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International Graduate Centre of Education

Student perceptions of culturally responsive pedagogy in health and physical education

Investigating the importance of culturally responsive health and physical education measures in NT schools.

Health and Physical Education study

Dr Aue Te AvaChief Investigators: Dr Aue Te Ava

Duration: 2015 - 2016

Funder: Developing Areas of Research Strengh (DARS)

Partners: School of Psychological and Clinical Sciences - CDU

This research will help educators in secondary schools to understand how their student perceive culturally responsive teaching in physical and health education activities. Lessons include cultural activities with an emphasis on the traditional values of students in four Northern Territory (NT) secondary schools. Based on previous research, Tinning (2010), Ladson-Billings (2006) and Thaman (2008) believe that the more culturally responsive approaches to teaching will impact student health outcomes, leaning and achievement in physical education. The research team will ask: i) What values are necessary to make physical education and health promotion culturally responsive in the NT secondary school context? ii) How do teachers effectively implement values in health and physical education teaching (strategies, teacher responses and expectations)? Iii) How do students respond to the teaching of values through cultural activities (responses to culturally responsive teaching in physical education)? This project is expected to contribute to broader interest and a larger scale project on culturally responsive health and physical education interventions.

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