Jay Haydon-Howard - Academia.edu (original) (raw)
Uploads
Papers by Jay Haydon-Howard
Proceedings of the 2023 AERA Annual Meeting
The racialized, historical legacy of colonization has resulted in intergenerational disparities f... more The racialized, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In Aotearoa New Zealand, several national school reform and policy initiatives have been undertaken to better improve the schooling system for our Indigenous, Māori learners. The development of walkthrough observations and surveys that ask students, their family members and teachers to ask critical questions is to explore perceptions of their learning experiences within the school reform. A set of tools, known as Rongohiate Hau, has been used to ensure both a more theory-based approach and identify changes over time. This paper presents quantitative and qualitative evidence from 25 secondary schools that indicate the importance of gathering and utilizing evidence such as this, if the "core" of education can be changed and more transformative reform pathways determined.
Journal of Education and Development
The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerat... more The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerational disparities for disproportionate numbers of Indigenous learners and their families. Global responses for indigenous and other minoritised learners have seen the use of culturally responsive pedagogies and theory-based school reform initiatives to better understand the ‘core’ changes that are required. In this paper, we bring theory-based, secondary-school reform and culturally responsive pedagogies together in pursuit of equity, excellence and belonging as Māori, for these marginalised learners in Aotearoa New Zealand.We discuss the collaborative building of a pedagogical continuum by teachers. This continuum introduces teachers to the theoretical underpinnings of cultural relationships and responsive pedagogy. Evidence gathered using classroom walkthrough observations is then compared to the continuum in order to understand what is happening with teaching and learning across the s...
Set: Research Information for Teachers
Proceedings of the 2023 AERA Annual Meeting
The racialized, historical legacy of colonization has resulted in intergenerational disparities f... more The racialized, historical legacy of colonization has resulted in intergenerational disparities for disproportionate numbers of Indigenous students across many parts of the globe. In Aotearoa New Zealand, several national school reform and policy initiatives have been undertaken to better improve the schooling system for our Indigenous, Māori learners. The development of walkthrough observations and surveys that ask students, their family members and teachers to ask critical questions is to explore perceptions of their learning experiences within the school reform. A set of tools, known as Rongohiate Hau, has been used to ensure both a more theory-based approach and identify changes over time. This paper presents quantitative and qualitative evidence from 25 secondary schools that indicate the importance of gathering and utilizing evidence such as this, if the "core" of education can be changed and more transformative reform pathways determined.
Journal of Education and Development
The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerat... more The racialised legacies of colonisation in many parts of the globe, have resulted in intergenerational disparities for disproportionate numbers of Indigenous learners and their families. Global responses for indigenous and other minoritised learners have seen the use of culturally responsive pedagogies and theory-based school reform initiatives to better understand the ‘core’ changes that are required. In this paper, we bring theory-based, secondary-school reform and culturally responsive pedagogies together in pursuit of equity, excellence and belonging as Māori, for these marginalised learners in Aotearoa New Zealand.We discuss the collaborative building of a pedagogical continuum by teachers. This continuum introduces teachers to the theoretical underpinnings of cultural relationships and responsive pedagogy. Evidence gathered using classroom walkthrough observations is then compared to the continuum in order to understand what is happening with teaching and learning across the s...
Set: Research Information for Teachers