Abstract
Te Kotahitanga is an educational reform project in Aotearoa/New Zealand demonstrated to have significantly impacted the participation, achievement, and retention of indigenous Ma¯ori students in secondary schools. In this paper, I share results from a study of culturally responsible mentoring at 4 different schools participating in the Te Kotahitanga reform project. Specifically, I investigated how Te Kotahitanga facilitators (i.e., site-based mentors/instructional coaches) engage novice and experienced science teachers in reflective conversations around culturally sustaining science instruction for indigenous students. I identify four key themes from these mentoring conversations that can serve as a useful framework for culturally responsible mentoring in science.
Original language | English (US) |
---|---|
Pages (from-to) | 1325-1361 |
Number of pages | 37 |
Journal | Journal of Research in Science Teaching |
Volume | 52 |
Issue number | 10 |
DOIs | |
State | Published - Dec 2015 |
Keywords
- critical race theory
- diversity
- education reform
- equity
- indigenous science education
- mentoring
- professional development
ASJC Scopus subject areas
- Education