LITERACY TEACHING AND LEARNING DURING THE SECONDARY YEARS: Establishing a pathway for success to NCEA and beyond

McDonald, Trevor; Thornley, Christina

doi:10.18296/set.0609

Cited by 5 publications

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“…This raised the question that even if, at a national level, there is some sort of contrast effect or increasingly powerful effect of a qualitatively different form of pedagogy from primary school, why would it be exaggerated in these secondary schools? Several data sources suggested a more subtle instructional effect relating on the one hand to the degree of academic focus (seen in relatively low expectations and cognitive demand) which were corroborated by student interviews, and on the other to specific content area literacy needs (Draper, 2008;Jetton & Alexander, 2004;McDonald & Thornley, 2005).…”

Section: Discussionmentioning

confidence: 97%

“…There is a large body of research that supports the notion that although different content areas place quite specific literacy demands upon students, the literacy aspects of subjects are not often taught (Draper, 2008;Jetton & Alexander, 2004;McDonald & Thornley, 2005). To test the hypothesis, lessons could be analysed in terms of the frequency and quality of instruction specifically for literacy.…”

Section: Hypothesis Four: Instructional Effectsmentioning

confidence: 99%

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Beyond Assessment: Assuring Student Learning in Higher Education.

Mabin¹

2020

Preprint

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Setting up an 'Assurance of Learning' (AoL) system in line with requirements for accreditation is generally perceived to be a challenging task in both theory and practice. This paper provides an overview of the AoL system developed by the Faculty of Commerce and Administration to meet the requirements for accreditation by the Association to Advance Collegiate Schools of Business (AACSB), and describes its rationale, results achieved to date, and current challenges. The Faculty's system draws on the use of graduate attributes (Barrie, 2004), constructive alignment (Biggs, 1999), quality systems (Deming, 1982) and Theory of Constraints (Goldratt, 1994). In particular, individual student assessment is used to provide programme-level assurance of learning of graduate attributes. AoL's focus on 'closing the loop' – using student cohort performance data to inform system level change so that more students achieve the overall programme-level learning goals – is illustrated through a number of examples. While AoL developments have been led largely by business schools, we argue that wider adoption would allow universities to back up their claims about their students' achievement of graduate attributes, moving towards assuring, not just assessing, student learning.

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Section: Discussionmentioning

confidence: 97%

Section: Hypothesis Four: Instructional Effectsmentioning

confidence: 99%

Beyond Assessment: Assuring Student Learning in Higher Education.

Mabin¹

2020

Preprint

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“…In their analysis of the National Certificate of Educational Achievement (NCEA), New Zealand researchers McDonald and Thornley (2005) have put these disparities in reading literacy into a wider context, suggesting that those achieving lowest in PISA are often also those who do not succeed in their NCEA qualifications.…”

Section: List Of Tablesmentioning

confidence: 99%

Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

Titter¹

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<p>A mixed-methods quasi-experimental design was used to identify relationships between adolescent students’ attributions for their reading performance and their reading achievement by gathering baseline data from year 9 and 10 students (n = 175) and then investigating the effects of two stages of intervention on a treatment group (n = 22) and a comparison group (n = 16). The first stage of intervention used the instructional activity of reciprocal teaching to teach students cognitive strategies to improve reading comprehension. The second stage of the intervention combined on-going reciprocal teaching with attributional-retraining, aimed at to developing internal attributions for reading performance; specifically effort-related attributions rather than attributions focussing on ability. A baseline sample (which included the treatment and comparison samples as well as students from the wider year 9 and 10 cohort) completed a questionnaire about their attributions for their reading performance. There was no evidence of the hypothesised correlation between a measure of students’ incremental mindset (internal, unstable and controllable attribution) and standardised measures of reading comprehension. Analysis of the attribution data for the baseline sample showed evidence that internal and external attributions are not, as theorised, two ends of the same continuum, rather they are separate constructs, albeit negatively correlated. The treatment and comparison groups completed a standardised reading comprehension test and the attribution questionnaire at four time points: pre-intervention; between the two stages of intervention; post-intervention; and delayed post-intervention. A sub-sample of six students, representing a spectrum of reading achievement was interviewed to develop a better understanding of the responses provided in the questionnaire. The combined interventions had no significant effect on students’ attributions for their reading performance or on their reading comprehension achievement. Conversely, the first stage of the intervention, reciprocal teaching, did have a significant effect on the treatment group’s reading comprehension achievement immediately following the intervention and the group were observed eagerly participating in the activity with significantly increased engagement. The combined qualitative and quantitative data from the interventions provided evidence about the complexity of adolescents’ attributional beliefs. Students responded with a wide variety of beliefs that did not conform to the theorised pattern of attributional beliefs. The findings raise questions about how students form attributions for their successes and failures, in particular the direction of the causal relationship between achievement and attributional beliefs.</p>

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The Measure of Success

McDonald¹,

Thornley²

2011

Processes of Inquiry

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LITERACY TEACHING AND LEARNING DURING THE SECONDARY YEARS: Establishing a pathway for success to NCEA and beyond

Cited by 5 publications

References 0 publications

Beyond Assessment: Assuring Student Learning in Higher Education.

Beyond Assessment: Assuring Student Learning in Higher Education.

Is adolescents’ progress in reading comprehension served by particular attributional views in addition to learning the reading comprehension strategies of reciprocal teaching? A mixed-methods intervention study

The Measure of Success

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