Culturally responsive teaching of mathematics: Three models from linked studies R Averill, D Anderson, H Easton, P Te Maro, D Smith, A Hynds Journal for Research in Mathematics Education 40 (2), 157-186, 2009 | 138 | 2009 |
Caring teaching practices in multiethnic mathematics classrooms: Attending to health and well-being R Averill Mathematics Education Research Journal 24, 105-128, 2012 | 81 | 2012 |
The use of questions within in-the-moment coaching in initial mathematics teacher education: Enhancing participation, reflection, and co-construction in rehearsals of practice R Averill, M Drake, D Anderson, G Anthony Asia-Pacific Journal of Teacher Education 44 (5), 486-503, 2016 | 66 | 2016 |
Developing Culturally Responsive Teaching through Professional Noticing within Teacher Educator Modelling. R Averill, D Anderson, M Drake Mathematics Teacher Education and Development 17 (2), 64-83, 2015 | 62 | 2015 |
What motivates higher education educators to innovate? Exploring competence, autonomy, and relatedness–and connections with wellbeing RM Averill, J Major Educational Research 62 (2), 146-161, 2020 | 51 | 2020 |
School expectations and student aspirations: The influence of schools and teachers on Indigenous secondary students A Hynds, R Averill, R Hindle, L Meyer Ethnicities 17 (4), 546-573, 2017 | 38 | 2017 |
A Lesson Based on the Use of Contexts: An Example of Effective Practice in Secondary School Mathematics. R Harvey, R Averill Mathematics teacher education and development 14 (1), 41-59, 2012 | 38 | 2012 |
Equity, social justice and ethics in mathematics education C Vale, B Atweh, R Averill, A Skourdoumbis Research in Mathematics Education in Australasia 2012-2015, 97-118, 2016 | 36 | 2016 |
Examining the impediments to indigenous strategy and approaches in mainstream secondary schools A Hynds, R Averill, W Penetito, L Meyer, R Hindle, S Faircloth International Journal of Leadership in Education 19 (5), 534-556, 2016 | 32 | 2016 |
Reflecting heritage cultures in mathematics learning: The views of teachers and students R Averill Journal of Urban Mathematics Education 5 (2), 157–181-157–181, 2012 | 32 | 2012 |
Enhancing parental involvement in student learning R Averill, A Metson, S Bailey Curriculum Matters 12, 109-131, 2016 | 31 | 2016 |
Respect in teaching and learning mathematics: Professionals who know, listen to and work with students R Averill, M Clark Set: Research Information for Teachers, 50-57, 2012 | 23 | 2012 |
It means everything doesn’t it?” Interpretations of Māori students achieving and enjoying educational success “as Māori R Averill, R Hindle, A HyNDS, L Meyer, W Penetito, M Taiwhati, F Hodis, ... Journal issue, 2014 | 21 | 2014 |
Teacher-student relationships in diverse New Zealand year 10 mathematics classrooms: Teacher care R Averill Open Access Te Herenga Waka-Victoria University of Wellington, 2009 | 21 | 2009 |
R* e* s* p* e* c* t: A value vital for Pasifika learners F Rimoni, R Averill Journal issue, 2019 | 19* | 2019 |
Working with Māori children with special education needs J Bevan-Brown, M Berryman, H Hickery, S Macfarlane, K Smiler, T Walker Wellington, New Zealand: NZCER, 2015 | 18 | 2015 |
Learning the work of ambitious mathematics teaching G Anthony, R Hunter, J Hunter, P Rawlins, R Averill, M Drake, D Anderson, ... Teaching & Learning Research Initiative, Nāu I Whatu Te Kākahu He Tāniko Taku, 2015 | 16 | 2015 |
Policy for enhancing Pasifika learner achievement in New Zealand: Supports and challenges R Averill, F Rimoni Linhas Críticas 25, 2019 | 15 | 2019 |
Culturally sustaining initial teacher education: Developing student teacher confidence and competence to teach indigenous learners RM Averill, HS McRae The Educational Forum 83 (3), 294-308, 2019 | 14 | 2019 |
An ontological perspective on the development of home–school partnership relationships with indigenous communities R Hindle, A Hynds, R Averill, L Meyer, S Faircloth The Australian Journal of Indigenous Education 46 (1), 92-103, 2017 | 14 | 2017 |