Ako: Critical contexts for change. The University of Waikato. https://poutamapounamu.org.nz/mauri-ora/ako-critical-contexts-for-change

Alton-Lee, A. (2015). Ka Hikitia a demonstration report: Effectiveness of Te Kotahitanga phase 5 2010–12. Ministry of Education.

Anderson, Z. (2018). Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand. [Unpublished Masters thesis]. The University of Waikato.

Barrett, T. (2018). School leadership for Māori succeeding as Māori: A Mataatua perspective. [Unpublished doctoral thesis]. The University of Waikato.

Berryman, M. (2022). A political and policy intersection where success depends on all of us. Set 3, 34-39.

Berryman, M. (2014). Relational and culturally responsive approaches to belonging and inclusion. In R. Wills, M. Morton, M. McLean, M. Stephenson, & R. Slee (Eds.). Tales from school: Learning disability and state education after administrative reform (pp. 199-212). Sense Publishers.

Berryman, M. (2008). Repositioning within indigenous discourses of transformation and self-determination. [Unpublished doctoral thesis]. The University of Waikato.

Berryman, M., Egan, M., & Ford, T. (2014). Sustaining and spreading education reform: Including marginalised students. https://poutamapounamu.org.nz/module-10

Berryman, M., & Eley, E. (2019). Student belonging: Critical relationships and responsibilities. International Journal of Inclusive Education, 23(9), 985-1001.

Berryman, M., & Eley, E. (2017). Accelerating success and promoting equity through the Ako: Critical contexts for change. Asian Education Studies, 2(1), 99-112.

Berryman, M., & Eley, E. (2017). Succeeding as Māori: Māori students’ views on our stepping up to the Ka Hikitia challenge. New Zealand Journal of Education Studies, 52(1), 93-107.

Berryman, M., Eley, E. & Copeland, D. (2017). Listening to and learning from rangatahi Māori: The voices of Māori youth. Critical Questions in Education (Special Issue), 8(4), Fall, 456-474.

Berryman. M., & Ford, T. (2014). Connecting with Māori communities: Whānau, hapū and iwi. https://poutamapounamu.org.nz/module-8

Berryman. M., & Ford, T. (2014). Connections and collaborations: Strategies to accelerate writing. https://poutamapounamu.org.nz/module-7b

Berryman. M., & Ford, T. (2014). Connections and collaborations: Two strategies to accelerate reading.

Berryman, M., Lawrence, D., & Lamont, R. (2018). Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. SET 1, 3-10.

Berryman, M., & Lawrence, D. (2017). The importance of leaders’ discursive positioning in neo-colonial education reform aimed at closing the disparities for Indigenous peoples. In D. Waite & I. Bogotch (Eds.). The International Handbook of Educational Leadership (pp. 335-354). John Wiley & Sons.

Berryman, M., Nevin, A., SooHoo, S., & Ford, T. (2015). A culturally responsive framework for social justice. In K. Esposito & A. Normore (Eds.). Inclusive practices for special populations in urban settings: The moral imperative for social justice leadership (pp.143-164). Information Age Publishers (IAP).

Berryman, M., Nevin, A., SooHoo, S., & Ford, T. (Eds.). (2015). Relational and responsive inclusion: Contexts for becoming and belonging. Peter Lang Publishing.

Berryman, M., & Wearmouth, J. (2018). Development of an observation tool designed to increase cultural relationships and responsive pedagogy to raise the achievement of Māori students in secondary classrooms in Aotearoa New Zealand. Journal of Education and Development, 2(2), 32-45.

Bishop, R. (2019). Teaching to the North-East: Relationship-based learning in practice. New Zealand Council for Educational Research.

Bishop, R., Berryman, M., & Wearmouth. J. (2014). Te Kotahitanga: Towards effective education reform for indigenous and other minoritised students. New Zealand Council for Educational Research.

Bishop, R., Ladwig, J., & Berryman, M. (2013). The centrality of relationships for pedagogy: The whanaungatanga thesis. American Educational Research Journal, 28–29.

Bishop, R., O’Sullivan, D., & Berryman, M. (2010). Scaling up education reform: Addressing the politics of disparity. New Zealand Council for Educational Research.

Cranston, S. (2018). Te Kotahitanga phase 3 school reform: The impact of a professional development programme within a large, multicultural, secondary school in New Zealand. [Unpublished doctoral thesis]. The University of Waikato.

Eley, E. & Berryman, M. (2018). Leading transformative education reform in New Zealand schools. New Zealand Journal of Education Studies, 1-17.

Ford, T. (2020). Manaaki Whenua. Manaaki Tangata: Care for the land, care for the people. Leading critical school reform with Mana Whenua and whānau Māori. [Unpublished doctoral thesis]. The University of Waikato.

Hattie, J. (2012). Visible learning for teachers: Maximising impact on learning. Routledge.

Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Hohneck, D. J. (2013). Building bridges: Seeking collaboration with a Māori community. [Unpublished Masters thesis]. The University of Waikato.

Ka Hikitia – Ka Hāpaitia. (2023). Ministry of Education. https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia

Maisey, C. (2022). Changing hearts and minds: Investigating transformative praxis from participating in the Poutama Pounamu blended learning. [Unpublished Master of Education thesis]. The University of Waikato.

Murfitt, D. (2019). An autoethnography: Decolonising educational leadership in Aotearoa/New Zealand. [Unpublished Masters thesis]. The University of Waikato.

Ngaamo, R. (2019). Through the eyes of whānau: Destruction of cultural identity through education. [Unpublished Masters thesis]. The University of Waikato.

Poutama Pounamu. The University of Waikato. https://poutamapounamu.org.nz/

Robinson, V., Hohepa, M., & Lloyd, C. (2009). He kura rangatira, He kura ākonga: Te hua i kitea ai, Te hua i rite ai. Ministry of Education.

Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why? Best Evidence Synthesis. Ministry of Education.

Rongohia te Hau: Effective support for culturally responsive teaching. (2021). Ministry of Education. https://www.educationcounts.govt.nz/topics/BES/rongohia-te-hau-effective-support-for-culturally-responsive-teaching

School Evaluation Indicators. (2021). Education Review Office. https://ero.govt.nz/how-ero-reviews/schoolskura-english-medium/school-evaluation-indicators

Stubbings, M. (2020). The importance of conscientisation: Learning about privilege from the voices of Māori students. Kairaranga, 21(2), 48–53.

Tau Mai Te Reo. (2020). Ministry of Education. https://www.education.govt.nz/our-work/overall-strategies-and-policies/tau-mai-te-reo/

Te Tāhuhu o te Mātauranga Ministry of Education (2023). Te Mātaiaho: The refreshed New Zealand curriculum. Te Tāhuhu o te Mātauranga Ministry of Education.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development Best Evidence Synthesis. Ministry of Education.

Using evidence for a step up - Learning from Te Kotahitanga: Impact, sustainability and ongoing improvement. (2019). Ministry of Education. https://www.educationcounts.govt.nz/topics/BES/using-evidence-for-a-step-up