and shaped New Zealand teacher access to, adoption of, and resistance to the use of laptops. Engelbart posits that organizations should aspire to creating three levels of infrastructure for improvement: a core capability infrastructure, an infrastructure that enables the improvement of core work, and an infrastructure that enables the on-going improvement of the improvement processes. Improvement of improvement typically receives the least long-term strategic investment. For teachers with laptops improvement of improvement is what enables teachers to enhance their ability to use their laptop. In this chapter we show that this involves the system of teacher confidence and expertise, teacher professional development opportunities, teacher access to a reliable technological infrastructure, and the existence of a supportive school leadership and culture for ICT/laptop use.

year: 2011