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(2012) Freeing ourselves from neocolonial domination in research: A Kaupapa Māori approach to creating knowledge. In Denzin, N. K., & Lincoln, Y. S. Handbook of qualitative research (3rd ed.), pp. 109-239.. Sage Publications
A Kaupapa Māori approach to research and creating knowledge.
M. Berryman & R. Bishop (2011) Societal and cultural perspectives through a Te Kotahitanga lens. In Christine M. Rubie-Davies (Eds.), Educational Psycology: Concepts, Research and Challenges (pp. 249-267).. Routledge
This chapter discusses the disparity in educational outcomes of Māori students from both societal and cultural perspectives.
R. Bishop (2011) How effective leaders reduce educational disparities. In Robertson. J., & Timperley. (Eds.), Leadership and Learning (pp. 27-40).. SAGE Publications
This online chapter explores how leaders can reduce educational disparities, and presents a detailed investigation of the qualities of effective leadership. In Robertson. J., & Timperley. (Eds.), Leadership and Learning (pp. 27-40). Thousand Oaks, CA: SAGE Publications.
R. Bishop (2011) Education leaders can reduce educational disparities. International Handbook of Leadership for Learning: Part Two. (pp. 1069-1081).. Springer Science+Business Media
This online chapter is about how education leaders can reduce educational disparities through strategic goal setting, supporting effective pedagogies, promoting distributed leadership, enacting inclusivity, using evidence, and owning the need for reform. In International Handbook of Leadership for Learning: Part Two (pp. 1069-1081). Springer.
J. Wearmouth & M. Berryman (2011) Parent, family, and community support for addressing difficulties in literacy. In C. Wyatt-Smith, & J. Elkins. (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp 179-196).. Springer Science+Business Media
Parent, family and community support for addressing difficulties in literacy. Chapter 8 (online preview) in C. Wyatt-Smith, & J. Elkins. (Eds.), Multiple perspectives on difficulties in learning literacy and numeracy (pp 179-196). Springer, Netherlands.
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 (2010) Discursive Positioning and Educational Reform. In May S., & Sleeter C. (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 61-71).. Routledge
Educational reform and discursive positioning. This online chapter explores the positioning, often in deficit terms, of Māori students in New Zealand education. In May S., & Sleeter C. (Eds.), Critical Multiculturalism: Theory and Praxis (pp. 61-71). New York: Routledge.
R. Bishop & M. Berryman (2010) Te Kotahitanga: Culturally responsive professional development for teachers.. Routledge Taylor & Francis Group
Online preview. This paper focuses on the professional learning opportunities developed for classroom teachers within the Te Kotahitanga project to support the development of more effective classroom relationships and interactions with Māori students. This has resulted in Māori students attending school more regularly, engaging as learners and achieving to levels where they begin to realise their true potential. Paper prepared for Teacher Development: An International Journal of Teachers Professional Development, 14(2), 173-187.
(2010) Commentary on ’Family obligations in Micronesian cultures; Implications for educators’.. Routledge Taylor & Francis Group
Online preview. The system of family obligations in Micronesian cultures is described, and its role in the priorities and behaviours of families around schooling of their children is explored through emergent themes of (a) identity, (b) family relationships, (c) family roles, and (d) responsibilities. In International Journal of Qualitative Studies in Education. 23 (6) pp 691 – 698.
R. Bishop (2010) Diversity and educational disparities: the role of teacher education. In OECD, Educating Teachers for Diversity: Meeting the Challenge (pp. 119-135).. OECD Publishing
The role of teacher education. This chapter is available online. In OECD, Educating Teachers for Diversity: Meeting the Challenge (pp. 119-135). OECD Publishing.
R. Bishop (2009) Addressing Diversity: Race, Ethnicity, and Culture in the classroom. In Steinberg, S., (Eds.), Diversity and Multiculturalism: A Reader (pp. 111-121).. Peter Lang Publishing Group
Race, ethnicity, and culture in the classroom. In Steinberg, S., (Eds.), Diversity and Multiculturalism: A Reader (pp. 111-121). New York: Peter Lang Publishing. This chapter is available online in the preview.
