Rethinking initial teacher education: preparing teachers for schools in low socio-economic communities in New Zealand

References

• Aitken, G., and C. Sinnema. 2008. Effective Pedagogy in Social Sciences/tikanga a iwi. Wellington: Ministry of Education.
   Google Scholar
• Alton-Lee, A. 2003. Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis. Wellington: Ministry of Education.
   Google Scholar
• Anderson, L., and J. Stillman. 2013. “Student Teaching’s Contribution to Preservice Teacher Development: A Review of Research Focused on the Preparation of Teachers for Urban and High-needs Contexts.” Review of Educational Research. 83 (1): 3–69.10.3102/0034654312468619
   Web of Science ®Google Scholar
• Anthony, G., and M. Walshaw. 2007. Effective Pedagogy in Mathematics/pangarau. Wellington: Ministry of Education.
   Google Scholar
• Bishop, R., M. Berryman, and J. Wearmouth. 2014. Te Kotahitanga: Towards Effective Education Reform for Indigenous and Other Minority Students. Wellington: New Zealand Council on Education Research Press.
   Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.10.1191/1478088706qp063oa
   Google Scholar
• Burn, K., and T. Mutton. 2015. “A Review of ‘Research-informed Clinical Practice’ in Initial Teacher Education.” Oxford Review of Education 41 (2): 217–233.10.1080/03054985.2015.1020104
   Web of Science ®Google Scholar
• Burnett, B., and J. Lampert. 2015. “Teacher Education for High-poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program.” In Teacher Education for High Poverty Schools, edited by J. Lampert and B. Burnett, 73–94. New York: Springer Press.
   Google Scholar
• Carpenter, V., and S. Osborne, eds. 2014. Twelve Thousand Hours: Education and Poverty in Aotearoa New Zealand. Auckland: Dunmore Publishing.
   Google Scholar
• Cochran-Smith, M. 2010. “Towards a Theory of Teacher Education for Social Justice.” In International Handbook of Education Change. 2nd ed, edited by M. Fullan, A. Hargreaves, D. Hopkins, and A. Lieberman, 445–467. New York: Springer Press.10.1007/978-90-481-2660-6
   Google Scholar
• Cochran-Smith, M., F. Ell, L. Grudnoff, M. Haigh, M. Hill, and L. Ludlow. 2016. “Initial Teacher Education: What Does It Take to Put Equity at the Center?” Teaching and Teacher Education. 57: 67–78.10.1016/j.tate.2016.03.006
   Web of Science ®Google Scholar
• Cochran-Smith, M., and S. Lytle. 2009. Inquiry as Stance: Teacher Research for the Next Generation. New York: Teachers College Press.
   Google Scholar
• Dalton, S. S. 2007. Five Standards for Effective Teaching: How to Succeed with All Learners. San Francisco, CA: Wiley.
   Google Scholar
• Fraser, N., and A. Honneth. 2003. Redistribution or Recognition: A Political-philosophical Debate. London: Verso.10.1002/9780470756119
   Google Scholar
• Gorski, P. 2012. “Perceiving the Problem of Poverty and Schooling: Deconstructing the Class Stereotypes that Mis-Shape Education Practice and Policy.” Equity and Excellence in Education 45 (2): 302–319.10.1080/10665684.2012.666934
   Google Scholar
• Groundwater-Smith, S., R. Ewing, and R. Le Cornu. 2015. Teaching: Challenges and Dilemmas. 5th ed. Melbourne, Australia: Cengage Learning.
   Google Scholar
• Grudnoff, L., M. Haigh, M. Hill, M. Cochran-Smith, F. Ell, and L. Ludlow. 2015. “Teaching for Equity: Insights from International Evidence.” Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL, April 2015.
   Google Scholar
• Grudnoff, L., L. Ward, J. Ritchie, B. Brooker, and M. Simpson. 2013. “A Collaborative Multi Institutional Approach to Evidence Gathering: Graduating Student Teachers’ Perceptions of Their Teacher Preparation Programmes.” Paper presented at the European Educational Research Association Conference, Istanbul, Turkey, September 2013.
   Google Scholar
• Hagger, H., K. Burn, T. Mutton, and S. Brindley. 2008. “Practice Makes Perfect? Learning to Learn as a Teacher.” Oxford Review of Education 34 (2): 159–178.10.1080/03054980701614978
   Web of Science ®Google Scholar
• Hills, J., M. Brewer, S. Jenkins, R. Lister, R. Lupton, S. Machin, C. Mills, T. Modood, T. Rees, and S. Riddell. 2010. An Anatomy of Economic Inequality in the UK: Report of the National Equality Panel. London: Centre for Analysis of Social Exclusion, London School of Economics and Political Science.
   Google Scholar
• Honneth, A. 2003. “Redistribution as Recognition: A Response to Nancy Fraser.” In Redistribution or Recognition: A Political-philosophical Debate, edited by N. Fraser and A. Honneth, 110–197. London: Verso.
