set 2001: no. 1

As the ‘new-look’ set: Research Information for Teachers enters its second year, NZCER would like to thank all subscribers for their loyalty and positive feedback. We would also like to thank the Specialist Education Service, and in particular Lewis Rivers, for their support, help, and advice during 2000. Although this partnership will not continue in 2001 we still hope to bring you articles on special education.

Evaluation of 44 projects in the Professional Development Funding Pool for 2000 has identified five ‘success factors’ for all schools working individually. These are project selection, planning, supportive ‘people’ structures, sustainable systems, and translating development into professional practice. Further factors were identified for successful professional development in secondary schools.

A research project showed that progress in a remedial reading programme for severely reading disabled adolescents was determined by the effects of their beliefs about ability and strategy effectiveness on their use of strategies to apply new letter-sound knowledge. Inflated beliefs about ability, and willingness to read extremely difficult text, combined with consistent, persistent and flexible strategy use for applying new letter-sound knowledge, resulted in accelerated progress.… Read more

Results of a study of literacy achievement data covering 1194 children turning six between January and August 2000, from 54 schools in the lower part of the North Island, show gender and ethnicity differences in all the areas tested by the schools. While the range for all ethnic groups was very wide, and the 13% of girls and 9% of boys reading material graded above age 7 included children from all ethnic groups, the low medians for Maori and Samoan boys, in particular, are of major concern… Read more

This article explores the impact of book bags containing non-fiction books, related artefacts and activity sheets on the reading behaviour and attitudes of reluctant and struggling boy readers. Reprinted from Topic, Issue 25, Spring 2001.

One of the most obvious changes brought about by the curriculum reforms of the 1990s was the inclusion of technology as one of the seven areas of learning. The perceived impact of this ‘new’ area is explored, drawing on the curriculum-related findings of a study of the impact of education reform in seven diverse primary and secondary schools in the greater Waikato region.

This article sets out to ask questions about the desire for dialogue across cultural groups – a desire which is strongly held by many Pakeha in education. Pakeha educationist Alison Jones, drawing on her experience of teaching Maori, Pacific and Pakeha students at university level, argues that behind the benevolent demand for learning about others’ culture and experiences may be a desire by Pakeha for redemption and ongoing dominance.

The integrated learning system SuccessMaker is in many New Zealand schools. However, the author’s review of these systems concludes that few have proven effective in producing substantial gains in reading and language; gains in certain areas of maths do not appear to be transferred to other tasks; and system-generated progress data requires validation. Autonomous learning is not viable for many students, and curriculum integration is also an issue.

This article reviews some aspects of the concept of ‘learning style’, and appraises some evidence concerning its measurement. Bruce McMillan argues that while there is a common-sense basis for teachers’ use of the concept, there is no justification for the implication that the term represents a fixed and readily measurable characteristic of students. There are a number of serious risks in the assumption that an ‘objective’ measure of learning style can, or should, determine a teaching… Read more

Guided reading is a key component of classroom literacy programmes in New Zealand. The Ministry of Education guidelines on how teachers should take guided reading sessions for emergent and early readers strongly emphasise the development of children’s understanding of the text. Ken Blaiklock questions the effectiveness of the guidelines, in relation to current research on the factors that most contribute to children’s rapid progress in the beginning stages of learning to read.