Enhanced Teaching and Learning of Comprehension in Years 5-8: Otara Schools

Autor/inn/en	McNaughton, Stuart; Lai, Mei Kuin; Amituanai-Toloa, Meaola; Farry, Sasha
Institution	Teaching and Learning Research Initiative (New Zealand)
Titel	Enhanced Teaching and Learning of Comprehension in Years 5-8: Otara Schools
Quelle	(2008), (121 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Replication (Evaluation); Reading Comprehension; Intervention; Literacy; Quasiexperimental Design; Observation; Reading Achievement; Longitudinal Studies; Content Analysis; Cohort Analysis; Achievement Gains; Educational Assessment; Educational Indicators; Foreign Countries; Teaching Methods; Instructional Effectiveness; Instructional Improvement; Learning Strategies; New Zealand + Suchen Sie Ihr Suchwort? Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; Beobachtung; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Inhaltsanalyse; Kohortenanalyse; Achievement gain; Leistungssteigerung; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsqualität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Neuseeland
Abstract	This study represents a systematic replication of a previous intervention which took place in schools in Mangere from 2003 to 2005. (McNaughton, MacDonald, Maituanai-Toloa, Lai, & Farry, 2006). The contexts and theoretical rationale are the same for the present study as those for the original Mangere study. The authors have repeated that historical and social context and theoretical framework in this report. In the first section, however, they briefly summarise the original study and also outline the form and the role of replication in the science represented in this report. This study adds to a growing body of research (e.g., Taylor et al., 2005; Timperley et al., 2003) which suggest the importance of promoting the critical analysis of evidence in schools. This study, however, reveals that there are some conditions to consider when encouraging such analysis in schools. Firstly the findings suggest, as others have found, that such analysis is likely to be dependent on external support in the form of collaborative research-practice-policy partnerships (e.g., Annan & Robinson, 2005; Lai et al., 2004). Secondly, the findings also caution against focusing on critically analysing evidence as a substitute for professional development that focuses on fine-tuning teachers' pedagogical and content knowledge. Thirdly, the complexities in the data around the first three phases of professional development highlight the need for more research to better understand the locus of change in student outcomes and the impact of schools and teachers on those changes. (Contains 29 tables, 29 figures and 4 footnotes.) [Funding for this research was provided by the Woolf Fisher Trust.] (ERIC).
Anmerkungen	Teaching and Learning Research Initiative. Available from: New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; e-mail: tlri@nzcer.org.nz; Web site: http://www.tlri.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10