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dc.contributor.authorClarkin-Phillips, Jeanette
dc.contributor.authorCarr, Margaret
dc.date.accessioned2012-02-14T23:09:28Z
dc.date.available2012-02-14T23:09:28Z
dc.date.issued2009
dc.identifier.citationClarkin-Phillips, J. & Carr, M. (2009). Strengthening responsive and reciprocal relationships in a whānau tangata centre: A summary. Wellington: Teaching and Learning Research Initiative.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/6015
dc.description.abstractAlthough the kindergarten teaching team members were excited at being a part of the parent support and development initiative, they were also aware that they would face challenges that would affect their practice. Their commitment to ensuring effective teaching and learning at Taitoko Kindergarten led them to seek evidence-based teaching practices, inside the vision of the parent support and development initiative. Their involvement with this TLRI research project has helped to provide this. Through action research, the research team has addressed the teachers’ questions associated with (a) the strengthening of relationships (how this has been done so far, and how might it be furthered); (b) changes in practice (what is possible, what appears to be effective); (c) diversity (how a range of “funds of knowledge” (González, Moll, & Amanti, 2005) can be shared and included in curriculum); and (d) documentation (how this can engage families and learners).en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.relation.urihttp://www.tlri.org.nz/tlri-research/research-completed/ece-sector/strengthening-responsive-and-reciprocal-relationships
dc.subjectNew Zealanden_NZ
dc.subjectkindergartenen_NZ
dc.titleStrengthening responsive and reciprocal relationships in a whānau tangata centre: A summaryen_NZ
dc.typeCommissioned Report for External Bodyen_NZ


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