Home-School Partnership within Mathematics Intervention

2007 ◽  
Vol 32 (3) ◽  
pp. 48-58 ◽  
Author(s):  
Marguerite Maher
Keyword(s):  
New Zealand ◽  
Parental Involvement ◽  
Intervention Program ◽  
Mathematics Learning ◽  
Dynamic Force ◽  
Mathematics Intervention ◽  
Teaching Of Reading ◽  
School Partnership ◽  
Home School Partnership ◽  
Teachers And Parents

THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.

scholarly journals Correlates of Mathematics Performance of Students in Public Secondary Schools in the Division of Batangas, Philippines: Basis for Mathematics Intervention Programs

2019 ◽  
Vol 6 (2) ◽  
pp. 248
Author(s):  
Imelda M. Flores
Keyword(s):  
Parental Involvement ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Mathematics Performance ◽  
Study Habits ◽  
Intervention Programs ◽  
Mathematics Intervention ◽  
Fear And Anxiety ◽  
The Right

<p><em>The study determined the correlates affecting the Mathematics performance of Junior High students in selected public secondary school in the Division of Batangas, Philippines which served as basis for the proposed Mathematics intervention programs to enhance students’ performance in Mathematics. It looked into the scholastic standing of students as shown in their grade in Elementary Mathematics and grade in Geometry. Further, it also determined the extent of effect of the four correlates which includes; study habits, attitude towards Mathematics, fear and anxiety, and parental involvement to the Mathematics performance of students. Furthermore, it also identified which of the aforementioned correlates determines their performance. The researcher used the descriptive method of research using probability sampling technique to identify the respondents of the study. There were 379 students who participated in the survey. Result of the study revealed that most of the students are approaching proficient level relative to their elementary mathematics grade, and on the beginning level in geometry. It was also found out that all the four correlates affected the Mathematics performance of students to a great extent. Moreover, it was revealed that study habits, fear/anxiety level and parental involvement determined their elementary Mathematics and Geometry performance. In light of the forgoing, the Mathematics intervention programs are believed to help teach the right attitude and study habits required to do well in enhancing mathematics learning</em><em>. </em><em></em></p>

(In)visible perceptions of objects (‘things’) during early transitions: Intertwining subjectivities in ECEC

2021 ◽  
pp. 146394912110279
Author(s):  
E Jayne White ◽  
Fiona Westbrook ◽  
Kathryn Hawkes ◽  
Waveney Lord ◽  
Bridgette Redder
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Vital Role ◽  
New Materialism ◽  
Object A ◽  
Childhood Education ◽  
Mediating Tools ◽  
Teachers And Parents ◽  
To Receive

Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty’s phenomenological concern with the (in)visibility of ‘things’ to illuminate the presence of objects within infant transitions. Drawing on notions of écart and reversibility, we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon.

scholarly journals “I’m not a teacher”: A case of (dys)functional parent-teacher partnerships in a South African township

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Rockie Sibanda
Keyword(s):  
Parental Involvement ◽  
South African ◽  
Teaching Role ◽  
Role Of Parents ◽  
Teachers And Parents ◽  
Children's Schooling ◽  
Successful School ◽  
Pedagogical Function ◽  
South African Township

Teachers collaborating with parents is an axiom of successful school programmes. The parents’ role should be supportive and complementary to the teachers’ pedagogical function. A functional or dysfunctional parent-teacher partnership is a predictor of children’s success or failure in school. The functionality of parent-teacher partnerships is often measured through student achievement. The aim of this article was to illuminate how a coordinated parent-teacher partnership can be supportive to children’s schooling. Focus is on teachers’ teaching role complimented with the supportive and monitoring role of parents. Data were collected through interviews with parents and teachers at a township primary school. I engage the concern that a lack of parental involvement affects parent-teacher partnerships in township schools. Findings of this study demonstrate teachers’ lack of understanding of the sociocultural and economic circumstances constraining parental involvement, resulting in a chasm of understanding between teachers and parents on how to collaboratively support children’s learning positions at school and at home.

scholarly journals Achieving Equity for Māori Children in Reading by 2020

2008 ◽  
Author(s):  
Tom Nicholson
Keyword(s):  
New Zealand ◽  
First Nation ◽  
Teaching Reading ◽  
Learning To Read ◽  
Teaching Of Reading ◽  
Subject Areas ◽  
And Mathematics ◽  
To Receive ◽  
Fair Deal

One of the biggest challenges in this country is to raise Māori achievement in literacy. Māori are the first nation, and it seems unjust that their literacy levels are not on a par with those of Pakeha despite massive efforts to close this gap. In this review it will be argued that Māori children in New Zealand fail to receive a "fair deal" (equity) in learning to read for a number of reasons, but primarily because our schools employ the wrong method of teaching reading. They do not receive a fair deal in other curriculum areas as well, possibly because the same philosophical assumptions about learning that drive our present teaching of reading are also prominent in other subject areas such as science and mathematics (see Matthews, 1995). However, this review will restrict its attention to reading.

scholarly journals The teaching of reading in New Zealand special classes : a thesis submitted for the degree of Master of Arts in education

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Master Of Arts ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

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