University of Canterbury Home
    • Admin
    UC Research Repository
    UC Library
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    1. UC Home
    2. Library
    3. UC Research Repository
    4. Faculty of Education | Te Kaupeka Ako
    5. Education: Conference Contributions
    6. View Item
    1. UC Home
    2.  > 
    3. Library
    4.  > 
    5. UC Research Repository
    6.  > 
    7. Faculty of Education | Te Kaupeka Ako
    8.  > 
    9. Education: Conference Contributions
    10.  > 
    11. View Item

    Understanding how teachers perceive socio-emotional wellbeing: Contributing to the development of a linguistically and culturally responsive SEW framework in Aotearoa New Zealand (2021)

    Thumbnail
    View/Open
    TLRI Martin et al. Feb 2021_DND.pptx (15.25Mb)
    Type of Content
    Conference Contributions - Other
    UC Permalink
    https://hdl.handle.net/10092/101751
    
    Collections
    • Education: Conference Contributions [228]
    Authors
    Martin R
    Denston A
    Fickel L
    O'Toole V
    show all
    Abstract

    The overall purpose of the research was two-fold: 1) to develop a context-sensitive, shared understanding of socio-emotional wellbeing and learning with teachers; and 2) to support teachers in developing and implementing SEL-focused pedagogies that enhance support for students’ identities, languages, and cultures that are inclusive of the bicultural context of Aotearoa New Zealand.

    Citation
    Martin R, Denston A, Fickel L, O'Toole V (2021). Understanding how teachers perceive socio-emotional wellbeing: Contributing to the development of a linguistically and culturally responsive SEW framework in Aotearoa New Zealand. University of Otago, Dunedin, New Zealand: 13th Educational Psychology Forum. 01/02/2012-02/02/2021.
    This citation is automatically generated and may be unreliable. Use as a guide only.
    ANZSRC Fields of Research
    13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
    13 - Education::1303 - Specialist Studies in Education::130302 - Comparative and Cross-Cultural Education
    Ngā Upoko Tukutuku / Māori Subject Headings
    Hauora | Health::Ora | Alive; Living; Well-being::Hauora hinengaro | Mental health
    Mātauranga | Education::Waihanga | Teaching methods
    Rights
    All rights reserved unless otherwise stated
    http://hdl.handle.net/10092/17651

    Related items

    Showing items related by title, author, creator and subject.

    • Co-Constructing a culturally and linguistically sustaining, Te Tiriti-based Ako framework for socio-emotional wellbeing in education 

      O'Toole VM; Martin R; Fickel L; Denston A (2019)
    • Teacher Education in indigenous contexts: Critical considerations of teacher educator understandings and decision-making related to treaty issues and social justice 

      Stark R; Fickel LH (2015)
      Despite the existence of a treaty (Tiriti o Waitangi/Treaty of Waitangi, 1840) in Aotearoa New Zealand that promised the indigenous Māori that their language and culture would be protected, these rights to autonomy and ...
    • Culturally Responsive Practice - It's not just for the kids: Exploring a CRT framework for professional learning 

      Fickel LH; Chesbro P; Boxler N (2011)
    Advanced Search

    Browse

    All of the RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThesis DisciplineThis CollectionBy Issue DateAuthorsTitlesSubjectsThesis Discipline

    Statistics

    View Usage Statistics
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer
    • SUBMISSIONS
    • Research Outputs
    • UC Theses
    • CONTACTS
    • Send Feedback
    • +64 3 369 3853
    • ucresearchrepository@canterbury.ac.nz
    • ABOUT
    • UC Research Repository Guide
    • Copyright and Disclaimer