"Because they want to teach you about their culture": Analyzing effective mentoring conversations between culturally responsible mentors and secondary science teachers of indigenous students in mainstream schools. Issue 10 (10th April 2015)

• Record Type: Journal Article
• Authors: Tolbert, Sara
• Is Part Of: Journal of research in science teaching. Volume 52:Issue 10(2015:Dec.)
• Page Start: 1325
• Page End: 1361
• Publication Date: 2015-04-10
• Subjects: Science -- Study and teaching -- Periodicals; 507.1
• DOI: 10.1002/tea.21240
• Languages: English
• ISSNs: 0022-4308

Abstract

<abstract abstract-type="main" xml:lang="en"> <title>Abstract</title> <sec id="tea21240-sec-0001" sec-type="section"> <p>Te Kotahitanga is an educational reform project in Aotearoa/New Zealand demonstrated to have significantly impacted the participation, achievement, and retention of indigenous Māori students in secondary schools. In this paper, I share results from a study of culturally responsible mentoring at 4 different schools participating in the Te Kotahitanga reform project. Specifically, I investigated how Te Kotahitanga facilitators (i.e., site‐based mentors/instructional coaches) engage novice and experienced science teachers in reflective conversations around culturally sustaining science instruction for indigenous students. I identify four key themes from these mentoring conversations that can serve as a useful framework for culturally responsible mentoring in science. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 1325–1361, 2015.</p> </sec> </abstract>