In Aotearoa New Zealand stark social class inequities persist between Maori (Indigenous) and Pacific people and the Pakeha (New Zealand European) majority. These inequities are apparent in domains including education, income, health, and incarceration. The article explores the relationship between streaming (tracking) and historically rooted…

In New Zealand, the architectural design of schools and the spaces where children learn are being innovated to allow for more opportunities for teachers and students to work collaboratively. However, there is a dearth of research that has investigated both teachers' and students' perceptions of the learning spaces. Little attention has been paid…

In this paper, we report on data gathered through Talanoa on how Pasifika students can be supported to learn mathematics. The perspectives of five teachers were analysed, highlighting three themes. Firstly, the importance for Pasifika students to feel a sense of belonging at school. Secondly, how the core cultural values of Pasifika students can…

The COMPASS project is part of NZCER's Te Pae Tawhiti Government Grant Programme of Research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tomua--Wayfinding. The current study employs the Indigenous practice of wayfinding to…

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of…

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field…

The recognition and affirmation of student identity in New Zealand primary schools is a policy requirement. While directives for its implementation are found in the current national curriculum, little, if any, guidance is given about what this means or how it might look in classroom programmes. This paper discusses a study concerning the beliefs,…

Background: Given the persistent gap among majority and minority students in international measures of student outcomes, there is growing attention and research focused on teacher knowledge, learning and professional development. Culturally responsive practice has been posited as one way to ameliorate disparities in outcomes. Proponents of…

Principals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of Maori and Pasifika students. This inquiry sought to explore the concept of "culturally responsive instructional leadership" by studying the knowledge, actions, motives, perceptions,…

This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer…

Previous research in the area of resistance has inadequately described opposition to change within-school reform initiatives with a social justice orientation. A lack of attention to, and agreement on, the nature and causes of resistance may explain why so many equity-minded educational reforms fail to be sustained. This article highlights various…

The changing ethnic population of schools in New Zealand challenges our educators to respond proactively in reviewing how students from minority groups develop effective literacy and learning skills. Pasifika students' achievement levels in literacy, particularly reading and writing literacy, has been an area of national focus for the Ministry of…

Carrying out mathematics investigations in primary classrooms has become an expectation in New Zealand classrooms especially since the introduction of Mathematics in the New Zealand Curriculum (Ministry of Education, 1992). This has meant increased emphasis on investigations as a way of learning mathematics. This research reports on the impact of…

This article discusses how the traditional Maori concept of Hauora (balanced development) can be applied to beginning teacher induction programmes. To develop this idea, several steps were taken. From a nationwide survey, five primary schools were chosen with exemplary induction programmes. Data from interviews and observations indicated that…

Changing demographics have a major impact on schools and societies. This report is a study of how three New Zealand primary schools are working with student populations that are becoming more diverse and increasingly multi-ethnic in nature. One major theme that emerged from interviews with 25 teachers and school leaders was the concept and…