Bøger af Russell Bishop

Demonstrates how North-East leaders ensure teachers are able to implement and sustain the North-East relationship-based pedagogy with fidelity by: setting goals for equity, excellence, and cultural sustainability; implementing a pedagogic approach that ensures these goals are realised; implementing in-school support systems that ensures the pedagogy is implemented with fidelity over time--these systems include infrastructure, leadership, inclusion, and evidence; taking ownership of the approach by planning, resourcing, and reviewing teaching and school-wide leadership practices to ensure support systems work as intended, over time. The book includes three case studies that demonstrate how this process of reform was able to successfully raise Måaori student achievements to match that of their non-Måaori peers, enable Måaori students to do so "as Måaori", and benefit other marginalised students.

Create the Life You Want Instead of the One You've Settled For

A response to the marginalisation of particular groups of students with a way of teaching intended to increase equity in the education system.

This is the inside story of an indigenous education success story. Te Kotahitanga is a theory-based program that has made a positive difference to the educational experience and achievement of M ori students in mainstream schools in New Zealand. It is essential reading for anyone interested in reforming mainstream schools so that quality education and equity is available for all students, especially those who have been historically marginalised.

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 New Zealand's 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 and a vision for reducing disparities; embedding a new pedagogy to depth in order to change the core of educational practice; developing new institutions and organisational structures to support in-class initiatives; developing leadership that is responsive, proactive and distributed; spreading the reform to include all teachers, parents, community members and external agencies; developing and using appropriate measures of performance as evidence for modifying core classroom and school practices; creating opportunities for all involved to take ownership of the reform in such a way that the original objectives of the reform are protected and sustained.