dc.contributor.advisor |
McRae, Hiria |
|
dc.contributor.author |
Benge, Andrea |
|
dc.date.accessioned |
2013-10-08T03:02:10Z |
|
dc.date.accessioned |
2022-11-03T00:10:41Z |
|
dc.date.available |
2013-10-08T03:02:10Z |
|
dc.date.available |
2022-11-03T00:10:41Z |
|
dc.date.copyright |
2013 |
|
dc.date.issued |
2013 |
|
dc.identifier.uri |
https://ir.wgtn.ac.nz/handle/123456789/29351 |
|
dc.description.abstract |
Inquiry-based learning could be viewed as a form of culturally relevant pedagogy as they both promote student success regardless of student culture. The aim of this research is to explore whether inquiry-based learning is an approach for employing culturally relevant pedagogy in a New Zealand primary classroom setting.
This is a qualitative exploratory case study examining students’ perceptions of learning through an inquiry-based approach. Focus group discussions were conducted to collect data from a group of students’ aged 9, 10 and 11 years from one New Zealand primary school. Data was analysed using a thematic approach that identified findings to be linked to four themes. Four themes of culture, authentic learning, relationships and teaching strategies were used throughout the study as they are deemed important components of inquiry-based learning and culturally relevant pedagogy.
On analysis of the findings it is evident that there are links between inquiry-based learning and culturally relevant pedagogy. The results highlighted students’ perception of the importance of having a sense of belonging with a culture, the impact of authenticity of learning, the quality of relationships between teacher and student and the positive impact of providing a range of effective teaching strategies. |
en_NZ |
dc.format |
pdf |
en_NZ |
dc.language |
en_NZ |
|
dc.language.iso |
en_NZ |
|
dc.publisher |
Te Herenga Waka—Victoria University of Wellington |
en_NZ |
dc.rights |
Access is restricted to staff and students only until 8/10/2015. |
en_NZ |
dc.subject |
Inquiry based learning |
en_NZ |
dc.subject |
Culturally relevant pedagogy |
en_NZ |
dc.subject |
Primary school teaching |
en_NZ |
dc.title |
Does Inquiry-Based Learning Provide an Approach for Employing Culturally Relevant Pedagogy in a Primary School Classroom? |
en_NZ |
dc.type |
Text |
en_NZ |
vuwschema.contributor.unit |
Te Kura Māori |
mi |
vuwschema.subject.anzsrcfor |
130104 Kura Kaupapa Māori (Māori Primary Education) |
en_NZ |
vuwschema.subject.anzsrcfor |
130202 Curriculum and Pedagogy Theory and Development |
en_NZ |
vuwschema.subject.anzsrcfor |
130307 Ethnic Education (excl. Aboriginal and Torres Strait Islander, Māori and Pacific Peoples) |
en_NZ |
vuwschema.subject.anzsrcseo |
930201 Pedagogy |
en_NZ |
vuwschema.subject.anzsrcseo |
939905 Māori Education |
en_NZ |
vuwschema.subject.anzsrcseo |
939906 Pacific Peoples Education |
en_NZ |
vuwschema.type.vuw |
Awarded Research Masters Thesis |
en_NZ |
thesis.degree.discipline |
Education |
en_NZ |
thesis.degree.grantor |
Te Herenga Waka—Victoria University of Wellington |
en_NZ |
thesis.degree.level |
Masters |
en_NZ |
thesis.degree.name |
Master of Education |
en_NZ |