Profiling Teaching and Learning Needs in Beginning Literacy Instruction: The Case of Children in “Low Decile” Schools in New Zealand

McNaughton, Stuart; Phillips, Gwenneth; MacDonald, Shelley

doi:10.1207/s15548430jlr3502_2

Cited by 21 publications

(15 citation statements)

References 19 publications

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“…Children in less economically advantageous schools often achieve at lower levels than children in schools that are more economically resourceful (Bainbridge and Lasley 2002;McNaughton et al 2003). A higher income might give the rural school parent more leveraging power in providing necessary educational resources or opportunities to their children with less financial stress and greater peace of mind.…”

Section: Discussionmentioning

confidence: 99%

Socioeconomic strata, mobile technology, and education: a comparative analysis

Kim

Hagashi

Carillo

et al. 2010

Education Tech Research Dev

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Mobile devices are highly portable, easily distributable, substantially affordable, and have the potential to be pedagogically complementary resources in education. This study, incorporating mixed method analyses, discusses the implications of a mobile learning technology-based learning model in two public primary schools near the Mexico-USA border in the state of Baja California, Mexico. One school was located in an urban slum and the other in a rural village community. Empirical and ethnographic data were collected through a series of achievement tests, observations, surveys, and interviews involving 160 s grade school children recruited by convenience sampling. The general technology infrastructure, distinctive features of mobile learning to supplement literacy development, profound contextual phenomena arising from the two uniquely underserved communities, and social factors possibly influencing the educational experiences are discussed. The findings suggest that students in the rural village, seriously lacking educational resources and technology exposure, may have benefited substantially more from mobile technologies than urban school students possibly due to their relatively higher socioeconomic status and higher parental involvement and interest in education. In contrast, there was no evidence of interaction with parental education levels, the experience of teachers or school principals, or the teacher's perception or preparation of the technology. Overall, the mobile learning technology adoption was rapid, seamless, and actively driven by the students rather than the teacher. The challenges of the phenomenal migratory nature of most families in this unique geographical region are also discussed to benefit future studies.

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Section: Discussionmentioning

confidence: 99%

Socioeconomic strata, mobile technology, and education: a comparative analysis

Kim

Hagashi

Carillo

et al. 2010

Education Tech Research Dev

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“…McNaughton, Lai and colleagues have been involved in longitudinal research studies on accelerating reading achievement in low socio-economic, culturally diverse areas in New Zealand where there are higher percentages of Maori and Pasifika students (see, for example, McNaughton, Amituanai-Toloa, and Lai 2007;McNaughton et al 2004McNaughton et al , 2008McNaughton, Phillips, and MacDonald 2003). In a recent paper, Lai et al (2009) reported on their three-year study of interventions in six, low socio-economic schools that were focusing on raising the achievement of students in the middle school years.…”

Section: Reviews Of Research On Effective Literacy Teachingmentioning

confidence: 99%

A review of “effective” reading literacy practices for young adolescent 11 to 13 year old students

Fletcher

2013

Educational Review

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This research article explores what exactly "effective" reading literacy practices are for 11 to 13 year old students and examines discourses surrounding what is meant by "effective" practices in literacy education. It discusses the issues surrounding what in today's educational world, measurements of "effectiveness" in schooling and more specifically literacy learning are and how they are frequently sought to provide accountability and reassure public perceptions.The article argues that although the understandings and debate around measuring "effectiveness" continues, sound pedagogical practice in reading (and learning in general) is to assess, monitor and identify the individual student's needs and use that data to provide learning opportunities to build and develop understandings. The article explores research investigations on effective schools where teachers have been nominated as effective practitioners in literacy teaching. It examines studies of schools that were undergoing school reform/professional development to improve literacy teaching. IntroductionYoung adolescent students are at a critical age in their schooling. Effective reading literacy practices can better support their learning and help set them up for future success. This article sought to explore what research had to say about effective reading literacy practices for our young adolescent literacy learners. Specific research investigations exploring "effective" reading programmes for 11 to 13 yearold students that were viewed from multiple lenses of stakeholders, particularly including parents and students, proved to be difficult to uncover. Because of the dearth of research in this specific area, to help build on prior knowledge, contemporary studies surrounding the topic of this investigation were explored. Many of the findings from these studies related to what can occur throughout different school levels and from a more limited range of perspectives. The spotlight of this review of literature on 11 to 13 year-old students was in line with Pressley and WhartonMcDonald's (2006) and Freebody's (2009) call for more specific research focused on students' reading in these later years in order to build our knowledge base.In order to frame the review of research literature question, this article begins with a discussion of what exactly "effective" is and can mean to different

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“…This shared knowledge is about the target domain (in the present case of comprehension), but it also entails detailed understanding of the nature of teaching and learning related to that domain (Coburn 2003). Yet a further area of belief that has emerged as very significant for the achievement of linguistically and culturally diverse students in general, but for indigenous and monitory children in particular, is the expectations that teachers have about children and their learning ( McNaughton et al 2003).…”

Section: A Collaborative Processmentioning

confidence: 99%

“…That evidence draws on close descriptions of children's learning as well as descriptions of patterns of teaching, and systematic data on both learning and teaching would need to be collected and analysed together. That assessment data is broad based in order to know about the children's patterns of strengths and weaknesses, to provide a basis for informed decisions about teaching, and to clarify and test hypotheses about how to develop effective and sustainable practices (McNaughton et al 2003).…”

Section: A Collaborative Processmentioning

confidence: 99%

What educational reform means: lessons from teachers, research and policy working together for student success

Airini

McNaughton

Langley

et al. 2007

Educ Res Policy Prac

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This paper describes education reform projects designed to bring about major improvements in school and tertiary student outcomes. Individually the projects illustrate characteristics of educational reform in local contexts for primary, secondary and tertiary education. In combination they signal key components essential to getting large scale highquality school and tertiary education cultures geared to student success.

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Profiling Teaching and Learning Needs in Beginning Literacy Instruction: The Case of Children in “Low Decile” Schools in New Zealand

Cited by 21 publications

References 19 publications

Socioeconomic strata, mobile technology, and education: a comparative analysis

Socioeconomic strata, mobile technology, and education: a comparative analysis

A review of “effective” reading literacy practices for young adolescent 11 to 13 year old students

What educational reform means: lessons from teachers, research and policy working together for student success

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