Professional Development, Culturally Responsive Practices (CRP) and Indigenous Student Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada
Bibliographic record
Abstract
This qualitative instrumental multiple case-study explores teachers’ perspectives on the effects of professional development (PD) in culturally-responsive and relational pedagogy on the improved academic outcomes of Indigenous students in New Zealand and Saskatchewan, Canada. Through inquiry-based pedagogy, infused with Indigenous cultures, students experienced more meaningful learning, engagement, and as a result, both schools experienced notable improvements in graduation rates and enhanced credit completion within a few years. Findings highlight the transformational potential of intentional PD, especially its capacity to induce educators to confront deeply-held epistemic and ontological assumptions about curriculum and pedagogy and to contemplate fundamentally different relationships with students and their families. Because of commonalities between Saskatchewan and New Zealand, and many other international contexts with similar educational inequities and post-colonial tensions, the implications of this research are potentially broad and significant.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".