Culturally Responsive Professional Learning and Development for Capacity-Building and Innovation in Literacy Practices that Support Diverse Learners (2015)
Type of ContentConference Contributions - Published
PublisherUniversity of Canterbury. School of Teacher Education
International studies indicate that Aotearoa New Zealand primary school students, on average, perform significantly above the international mean in reading and mathematics (PISA 2009, 2012; PIRLS 2006, 2011). However, further examination of this data also indicates a significant gap between the highest and lowest achieving students. In fact, the inequality in educational outcomes reflected in this gap between students is one of the largest among OECD nations (May, Cowles, & Lamy, 2013). Thus, it remains the case that educators and communities in Aotearoa New Zealand continue to face a persistent problem of practice in ensuring equitable outcomes for a significant number of students. This is of particular concern for Māori, the indigenous peoples of Aotearoa New Zealand, as well as for other Pasifika youth and students learning English as another language.
CitationFickel, L.H., Bonisch, A., Henderson, C., Price, G. (2015) Culturally Responsive Professional Learning and Development for Capacity-Building and Innovation in Literacy Practices that Support Diverse Learners. Chicago, IL, USA: 2015 American Education Research Association Conference (AERA), 14-20 Apr 2015.
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ANZSRC Fields of Research13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators
39 - Education::3904 - Specialist studies in education::390401 - Comparative and cross-cultural education
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