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1Academic Journal
Source: Scientific studies: from theory to practice; № 4(10); 126-129 ; Научные исследования: от теории к практике; № 4(10); 126-129 ; ISSN: 2413-3957 ; 2413-3957
Subject Terms: аудиторные тренировки, квазиэкспериментальное проектирование, культурно-ориентированная педагогика, инклюзивные программы
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Relation: info:eu-repo/semantics/altIdentifier/pissn/2413-3957; https://interactive-plus.ru/e-articles/281/Action281-114396.pdf; 1. Anne S. The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools / Anne S. Hynds, Rawiri Hindle, Catherine Savage, Luanna H., Meyer, Wally Penetito & Christine Sleeter. – 2016.; 2. Bishop R. Pretty difficult: Implementing kaupapa Maori theory in English Medium secondary schools // New Zealand Journal of Educational Studies. 2012. – 47 (2). – 38–50.; 3. Bishop R. Kotahitanga: The experiences of year 9 and 10 Maori students in mainstream classrooms / Bishop R., Berryman, M. Tiakiwai, S. & Richardson C. – State, New Zealand: Ministry of Education, 6, 262.; 4. Bishop R. Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand / R. Bishop, M. Berryman, J. Wearmout, M. Peter & S. Clapham // Teaching and Teacher Education, 2012. – 28, 694–705.; 5. Castagno A.E. Culturally responsive schooling for Indigenous youth: A review of the literature / A.E. Castagno, & B.M. J. Brayboy // Review of Educational Research, 2008. – 78, 941–993.; 6. Hynds A. & Sheehan M. Iwi versus Kiwi: Racism, race relationships and the experience of controversial political debates within a context of culturally responsive school reform // New Zealand Annual Review of Education, 20, 102–120. Retrieved from http://www.victoria.ac.nz/education/research/nzaroe/issues-index/2010/pdf/text_hynds.pdf; 7. Penetito W. What’s Maori about Maori education? The struggle for a meaningful context. – Wellington, New Zealand: Victoria University Press, 2010.; 8. Savage C. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum // Asia-Pacific Journal of Teacher Education, 2011. – 39 (3), 183–198.; 9. Shields C. Pathologizing practices: The impact of deficit thinking on education / C. Shields, R. Bishop, & A. Mazawi. – New York, NY: Peter Lang, 2005.
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Source: Scientific studies: from theory to practice; № 4(10); 126-129
Научные исследования: от теории к практике; № 4(10); 126-129Subject Terms: инклюзивные программы, аудиторные тренировки, культурно-ориентированная педагогика, квазиэкспериментальное проектирование
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