The New Zealand Curriculum Principles: Foundations for Curriculum Decision-Making (July 2012)
This is ERO’s second national evaluation report looking at the extent to which the principles of The New Zealand Curriculum are evident in schools’ curricula and enacted in classrooms. The report describes how the cultural diversity principle is evident in schools. These descriptors can be used to help you reflect on your practice.
Directions for Learning: The New Zealand Curriculum Principles, and Teaching as Inquiry (May 2011)
This is ERO’s first national evaluation report looking at the extent to which the principles of The New Zealand Curriculum are evident in schools’ curricula and enacted in classrooms. The report describes how the cultural diversity principle is evident in schools. These descriptors can be used to help you reflect on your practice.
Ngāue Fakataha ki he ako 'a e Fānau: Report on the Development Phase (Phase One) of a Research and Development Project
This 2016 research and development project examined Pasifika parents' relationships with schools and teachers, regarding their children's learning. The project team developed a Talanoa Ako Cycle – 'Talanoa ako' is 'talking together about education' – to support the process of working together.
Improving Education Outcomes for Pacific Learners (May 2012)
This is ERO's third report on the progress of schools in promoting Pacific student achievement. The report recommends that schools better understand the diverse interests and needs of Pacific students and include highly relevant contexts that value their existing knowledge.
Quality Teaching for Diverse Students in Schooling (June 2003)
This report is one of a series of best evidence syntheses commissioned by the Ministry of Education. It explains ten characteristics of quality teaching to support teachers to manage the learning needs of diverse students.
Tātaiako: Cultural Competencies for Teachers of Māori Learners (2011)
Tātaiako has been developed to help all educators think about what it takes to successfully teach Māori learners. It provides a guide to the development of cultural competence for teachers themselves, for their employers, and for Initial Teacher Education providers and providers of on-going teacher professional development.
Creating culturally-safe schools for Māori students
This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Māori students. It presents ideas for creating culturally-safe schools; places that allow and enable students to be who and what they are. Although the report focuses on the cultural backgrounds and experiences of Māori students, many of the ideas and recommendations will be of benefit to all students.
Paul Irving, Riccarton School: Sabbatical report
This report investigates what initiatives and programmes are being utilised by best practice primary schools in New Zealand to be culturally responsive to Pasifika learners and to improve Pasifika achievement.
Jocelyn Uasike, St Joseph's School (Pukekohe): Sabbatical report
This report investigates how parental engagement contributes to student achievement in schools, how to encourage greater engagement of Pasifika parents, and to provide an opportunity for the Pasifika 'voice' to be heard.
John Armstrong, Henley School (Nelson): Sabbatical report
This report looks at how to develop an Asia Aware school by visiting Asian educational institutes and implementing and increasing cultural awareness.
The following cases from Best Evidence Synthesis iterations are user-friendly resources to support focussed professional learning related to the cultural diversity principle.
BES Case 18 – Integrate indigenous knowledge into the curriculum
This case, situated in Canada, explains how important a culturally responsive teaching approach was to the success of indigenous learners from low socio-economic status communities.
BES Case 11 – Create educationally powerful connections with learners’ cultures
This case illustrates how teachers can use practical strategies to encourage their students to draw on family and community knowledge and, in this way, accelerate their achievement.
BES Case 7 – Establish culturally responsive relationships with students to reduce educational disparities and raise achievement
This case presents the Te Kotahitanga professional development model (GEPRISP) and Effective Teaching Profile that many New Zealand secondary schools have used to improve outcomes for Māori and Pasifika students.