Robin Averill
Biographic Data
| ID | 89348 |
|---|---|
| NAME | Robin Averill |
| GIVEN NAMES | Robin |
| FAMILY NAME | Averill |
| SIGNATURE | AVERILL R |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0002-8941-5565 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand
Understanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Māori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Māori perspectives and culturally sustaining pedagogy. Characteristics found essential for culturally sust…
Contextualising assessment within Aotearoa New Zealand
There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools …
Tu'utu'u le upega i le loloto—cast the net into deeper waters
Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, unc…
Policy for enhancing Pasifika learner achievement in New Zealand
Values understood to be fundamentally important across Pacific groups are central to New Zealand education policy focussed on enhancing school learning of Pasifika students. To explore teacher perceptions of three of these values (respect, service, leadership), interviews with primary and secondary teachers were collected and analysed and their lessons observed. Findings indicate policy implementation is challenged by a lack of deep understanding…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
Caring teaching practices in multiethnic mathematics classrooms
Caring teaching practices in multiethnic mathematics classrooms
Policy for enhancing Pasifika learner achievement in New Zealand
Values understood to be fundamentally important across Pacific groups are central to New Zealand education policy focussed on enhancing school learning of Pasifika students. To explore teacher perceptions of three of these values (respect, service, leadership), interviews with primary and secondary teachers were collected and analysed and their lessons observed. Findings indicate policy implementation is challenged by a lack of deep understanding…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
Caring teaching practices in multiethnic mathematics classrooms
An Ontological Perspective on the Development of Home-School Partnership Relationships with Indigenous Communities
We propose the use of an ontological perspective to shift current thinking about the phenomenon of home/school partnerships, particularly through an examination of school leaders (leadership team) - community relationships that seek to better serve Indigenous students and their communities. We reanalysed focus group interviews of indigenous Māori students and their whānau/families from a wider New Zealand study that investigated the development o…
School expectations and student aspirations
Although there is extensive literature on the relationship between student motivation and achievement, less is known about how secondary schools create conditions that enable diverse groups of students to do their personal best. This article reports research into the development of school leadership in New Zealand secondary schools to enable Indigenous Māori students to achieve educational success as Māori. Data collection included school goal-se…
Tu'utu'u le upega i le loloto—cast the net into deeper waters
Improving educational outcomes for Pasifika learners is a national priority in New Zealand. Long-standing mathematics achievement differences between Pasifika and non-Pasifika indicate that looking beyond usual pedagogies may be essential for enhancing Pasifika student learning. Culturally sustaining pedagogy, drawing from the cultural experiences and values of Pasifika learners, offers strong potential for enhancing practice, but is, as yet, unc…
Policy for enhancing Pasifika learner achievement in New Zealand
Values understood to be fundamentally important across Pacific groups are central to New Zealand education policy focussed on enhancing school learning of Pasifika students. To explore teacher perceptions of three of these values (respect, service, leadership), interviews with primary and secondary teachers were collected and analysed and their lessons observed. Findings indicate policy implementation is challenged by a lack of deep understanding…
Contextualising assessment within Aotearoa New Zealand
There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools …
Culturally sustaining assessment for indigenous learners in aotearoa New Zealand
Understanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Māori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Māori perspectives and culturally sustaining pedagogy. Characteristics found essential for culturally sust…
Pedagogy (6 works) · Sociology (6 works) · Early Childhood Education and Development (4 works) · Ethnic group (4 works) · Indigenous (4 works) · Pacific islanders (4 works) · Psychology (4 works) · Education Systems and Policy (3 works) · Mathematics education (3 works) · Political science (3 works)