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Calculus Reform: Increasing STEM Retention and Post-Requisite Course Success While Closing the Retention Gap for Women and Underrepresented Minority Students
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In: Mathematics Faculty Publications and Presentations (2017)
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Developing collaborative partnerships with culturally and linguistically diverse families during the IEP process
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Bells for Books Community Service
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In: International Journal of Undergraduate Community Engagement (2017)
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Reflecting on a Social Studies-Mathematics Day: Integrating Content Using Multicultural Perspectives
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In: Educational Technology Faculty Publications and Presentations (2017)
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The Use of Visual Arts in World Language Instruction to Increase Student Motivation and Attitude
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In: Boise State University Theses and Dissertations (2017)
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Instructional Strategies for High School ELL Refugee Students in Mathematics
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In: Boise State University Theses and Dissertations (2017)
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Higher Education: The Impact on Bosnian Women Who Came as Refugees to the United States
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In: Boise State University Theses and Dissertations (2017)
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Form, Function, and Relevance of Contemporary Language Resource Centers
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In: Boise State University Theses and Dissertations (2017)
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A Māori Crisis in Science Education?
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Abstract:
This article is written for teachers in Aotearoa New Zealand schools who teach science to Year 7-10 students or as part of a primary classroom programme under NZC (the New Zealand Curriculum). What can teachers do about inequity in science education for Māori students? Clear understanding of this complex issue is required, so this article offers a synopsis of the Māori science curriculum debate. Written from my perspective as an insider-researcher interested in this topic for many years, this article engages with important comments about Māori-medium science education made by Sir Peter Gluckman in a major report on science education (2011), and an earlier challenge by Graham Hingangaroa Smith (1995) about the ‘Māori crisis’ in science education. The article lists and discusses options for teachers, including the potential of ‘bilingual science’ both as a useful practical approach for any classroom teacher, and as a way of navigating the current theoretical impasse or ‘crisis’ in Māori science education.
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Keyword:
Bilingual science; Kaupapa Māori; Māori science education; Philosophy of science; Pūtaiao
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URL: http://hdl.handle.net/10292/10816
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No'oloto: Exploring the Epistemological Significance of No’oloto to the Academic Achievements of Tongan Tertiary Students in New Zealand
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72 |
Toward a Spirit of Interprofessional Practice: A Hermeneutic Phenomenological Study
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73 |
Variations on the Theme of Integration in the "Israeli Democracy"
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In: Senior Projects Spring 2017 (2017)
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The Book of Embraces: A New Translation
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In: Senior Projects Spring 2017 (2017)
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It Takes Two: Compatibility of Perspectives between Students and Teachers and the Effects Effort has on Student Academic Achievement and Subjective Well-being
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In: Senior Projects Spring 2017 (2017)
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The Erasure of Culture through Education: Richard Henry Pratt's Pedagogy and the Figure of the 'Displaced Indian' in American Indian Literature
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In: Senior Projects Spring 2017 (2017)
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Perspectives on poetry : a writing workshop for deaf students
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Raymond Baesler, Veterans Heritage Project (Maricopa Community Colleges)
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Examining Oral Passage Reading Rate Across Three Curriculum-Based Measurement Tools for Predicting Grade-Level Proficiency
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In: Early and Special Education Faculty Publications and Presentations (2017)
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