Session Information
20 SES 08, Cross Cultural Studies
Paper Session
Contribution
Method
Expected Outcomes
References
Aikenhead, G.S. (2001). Integrating western and aboriginal sciences: cross-cultural science teaching. Research in Science Education, 31/3, 337-355. (ISSN 0157244X) Alton-Lee, A. (2003). Quality Teaching for Diverse Students in Schooling: Best evidence Synthesis.Wellington, Ministry of Education. Bishop, R. (2005). Freeing ourselves from neocolonial domination in research: A kaupapa Maori approach to creating knowledge. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3d ed., pp. 109-138). Thousand Oaks, CA USA: Sage.(ISBN: 0761927573) Bishop, R. & Berryman, M. (2006). Culture Speaks: Cultural Relationships and classroom learning. Wellington, Huia Press. (ISBN: 1869692799) Bishop, R. & Glynn, T. (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press. (ISBN:1842773364) Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington: Ministry of Education.(ISBN: 0478187424) Black, P. (1993). The purposes of science education. In E. Whitelegg, J. Thomas and S. Tresman (Eds.). Challenges and Opportunities for Science Education. London: Paul Chapman, pp.3-16. (ISBN: 1853962449) Creswell, J W. (2005). Ethnographic Designs. Chapter 15 In: J.W.Creswell (2005). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Upper Saddle River, New Jersey, Merrill Prentice Hall. (ISBN 012112790X) Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science education, 28(5), 491-520. (ISSN 09500693) Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Glynn, T., Berryman, M.,Loader, K. & Cavanagh, T. (2005). From literacy in Māori to biliteracy in Māori and English: A community and school transition programme. Journal of Bilingual Education and Bilingualism. 8(5), 1-22. Glynn, T., Wearmouth, J. & Berryman, M. (2005). Supporting students with literacy difficulties: A responsive approach. London: McGraw-Hill Education. Hawk, K., Cowley, E., Hill, J., & Sutherland, S. (2002). The importance of the teacher/student relationship for Maori and Pasifika students. Set: Research Information for Teachers, 3, 44-49. (ISSN 01106376) Hipkins, R. and Barker, M. (2002). Science in the New Zealand Curriculum: present potential and future possibilities. New Zealand Science Teacher, 100, 12-16. (ISSN: 0110-7801) Hipkins,R., Bolstad, R. Baker, R., Jones,A. Barker, M. Bell, B. Coll, R., Cooper, B. Forret, M. Harlow, A. Taylor, I., France, B. and Haig, M. (2002). Curriculum, learning and effective pedagogy: a literature review in science education. Wellington: Ministry of Education. (ISBN 04678272634) Hodson, D. (2003). Time for action: science education for an alternative future. International Journal of Science Education, 25(6), 645-670. (ISSN: 0950-0693) Macfarlane, A. (2004). Kia Hiwa Ra! Listen to Culture - Māori students' plea to educators, Wellington, New Zealand Council for Educational Research. Macfarlane, A., Glynn, T., Cavanagh, T., & Bateman, S. (2007). Creating culturally safe schools for Māori students. Australian Journal of Indigenous Education 36, 65-76. McKinley, E. (2005). Locating the global: culture, language and science education for indigenous students. International Journal of Science Education, 27(2), 227-241. (ISSN 09500693) Osborne, R. and Freyberg P. (1985). Chapter 1: Children’s science. Learning in science. Heinemann, Auckland. (pp.5-14). (ISBN: 0868632759) Smith, G. (1995). Whakaoho whānau: New formations of whānau as an innovative intervention into Māori cultural and educational crises. He Pūkenga Kōrero 1(1): 18-36. Smith, L. T. (2005). On tricky ground: Researching the native in the age of uncertainty. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage. (ISBN 0761915125)
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