   Google Scholar
• Hsieh, H.-F., and S. Shannon. 2005. “Three Approaches to Qualitative Content Analysis.” Qualitative Health Research 15 (9): 1277–1288.10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• James, M., and A. Pollard. 2011. “TLRP’s Ten Principles for Effective Pedagogy: Rationale, Development, Evidence, Argument and Impact.” Research Papers in Education 26 (3): 275–328.10.1080/02671522.2011.590007
   Web of Science ®Google Scholar
• Kelchtermans, G., and K. Ballet. 2002. “The Micropolitics of Teacher Induction: A Narrative-biographical Study on Teacher Socialization.” Teaching and Teacher Education 18 (1): 105–120.10.1016/S0742-051X(01)00053-1
   Web of Science ®Google Scholar
• Korthagen, F., J. Loughran, and T. Russell. 2006. “Developing Fundamental Principles for Teacher Education Programs and Practices.” Teaching and Teacher Education 22 (8): 1020–1041.10.1016/j.tate.2006.04.022
   Web of Science ®Google Scholar
• Margonis, F. 2004. “From Student Resistance to Educative Engagement: A Case Study in Building Powerful Student–teacher Relationships.” Counterpoints 259: 39–53.
   Google Scholar
• McIntyre, J., and P. Thomson. 2015. “Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study from England.” In Teacher Education for High Poverty Schools, edited by J. Lampert and B. Burnett, 153–170. New York: Springer.
   Google Scholar
• MET Project. 2013. Ensuring Fair and Reliable Measures of Effective Teaching: Culminating Findings from the MET Project’s Three-year Study. Bill and Melinda Gates Foundation. Accessed March 5, 2014. http://www.metproject.org/downloads/MET_Ensuring_Fair_and_Reliable_Measures_Practitioner_Brief.pdf
   Google Scholar
• Milner, H. R., and E. A. Self. 2014. “Studying Race in Teacher Education: Implications from Ethnographic Perspectives. ” In Researching Race in Education: Policy, Practice and Qualitative Research, edited by A. Dixson, 3–28. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Munns, G., A. Martin, and R. Craven. 2008. “To Free the Spirit? Motivation and Engagement of Indigenous Students.” The Australian Journal of Indigenous Education 37: 98–107.10.1375/S1326011100000156
   Google Scholar
• New Zealand Government. 2010. A Vision for the Teaching Profession: Education Workforce Advisory Group Report to the Minister of Education. Wellington: Ministry of Education. Accessed December 10, 2010. http://www.beehive.govt.nz
   Google Scholar
• New Zealand Ministry of Education. 2013. Request for Application for Provision of Exemplary Post Graduate Initial Teacher Education Programmes. Accessed July 20, 2013. www.minedu.govt.nz/.../EducationInitiatives/QualityOfITEProvision.asp.
   Google Scholar
• New Zealand Teachers Council. 2010. Registered Teacher Criteria. Wellington: New Zealand Teachers Council.
   Google Scholar
• Nieto, S. 2000. “Placing Equity Front and Center: Some Thoughts on Transforming Teacher Education for a New Century.” Journal of Teacher Education. 51 (3): 180–187.10.1177/0022487100051003004
   Web of Science ®Google Scholar
• OECD (Office of Economic Cooperation and Development). 2011. Society at a Glance: Key Findings New Zealand. Accessed March 20, 2012. http://www.oecd.org/dataoecd/38/35/47573309.pdf
   Google Scholar
• OECD (Office of Economic Cooperation and Development). 2016. “Who Are the Low-performing Students?” PISA in Focus, No. 60. Paris: OECD Publishing. Accessed February 20, 2016. doi: 10.1787/5jm3xh670q7g-en
   Google Scholar
• Perry, B. 2013. Household Incomes in New Zealand: Trends in Indicators of Inequality and Hardship 1982 to 2012. Wellington: Ministry of Social Development.
   Google Scholar
• Powell, W., and O. Kusuma-Powell. 2011. How to Teach Now: Five Keys to Personalized Learning in the Global Classroom. Alexandria, VA: ASCD.
   Google Scholar
• Rank, M., H. Yoon, and T. Hirschl. 2003. “American Poverty As a Structural Failing: Evidence and Arguments.” Journal of Sociology and Social Welfare 30 (4): 3–29.
   Google Scholar
• Rubie-Davies, C. 2014. Becoming a High Expectation Teacher: Raising the Bar. New York: Routledge.
   Google Scholar
• Sleeter, C. 2001. “Preparing Teachers for Culturally Diverse Schools: Research and the Overwhelming Presence of Whiteness.” Journal of Teacher Education 52 (2): 94–106.10.1177/0022487101052002002
   Web of Science ®Google Scholar
• Snook, I., and J. O’Neill. 2014. “Poverty and Inequality of Educational Achievement.” In Twelve Thousand Hours: Education and Poverty in Aotearoa New Zealand, edited by V. Carpenter and S. Osborne, 19–43. Auckland: Dunmore Publishing.
   Google Scholar
• Tatto, M., and J. Furlong. 2015. “Research and Teacher Education: Papers from the BERA-RSA Inquiry.” Oxford Review of Education 41 (2): 145–153.10.1080/03054985.2015.1017404
   Web of Science ®Google Scholar
• UNICEF Innocenti Research Centre. 2012. Measuring Child Poverty: New League Tables of Child Poverty in the World’s Rich Countries. Innocenti Report Card 10. Florence: UNICEF Innocenti Research Centre.
   Google Scholar
• Wong, G., T. Greenhalgh, G. Westhorp, and R. Pawson. 2012. “Realist Methods in Medical Education Research: What Are They and What Can They Contribute?” Medical Education 46 (1): 89–96.10.1111/med.2011.46.issue-1
   PubMed Web of Science ®Google Scholar
• Wylie, C. 2013. “Schools and Inequality.” In Inequality: A New Zealand Crisis, edited by M. Rashbrooke, 134–144. Wellington: Bridget William Books.10.7810/9781927131510
   Google Scholar