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- What is vocabulary?
- How is it acquired?
- What does it mean to “know” a word?
- What are the roles of incidental learning and explicit teaching?
These and many other questions are addressed in this literature review.
There are several suggestions for teaching vocabulary leading to independent use of vocabulary strategies. Four key strategies are described:
- phonemic knowledge
- guessing from context
- morphemic analysis
- dictionary use.
Natalie Kirton is a literacy co-ordinator and facilitator with TEAM Solutions at the Faculty of Education, The University of Auckland.
What does being a New Zealander mean in contemporary times? And what does it mean to be a person of mixed Māori/Pākehā descent? How do people identify within this dual heritage? How can they establish a sense of belonging in both ethnic groups? New Zealand today is a hybrid nation, and becoming more so. At least one in ten of us now identifies with more than one ethnic group. This book aims to provide insights and understandings about the challenges, issues, and benefits associated with being of mixed descent.
Every school leader and teacher knows that the challenges of change are constant and ongoing. Expectations have risen. Weaving Evidence, Inquiry and Standards to Build Better Schools is based on the authors’ involvement in research and development projects that have successfully accelerated students’ learning and achievement throughout the country. All the authors work closely with schools and know what it takes to tackle the tough problems involved in leading, teaching and learning. The book presents sets of principles and practical suggestions to guide schooling improvement efforts with a useful continuum of progression for use in professional development. Mostly, it will provoke thinking, talking and action by all those engaged in building better schools.
Edited by Joce NuttallThe only volume to bring together New Zealand and international commentary on the history, implementation, and influence of Aotearoa New Zealand’s groundbreaking early childhood curriculum framework. This new edition contains substantial updates of the chapters in the first edition, plus four new chapters: on Pasifika perspectives, working with infants and toddlers, transition to school, and perspectives on play. Authors from New Zealand, Australia, Denmark and the United Kingdom offer their analysis of Te Whariki in ways that will be accessible to student teachers, early childhood educators, academics, and policy makers alike.
This book is written for teachers of young children aged from 5 to 12 years in primary schools who want to support students’ English vocabulary.
Winner, Best Resource in Higher Education, 2015 CLNZ Education Award
Finalist, Kōrero Pono / Non Fiction, Ngā Kupu Ora Aotearoa Māori Book Awards 2016
Who are Māori children with special education needs? Why would working with them be any different to working with other children with special education needs? Why is this a highly important job—he mahi whakahirahira? This book provides essential information for those striving to provide culturally responsive, effective education for Māori children.
Working with Māori Children with Special Education Needs emphasises the importance of learning from the past and listening to Māori children, their parents and wider whānau. It explores the key components of culturally responsive, evidence-based, special education practice; it describes holistic and inclusive responses to educating all tamariki, especially those with identified special education needs; and it discusses a paradigm for Māori disability identity—whānau hauā.
This book also features specific categorial studies, outlining Māori concepts and advising professionals. The studies explore the needs of deaf children and their whānau; outline general, educational and cultural barriers for Māori who are vision impaired or blind; and discuss physical disability, intellectual disability, autism spectrum disorder, and giftedness from a Māori perspective. This book then considers ways that teachers and whānau can capitalise on their respective strengths and knowledge in order to take joint responsibility for students’ learning and behaviour.
Each chapter includes study questions.
This two-volume book is about goal setting, making plans to write, the skills of writing, and the joys of writing—more or less in that sequence.