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Download full textDunn, Sarah; Locke, Millie – Teachers and Curriculum, 2022
This article draws on a master's study into programme decisions and processes of a Pakeha primary music teacher who sought to include matauranga Maori (Maori knowledge), tikanga Maori (Maori practices) and te ao Maori (a Maori way of seeing the world) in their teaching practice. The study investigated how children are enabled to experience…
Descriptors: Elementary School Teachers, Music Teachers, Indigenous Knowledge, Ethnic Groups
Zhu, Yiyi; Edwards, Frances – Teachers and Curriculum, 2019
Teacher questioning is a very important aspect of teacher-student interaction in classrooms around the world. However, expectations of the purposes and types of these interactions can be variable, particularly across cultural contexts. This qualitative study considers the way teacher questioning is used in a mathematics class in a Chinese primary…
Descriptors: Foreign Countries, Questioning Techniques, Teacher Student Relationship, Elementary School Mathematics
Oxley, Margaret – Kairaranga, 2020
As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently…
Descriptors: Program Effectiveness, Teacher Attitudes, Workshops, Classroom Techniques
Direct linkJesson, Rebecca N.; Cockle, Victoria – Education 3-13, 2016
The present study investigated 15 Year 4-6 classrooms in two multicultural schools in New Zealand to understand what opportunities students had to draw on their diverse experiences of texts. A mixed-methods approach was taken, including classroom observations and student interviews. Results suggested that lessons were characterised by a consistent…
Descriptors: Foreign Countries, Elementary School Students, Writing Instruction, Grade 3
