Skip to search boxSkip to navigationSkip to main content

Developing an effective education reform model for indigenous and other minoritized students

  • Alan Russell Bishop
    ,
  • Mere Berryman
    ,
  • Janice Wearmouth
    ,
  • Mira Peter
  • University of Waikato
Research Output:
Contribution to journal
Article
 Peer-review

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

Abstract

Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.

Publication Information

Output type

Research Output:
Contribution to journal
Article
 Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 49-70

Journal (Volume, Issue Number)

School Effectiveness and School Improvement (Volume 23, Issue 1)

Publication milestones

  • Published - 06/02/2012

Publication status

Published - 06/02/2012

ISSN

0924-3453

Publication IDs

  • handle.net: 10547/227817
  • Scopus: 84856868592

Access to documents

Publication metrics