M. Berryman (2009) Set Research information for teachers: The Te Kotahitanga effective teaching profile. New Zealand Council for Educational Research (NZCER)
Through interviews with Māori students, their teachers, and whānau, the authors learned about the characteristics of teachers that made a difference. They have drawn these together into the Effective Teaching Profile. Set Research Information for Teachers. Set 2009: no. 2 pp 27-33. New Zealand Council for Educational Research.
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.
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.
T. Cavanagh & L. Teddy & D. O’Sullivan & M. Berryman & R. Bishop (2007) The Experiences of Year 4 and 5 Māori students in Primary School Classrooms. Final Report to the Ministry of Education. Ministry of Education Te Tāhuhu o te Mātauranga
This report (2007) explores factors that influence student achievement as experienced by Year 4 and 5 Māori students in mainstream primary schools. It draws on a series of in-depth interviews with Māori students themselves and those most intimately involved with their education.
M. Berryman & P. Woller (2007) RĀPP: Tape-assisted reading to support students’ literacy in Māori in two bilingual schools.. New Zealand Council for Educational Research (NZCER)
A literacy project aimed to raise the reading achievement of Māori students was conducted using Ripene Āwhina ki te Pānui Pukapuka (RĀPP), a tape-assisted reading resource for students learning to read in te reo Māori. SET Research Information for Teachers (2007) No. 2, 19-23.
R.Bishop & M. Berryman & T.Cavanagh & L.Teddy (2007) Te Kotahitanga Phase 3 Whānaungatanga: Establishing a Culturally Responsive Pedagogy of Relations in Mainstream Secondary School Classrooms.. Ministry of Education Te Tāhuhu o te Mātauranga
The overall aim of this project has been to investigate how to improve the educational achievement of Māori students in mainstream secondary school classrooms.
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.
Wearmouth, J. & Glynn, T. & Berryman, M. (2006) Supporting Students With Literacy Difficulties: A Responsive Approach (preview). Open University Press & McGraw-Hill Education
A preview of the book which examines different ways in which teachers and other adults, at school and at home, have created effective, responsive, social contexts for literacy learning. Approaches for helping students with learning difficulties are a focus throughout.
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.
(2005) Journal of Education for International Understanding. Vol 1. (Pilot issue).. Asia-Pacific Centre of Education for International Understanding
This includes two papers by Russell Bishop (2005): "Addressing education for international understanding in New Zealand" (pp 109-125), and "Education for international understanding: Formative Assessment, Feedback and Feed-forward in action" (pp126-133).
R. Bishop & C. Richardson & S. Tiakiwai & Berryman, (2003) Te Kotahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Report to the Ministry of Education. Ministry of Education Te Tāhuhu o te Mātauranga
This research project sought to investigate, by talking with Māori students (and other participants in their education), what was involved in improving their educational achievement. On the basis of these suggestions from the students, the research team developed an Effective Teaching Profile.
R. Bishop & M. Berryman & C. Richardson (2001) Te Toi Huarewa: Effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in Te Reo Māori of students aged five to nine in Māori medium education: Final report to the Ministry of Education.. Ministry of Education Te Tāhuhu o te Mātauranga
Te Toi Huarewa looks at effective teaching and learning strategies, and effective teaching materials for improving the reading and writing in te reo Māori of students aged five to nine in Māori-medium education. The main purpose of the project was to observe and collaboratively reflect upon the teaching and learning strategies used during literacy programmes by a range of year one to year five Māori-medium classroom teachers who were identified as effective.
T. Glynn & C. Richardson & M. Berryman & R. Bishop (2001) Diagnostic assessment tools in Māori medium education: Stocktake and preliminary evaluation: Final report to the Ministry of Education (2001). Ministry of Education Te Tāhuhu o te Mātauranga
The purpose of the stocktake/evaluation was “to determine which Māori-medium diagnostic tools are currently used in New Zealand to assess student’s achievement in reading, writing and mathematics in the first 4 to 5 years of instruction.” The study also sought to identify gaps in current provisions and potential areas for development.
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.