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dc.contributor.authorBerryman, Mereen_NZ
dc.contributor.authorEley, Elizabethen_NZ
dc.date.accessioned2017-10-19T03:03:16Z
dc.date.available2017en_NZ
dc.date.available2017-10-19T03:03:16Z
dc.date.issued2017en_NZ
dc.identifier.citationBerryman, M., & Eley, E. (2017). Accelerating success and promoting equity through the ako (note 1): Critical contexts for change. Asian Education Studies, 2(1), 99–112. https://doi.org/10.20849/aes.v2i1.126en
dc.identifier.issn2424-8487en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11415
dc.description.abstractAchieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherJuly Pressen_NZ
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 International License.
dc.titleAccelerating success and promoting equity through the ako (note 1): Critical contexts for changeen_NZ
dc.typeJournal Article
dc.identifier.doi10.20849/aes.v2i1.126en_NZ
dc.relation.isPartOfAsian Education Studiesen_NZ
pubs.begin-page99
pubs.elements-id205905
pubs.end-page112
pubs.issue1en_NZ
pubs.volume2en_NZ
dc.identifier.eissn2424-9033en_NZ


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