Ted Glynn

Roger Barnard

This book contains case studies relating the experience of bilingual children in various settings in New Zealand primary schools. The contexts include a Maori bilingual school, a Samoan bilingual unit, and mainstream classrooms which cater for immigrant and deaf children. Suggestions for educational policy, teacher development and research are made.

Bilingual Children's Language and Literacy Development

Mere Berryman

Janice Wearmouth

The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as: policy in relation to behaviour in schools at local authority, national and international level cultural concerns, race, gender, school discipline and exclusion medical perspectives of topical interest such as ADHD, autism and diet assessment at district, community, classroom and individual level, and how these underpin theory. This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field.

Exploring Theory and Developing Practice

Perspectives on Student Behaviour in Schools

Robin C. Richmond

Providng an overview of the issues crucial to understanding inclusion and behavior management in schools, this book discusses: * Policy at national, local authority and school level * Inclusive practices in mainstream settings * Issues such as race, ethnicity school disciplines and exclusion

Issues and Challenges

Inclusion and Behaviour Management in Schools

Russell Bishop

Educational policies and practices in most Western countries were developed and continue to be developed within a framework of colonialism - a context of epistemological racism that is fundamentally embedded in the dominant culture. The model for addressing cultural diversity that is presented in this book is based on an indigenous Kaupapa Maori response to the dominant discourse within New Zealand. It promotes self-determination as a metaphor for power sharing and aims to advance educational outcomes and life opportunities for Maori children. The classroom is a place where young people's sense-making process (cultures) are incorporated and enhanced, where the existing knowledges of young people are seen as acceptable and official, and where the teacher seeks to co-create new knowledge with students. This analysis of the aspirations and experiences of the Maori people of New Zealand should be of interest to educators around the world who are attempting to develop culturally relevant pedagogies.

Ted Glynn

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