For teaching to be effective, it is important to know which aspects of practice have a positive impact on learning and achievement. Educational researchers aim to identify the components of effective practice so that educators can stop doing some things and refocus their efforts on pedagogies that are proven to accelerate learning and achievement.
This kete puts the spotlight on the research into culturally responsive teaching that makes a difference for learners.
Evidence from research
New Zealand educators have free access to the Best Evidence Synthesis programme, in which leading researchers bring together the studies and identify practices that make an impact on groups of culturally diverse learners.
This gallery presents research focused on relationships with learners and culturally responsive teaching.
Te Kotahitanga Phase 5 (image)
Teacher PLD – BES (image)
This important research proved the effectiveness of the Te Kotahitanga PLD intervention and contributed to the government’s strategy, Ka Hikitia – Accelerating Success 2013–2017.
This BES report includes reflection on the important finding that improved student outcomes are often linked to the way teachers think about their students.
The videos and papers in this gallery feature prominent New Zealand researchers. They discuss the importance of understanding what teachers do in classrooms and what works best.
Best practice comes not from handing resources to people, it comes from teachers thinking differently about teaching and learning, having professional conversations about their practice, and carefully interpreting what they do.;
The importance of trust (video)
Focus on Māori students (video)
Teachers make a difference
This very engaging paper was delivered at the Australian Council for Educational Research Annual Conference in 2003. It discusses the research evidence showing that “it is what teachers know, do, and care about which is very powerful in the learning equation”.
In this video, Professor John Hattie outlines the influences on student achievement and identifies the essential need for teachers to develop trusting relationships with students.
Professor John Hattie (2003)
This “must read” paper for New Zealand teachers uses research evidence to show what teachers do and what actually works. Hattie identifies three dimensions of expert teachers’ behaviours that research show are especially important.
Graham Nuthall (2001 Jean Herbison Lecture)
In this paper, respected educator Graham Nuthall describes some of the ground-breaking research he led that changed assumptions about teaching and learning.