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Perspectives on Student Behaviour in Schools
The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as: policy in relation to behaviour in schools at local authority, national and international level cultural concerns, race, gender, school discipline and exclusion medical perspectives of topical interest such as ADHD, autism and diet assessment at district, community, classroom and individual level, and how these underpin theory. This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field.
Culturally Responsive Methodologies
This book offers new methodologies that require the researcher to develop relationships that may enable them to intimately come to respect and know the "Other" with whom they seek to study.
Culture Speaks
This book focuses on what it is like to be a young Mâori person in a New Zealand secondary school classroom today. It presents and discusses narratives drawn from the voices of Mâori secondary students, their whânau, principals, and teachers. Whether you are a student, a parent, a principal, or a teacher, this book will help you to examine your own explanations for the educational achievement of students and begin to develop effective responses to the challenges it raises. The book proposes strategies for teachers to increase their effectiveness in the teaching and learning of students from Mâori and Pacific origins.
Te Kotahitanga
This book considers how the educational experiences and achievement of Māori students in a number of mainstream secondary schools have been improved through a process of theory based, school-wide reform that began in Te Kotahitanga with the implementation of a culturally responsive pedagogy of relations in classrooms.
Indigenous Education
For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America and the Pacific Islands disentangle aspects of education from colonial relations to advance a new, Indigenously-informed philosophy of instruction. Broadly multidisciplinary, this volume explores Indigenous education from theoretical and applied perspectives and invites readers to embrace new ways of thinking about and doing schooling. Part of a growing body of research, this is an exciting, powerful volume for both Indigenous and non-Indigenous scholars, researchers, policy makers, and teachers,...
Scaling Up Education Reform
What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using the Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset. These elements include establishing goals ...
Working with Maori Children with Special Education Needs
Who are M ori children with special education needs? Why would working with them be any different to working with other children with special education needs? Why is this a highly important job? This book provides essential information for those striving to provide culturally responsive, effective education for M ori children. Working with M ori Children with Special Education Needs emphasises the importance of learning from the past and listening to M ori children, their parents and wider wh nau (families). It explores the key components of culturally responsive, evidence-based, special education practice; it describes holistic and inclusive responses to educating all tamariki (children), e...
Student Political Action in New Zealand
It was not long ago that students were dismissed as apathetic. Yet, today, a new generation of young political actors is making waves in New Zealand and around the world. What explains this apparent shift and what is driving these new forms of youthful political engagement and expression? Exploring the terrain between activism and apathy, Sylvia Nissen considers what it means to be a political actor from the perspective of students today. Drawing on in-depth interviews with New Zealand tertiary students, she traces their ‘desires’ for different types of politics, the ‘demands’ they experience at university, and the ‘doubts’ that underscore their political engagement.
The Spirit, Indigenous Peoples and Social Change
In The Spirit, Indigenous Peoples and Social Change Michael Frost explores a pentecostal theology of social engagement in relation to Māori in New Zealand. Pentecostalism has had an ambiguous relationship with Māori and, in particular, lacks a robust and coherent theological framework for engaging in issues of social concern. Drawing on a number of interviews with Māori pentecostal leaders and ministers, Frost explores the transformative role of pentecostal experience for Māori cultural identity, a holistic theology of mission, an indigenous prophetic emphasis, and consequent connections between pentecostalism and liberation. He thus contributes a way forward for pentecostal theologies of social change in relation to Māori, with implications for pentecostalism and indigenous peoples in the West.
A National Developmental and Negotiated Approach to School and Curriculum Evaluation
This volume looks at New Zealand's distinctive, systemic alternative to school self-evaluation, with developmental and negotiated approaches ingrained throughout the education system. It details how other nations can adopt this approach and reveal how it might look at different levels of the education system and how these different levels might int
