Student Perceptions of the ‘Good’ Teacher and ‘Good’ Learner in New Zealand Classrooms

Author:

Anthony Glenda

Publisher

SensePublishers

Reference35 articles.

1. Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration [BES]. Wellington: Ministry of Education.

2. Attard, C. (2011). The influence of teachers on student engagement with mathematics during the middle years. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices (Vol. 1, pp. 68–74). Alice Springs: AAMT-MERGA.

3. Balatti, J., & Rigano, D. (2011). Preservice teacher perceptions of good mathematics teachers: What matters? In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: Traditions and [new] practices (Vol. 1, pp. 82–88). Alice Springs: AAMT-MERGA.

4. Bishop, R., Berryman, M., Cavanagh, T., & Teddy, L. (2009). Te kotahitanga: Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25, 734–742.

5. Boaler, J., & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 110(3), 608–645.

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