- Subject: Māori identity [x]
- text (9)
R. Bishop (2011) A culturally responsive pedagogy of relations. The Professional Practice of Teaching (pp. 185-204).. Cengage Learning
This chapter by Russell Bishop (online preview) explores ways to address disparities in the achievement of Māori students in mainstream education. This examination is further informed by a range of studies into effective innovation in Māori medium schooling. The Professional Practice of Teaching (pp. 185-204), Cengage Learning.
R. Bishop & M. Berryman & T. Cavanagh & L. Teddy (2009) Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand.. Elsevier Ltd
Te Kotahitanga and the addressing of educational disparities facing Māori students in New Zealand. The paper identifies how implementing the Te Kotahitanga Effective Teaching Profile addresses these disparities.
(2008) Te Kotahitanga: Kaupapa Māori in Mainstream Classrooms. In Denzin, N., Lincoln, . Y., and Smith, L. Handbook of Critical and Indigenous Methodologies (pp. 285-458).. SAGE Publications
Kaupapa Māori in mainstream classrooms. In Denzin, N., Lincoln, . Y., and Smith, L. Handbook of Critical and Indigenous Methodologies (pp. 285-458). Thousand Oaks Ca: SAGE Publications. This publication is not currently available online. Contact your local library or Waikato University for advice on obtaining this publication.
M. Berryman & S.Bateman (2007) Effective bicultural leadership: A way to restore harmony at school and avoid suspension. New Zealand Council for Educational Research (NZCER)
This paper examines how a mainstream school principal supported by a Māori elder undertook hui whakatika procedures with teachers and family, rather than standing down or suspending a group of boys. SET Research Information for Teachers, 2008 No. 1, 25-29. Available online.
A. Powell & L. Teddy (2007) Te Kotahitanga: Improving the educational achievement of Māori students in mainstream education Phase 2: Towards a whole school approach.. Ministry of Education Te Tāhuhu o te Mātauranga
This research project builds on the Te Kotahitanga research and professional development project. It examines what happens when the professional development project is implemented in the whole school rather than a small number of teachers in a school. Other reports can be found via the Te Kotahitanga publications home page.
R. Bishop (2005) Changing power relations in education: Kaupapa Māori messages for mainstream education in Aotearoa/New Zealand. In Bodone, F. What difference does research make and for whom? (pp. 253-269).. Peter Lang Publishing Group
Kaupapa Māori messages for mainstream education in Aotearoa/New Zealand. This publication is not currently available online. Contact your local library or contact Waikato University for advice on obtaining this publication.
R. Bishop (2005) Bishop, R. (2005) Freeing ourselves from neo-colonial domination in research: A Kaupapa Māori approach to creating knowledge.. SAGE Publications
A Māori approach to research and creating knowledge. In Denzin, N. K., & Lincoln, Y. S. Handbook of qualitative research (3rd ed.), pp. 109-135. Thousand Oaks, CA: Sage Publications. This chapter is available online in the preview.
R. Bishop (2001) Changing Power Relations in Education: Kaupapa Māori Messages for Mainstream Institutions. In Professional practices of teaching (pp. 201-220).. Dunmore Press Limited
Changing Power Relations in Education: Kaupapa Māori Messages for Mainstream Institutions (Russell Bishop, 2001). In Professional practices of teaching (pp. 201-220). Edited by C. McGee & D. Fraser. Palmerston North: Dunmore Press. Currently not available online. Contact your local library or the University of Waikato for for advice on obtaining this publication.
M. Berryman & R. Walker & M. Reweti & K. O'Brien & S. Weiss (2000) An ecological approach to understanding behaviour: Comprehensive and culturally appropriate strategies towards student success. New Zealand Council for Educational Research (NZCER)
This article briefly explores some of the conceptual models developed to help teachers work with young people who present challenging behaviours. It offers a culturally appropriate educational strategy that can be applied in the home, school, and community to lead towards student success. SET Research Information for Teachers (2000) No. 2, 35-38.