10.21661/a-281 Научные исследования: от теории к практике

В сборнике представлены статьи участников X Международной научно–практической конференции, посвященные актуальным вопросам науки и образования. В материалах сборника приведены результаты теоретических и прикладных изысканий представителей научного и образовательного сообщества в данной области.

 chief_editor Широков Олег Николаевич 425954@rambler.ru Абрамова Людмила Алексеевна labramova@interactive-plus.ru executive_editor Яковлева Татьяна Валериановна info@interactive-plus.ru associate_editor Семенова Светлана Юрьевна ssemenova@interactive-plus.ru chief_editor Широков Олег Николаевич Бекназаров Рахым Агибаевич Абрамова Людмила Алексеевна Дадян Эдуард Григорьевич Научные исследования: от теории к практике Scientific studies: from theory to practice Чебоксары Центр научного сотрудничества «Интерактив плюс» 2016 1 © 2016 Волкодав Т. В., Нырова А. О. 2016 Волкодав Т. В., Нырова А. О. Это произведение доступно по лицензии Creative Commons Attribution 4.0 International (CC BY 4.0) 114396 Инклюзивные программы профессионального развития учителей https://orcid.org/0000-0003-3129-3638 Волкодав Татьяна Владимировна tatianavolkodav@mail.ru Нырова Арина Олеговна n.a.o97@mail.ru ФГБОУ ВО «Кубанский государственный университет» Россия 126 129

в данной статье рассматривается проблема включения учащихся в образовательное пространство. Изучается влияние профессионального развития учителей на культурно-ориентированную педагогику, в частности, на успеваемость учащихся на примере внедрения инклюзивных программ для учителей средних школ Новой Зеландии.

 аудиторные тренировки квазиэкспериментальное проектирование культурно-ориентированная педагогика инклюзивные программы References 1. Anne S. The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools / Anne S. Hynds, Rawiri Hindle, Catherine Savage, Luanna H., Meyer, Wally Penetito & Christine Sleeter. – 2016. Anne S. Luanna H. The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools 2. Bishop R. Pretty difficult: Implementing kaupapa Maori theory in English Medium secondary schools // New Zealand Journal of Educational Studies. 2012. – 47 (2). – 38–50. Bishop R. Pretty difficult: Implementing kaupapa Maori theory in English Medium secondary schools New Zealand Journal of Educational Studies. 2012 47 (2) 3. Bishop R. Kotahitanga: The experiences of year 9 and 10 Maori students in mainstream classrooms / Bishop R., Berryman, M. Tiakiwai, S. & Richardson C. – State, New Zealand: Ministry of Education, 6, 262. Bishop R. Richardson C. Tiakiwai M. Kotahitanga: The experiences of year 9 and 10 Maori students in mainstream classrooms 4. Bishop R. Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand / R. Bishop, M. Berryman, J. Wearmout, M. Peter & S. Clapham // Teaching and Teacher Education, 2012. – 28, 694–705. Bishop R. Berryman M. Wearmout J. Peter M. Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand Teaching and Teacher Education 5. Castagno A.E. Culturally responsive schooling for Indigenous youth: A review of the literature / A.E. Castagno, & B.M. J. Brayboy // Review of Educational Research, 2008. – 78, 941–993. Castagno A. E. Culturally responsive schooling for Indigenous youth: A review of the literature Review of Educational Research 6. Hynds A. & Sheehan M. Iwi versus Kiwi: Racism, race relationships and the experience of controversial political debates within a context of culturally responsive school reform // New Zealand Annual Review of Education, 20, 102–120. Retrieved from http://www.victoria.ac.nz/education/research/nzaroe/issues-index/2010/pdf/text_hynds.pdf Hynds A. Sheehan M. & Iwi versus Kiwi: Racism, race relationships and the experience of controversial political debates within a context of culturally responsive school reform New Zealand Annual Review of 102–120. Retrieved from http://www.victoria.ac.nz/education/research/nzaroe/issues-index/2010/pdf/text_hynds.pdf Education, 20, 7. Penetito W. What’s Maori about Maori education? The struggle for a meaningful context. – Wellington, New Zealand: Victoria University Press, 2010. Penetito W. What’s Maori about Maori education? The struggle for a meaningful context New Zealand Victoria University Press 8. Savage C. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum // Asia-Pacific Journal of Teacher Education, 2011. – 39 (3), 183–198. Savage C. Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum Asia-Pacific Journal of Teacher Education 9. Shields C. Pathologizing practices: The impact of deficit thinking on education / C. Shields, R. Bishop, & A. Mazawi. – New York, NY: Peter Lang, 2005. Shields C. Bishop R. Pathologizing practices: The impact of deficit thinking on education NY Peter Lang