A model of school change for culturally and linguistically diverse students in New Zealand: a summary and evidence from systematic replication

Learning to think as an effective mathematics teacher: Teacher educator impacts on curriculum knowledge and learning to teach

“…Furthermore, we need some way of tracking this development in our teacher candidates. Based on research about children's learning (AltonLee, 2003;McNaughton & Lai, 2009; for example), it seems sensible to assume that teaching and assessment for learning approaches in school classrooms could be promising models for teacher education classrooms. Our findings suggest that teacher educators need to elicit what teacher candidates know and believe (in this case, about mathematics), interpret what this means in terms of learning to be a teacher, and act appropriately on this information based on an agreed set of learning outcomes for the mathematics courses.…”

“…This characterisation avoids particular teaching actions being privileged as necessarily effective by making the three actions contextually defined. McNaughton and Lai (2009) argue similarly from their extensive research in reading comprehension teaching that teachers need to act as "adaptive experts". Adaptive experts are highly skilled and deeply knowledgeable, having not only a base of relevant knowledge, but also strategic practices and metacognitive awareness of this practice.…”

“…Ball et al (2008) explain in some depth how this knowledge builds upon, but is different from, common or curriculum content knowledge. We argue that this domain is essential knowledge that enables teachers to recognise and respond appropriately to learners as shown at the centre of the TFET model, or as McNaughton and Lai (2009) term it, to act as adaptive experts. To investigate this aspect of these graduates' knowledge, we asked questions in the interview to find about about why they had responded to the children's exemplar task in the way that each had.…”

We need transformative change in Aboriginal health

“…Agendas such as Closing the Gap, where resources are allocated to education systems and schools for Indigenous children on the basis of a 'need to catch up', continually use language that reinforces deficit perspectives. Deficit discourse amongst teachers posits that Indigenous children are less able to learn than their non-Indigenous counterparts because of their external situation (Sarra, 2008;McNaughton & Mei Kuin Lai, 2008). Such deficit discourses can be self-perpetuating, where preconscious patterns of assumption and thinking facilitate 'out of awareness' searching for evidence to reinforce them.…”

Principals as Literacy Leaders with Indigenous Communities (PALLIC) building relationships: one school’s quest to raise Indigenous learners’ literacy

“…As suggested by McNaughton and Lai (2009), school leaders need to explore ways to challenge traditional learning methods and build communities of practice that engage in effective problem solving for the literacy learning and achievement of Indigenous students.…”