professional development culturally responsive (39 Ergebnisse)

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Paperback. Zustand: New. The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world.

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Paperback. Zustand: new. Paperback. The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The projects conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students educational achievement, the studys findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world. Presents a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving educational achievement of Maori students in public secondary schools. In this book, the project's conceptual underpinnings are based on Kaupapa Maori research, and relationship-based pedagogy. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

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Zustand: New. Presents a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving educational achievement of Maori students in public secondary schools. In this book, the project's conceptual underpinnings are based on Kaupapa Maori research, and relationship-based pedagogy. Editor(s): Sleeter, Christine E. Series: Black Studies and Critical Thinking. Num Pages: 200 pages, 99, tables and graphs. BIC Classification: JF; JM; JNMT. Category: (P) Professional & Vocational. Dimension: 152 x 226 x 13. Weight in Grams: 304. . 2011. 1 New ed. Paperback. . . . .

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Zustand: New. Presents a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving educational achievement of Maori students in public secondary schools. In this book, the project's conceptual underpinnings are based on Kaupapa Maori research, and relationship-based pedagogy. Editor(s): Sleeter, Christine E. Series: Black Studies and Critical Thinking. Num Pages: 200 pages, 99, tables and graphs. BIC Classification: JF; JM; JNMT. Category: (P) Professional & Vocational. Dimension: 152 x 226 x 13. Weight in Grams: 304. . 2011. 1 New ed. Paperback. . . . . Books ship from the US and Ireland.

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Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world.

Paperback. Zustand: new. Paperback. The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The projects conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students educational achievement, the studys findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world. Presents a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving educational achievement of Maori students in public secondary schools. In this book, the project's conceptual underpinnings are based on Kaupapa Maori research, and relationship-based pedagogy. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Taschenbuch. Zustand: Neu. Professional Development for Culturally Responsive and Relationship-Based Pedagogy | Christine Sleeter | Taschenbuch | 208 S. | Englisch | 2011 | Peter Lang | EAN 9781433114700 | Verantwortliche Person für die EU: Lang, Peter GmbH, Gontardstr. 11, 10178 Berlin, r[dot]boehm-korff[at]peterlang[dot]com | Anbieter: preigu.

Paperback. Zustand: New. The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - The work presented here is a large-scale evaluation of a theory-driven school reform project in New Zealand, which focuses on improving the educational achievement of Maori students in public secondary schools. The project's conceptual underpinnings are based on Kaupapa Maori research, culturally responsive teaching, student voice, and relationship-based pedagogy. Data were produced by a research team who conducted a three-year external evaluation of the project in 22 of the 33 schools implementing its professional development initiative. The book shows the extent to which a well-conceptualized and culturally grounded program in culturally responsive pedagogy, supported by a well-conceptualized professional development program, can shift teacher practices and understandings. These shifts lead to a reduction in the achievement disparities of minoritized students, as well as support for the students as culturally located human beings. While the professional development project in this book addresses Maori students' educational achievement, the study's findings and messages are applicable far beyond New Zealand, because the educational experiences of Maori people are common to many Indigenous and other minoritized peoples in countries around the world.

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