Literaturnachweis - Detailanzeige
| Autor/inn/en | Papp, Theresa; Cottrell, Michael |
|---|---|
| Titel | Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students' Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada |
| Quelle | In: Alberta Journal of Educational Research, 67 (2021) 2, S.105-128 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1923-1857 |
| Schlagwörter | Faculty Development; Culturally Relevant Education; Indigenous Populations; Comparative Education; Foreign Countries; White Teachers; Case Studies; Equal Education; New Zealand; Canada |
| Abstract | Employing a multiple instrumental case study approach, we document and analyze initiatives in Saskatchewan and New Zealand to enhance cultural responsiveness among White educators through professional learning initiatives undertaken as part of broader strategies to animate more equitable educational outcomes for Indigenous students. The findings of this research confirm the capacity of teachers to act as agents of change and highlight the potential of teacher professional learning to catalyze educational reform and innovation, ensuring that schools can indeed benefit students who have historically been underserved by public education. We conclude that the growing Indigenous presence in classrooms is a powerful driver of innovation, which offers the potential to transform curriculum, pedagogy, and teacher-student relationships for the benefit of all learners in these contexts and beyond. (As Provided). |
| Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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