scholarly journals Approaches to Writing Instruction in Aotearoa: The Influences of Teachers' Beliefs and Practices on Progress

2021 ◽  
Author(s):  
◽  
Helen Walls

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist.  Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension.  A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs.  The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part.  In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>

2021 ◽  
Author(s):  
◽  
Helen Walls

<p>In the educational context, social constructivists are those who view knowledge as constructed through social experiences. In the class-room, these theorists favour student-led and cooperative group work over teacher-directed and individual work and de-emphasize the explicit teaching of technical skills. Literacy teaching in New Zealand has been influenced by constructivism since the 1980s. Whether this influence has been positive is, however, open to doubt. According to current achievement data many students are under-achieving. A very different perspective is offered by social cognitivism, according to which experimental and quantitative methodologies are used to assess the effectiveness of various teaching approaches. While more widespread use of these methods could bring about much-needed change, advocates of constructivism have discouraged their uptake by (i) associating their own approaches with social values and (ii) representing scientific methods as unsuited to the contexts at stake. International research has shown that teachers take a more pragmatic view: Studies have demonstrated that the majority of teachers are comfortable with a range of approaches, and thus that seemingly disparate approaches may co-exist. There has been very little research on the beliefs of New Zealand teachers, although Ministry of Education publications for teachers are essentially constructivist.  Study One investigated the ideological context of the New Zealand primary school. A total of 626 teachers completed a survey on their beliefs and practices for teaching writing. Principal components analysis of beliefs isolated three dimensions, which appear to reflect valuation of (i) explicit, (ii) socio-cultural and (iii) process-writing approaches respectively. Principal components analysis of practices isolated six dimensions: (i) explicit and structured approaches; (ii) socio-cultural and process writing approaches; (iii) attention to surface features; (iv) advanced writing practices; (v) basic writing practices, and (vi) teacher goal selection. In the second phase of this study, a sub-sample of 19 survey respondents supplied writing samples from the students in their classes, at two time points, allowing for the measurement of progress over time. Teachers’ scale locations for reported beliefs and practices were compared with their students’ rates of progress. Explicit teaching beliefs and practices emerged as being strongly – although only marginally significantly – correlated with progress and socio-cultural practices were negatively – and significantly – correlated with achievement. In addition, a number of individual survey items were positively, and significantly, correlated with achievement, all belonging to the explicit teaching dimensions. Two items were negatively and significantly correlated with achievement, and these belonged to the process-writing and socio-cultural practices dimension.  A sub-sample of eight teachers were interviewed in order to gain a deeper understanding of their beliefs and practices. In general, teachers’ comments reflected their scale locations in the survey data. While those who focused on the explicit teaching of technical skills achieved the greatest gains for student achievement, others used socio-cultural and process approaches thoughtfully to address students’ social and emotional needs.  The pedagogical method that is the subject of Study Two, “Fast Feedback”, was developed in line with social cognitivist findings and is thus at odds with the quasi-official view. Fast Feedback centres on individualized goals and regular, focused assessment in order to accelerate student progress. In 2015 nine teachers were engaged to trial this method – in seven classrooms, across three Wellington schools. Achievement data were collected for 136 student participants, and were compared with the equivalent data from students at a control school. Data analysis revealed that the treatment group made significantly more progress than the control group (ES 0.5). It also revealed variability across classrooms. Interestingly, the highest rates of progress were achieved (in all classrooms) during the first half of the intervention. Clearly worded, process-oriented goals were the most effective. The addressing of technical skills – sentence writing, spelling and handwriting – proved to be essential. In interviews, teachers observed that the predictable structure of Fast Feedback lessons was motivating for students, and led to a greater sense of self-responsibility on their (the students’) part.  In conclusion, these two empirical studies together indicate that explicit approaches – informed by scientific research – are most likely to raise student achievement. The Ministry should therefore work with urgency to ensure teachers have information about these methods, so that more New Zealand students will experience success in learning to write.</p>


2020 ◽  
Author(s):  
M Gubian ◽  
J Harrington ◽  
M Stevens ◽  
F Schiel ◽  
Paul Warren

Copyright © 2019 ISCA The focus of the study is the application of functional principal components analysis (FPCA) to a sound change in progress in which the SQUARE and NEAR falling diphthongs are merging in New Zealand English. FPCA approximated the trajectory shapes of the first two formant frequencies (F1/F2) in a large acoustic database of read New Zealand English speech spanning three different age groups and two regions. The derived FPCA parameters showed a greater degree of centralisation and monophthongisation in SQUARE than in NEAR. Compatibly with the evidence of an ongoing sound change in which SQUARE is shifting towards NEAR, these shape differences were more marked for older than for younger/mid-age speakers. There was no effect of region nor of place of articulation of the preceding consonant; there was a trend for the merger to be more advanced in low frequency words. The study underlines the benefits of FPCA for quantifying the many types of sound changes involving subtle shifts in speech dynamics. In particular, multi-dimensional trajectory shape differences can be quantified without the need for vowel targets nor for determining the influence of the parameters - in this case of the first two formant frequencies - independently of each other.


2015 ◽  
Vol 19 (7) ◽  
pp. 1279-1287 ◽  
Author(s):  
Anna S Howe ◽  
Paula ML Skidmore ◽  
Winsome R Parnell ◽  
Jyh Eiin Wong ◽  
Alexandra C Lubransky ◽  
...  

AbstractObjectiveTo examine the association between cardiorespiratory fitness and dietary patterns in adolescents.DesignFood choice was assessed using the validated New Zealand Adolescent FFQ. Principal components analysis was used to determine dietary patterns. Trained research assistants measured participants’ height and body mass. Cardiorespiratory fitness was assessed in a subset of participants using the multistage 20 m shuttle run. The level and stage were recorded, and the corresponding VO2max was calculated. Differences in mean VO2max according to sex and BMI were assessed using t tests, while associations between cardiorespiratory fitness and dietary patterns were examined using linear regression analyses adjusted for age, sex, school attended, socio-economic deprivation and BMI.SettingSecondary schools in Otago, New Zealand.SubjectsStudents (n 279) aged 14–18 years who completed an online lifestyle survey during a class period.ResultsPrincipal components analysis produced three dietary patterns: ‘Treat Foods’, ‘Fruits and Vegetables’ and ‘Basic Foods’. The 279 participants who provided questionnaire data and completed cardiorespiratory fitness testing had a mean age of 15·7 (sd 0·9) years. Mean VO2max was 45·8 (sd 6·9) ml/kg per min. The ‘Fruits and Vegetables’ pattern was positively associated with VO2max in the total sample (β=0·04; 95 %CI 0·02, 0·07), girls (β=0·06; 95 % CI 0·03, 0·10) and boys (β=0·03; 95 % CI 0·01, 0·05).ConclusionsThese results indicate that increase in cardiorespiratory fitness was associated with a healthier dietary pattern, suggesting both should be targeted as part of a global lifestyle approach. Longitudinal studies are needed to confirm this association in relation to health outcomes in New Zealand adolescents.


2020 ◽  
Author(s):  
M Gubian ◽  
J Harrington ◽  
M Stevens ◽  
F Schiel ◽  
Paul Warren

Copyright © 2019 ISCA The focus of the study is the application of functional principal components analysis (FPCA) to a sound change in progress in which the SQUARE and NEAR falling diphthongs are merging in New Zealand English. FPCA approximated the trajectory shapes of the first two formant frequencies (F1/F2) in a large acoustic database of read New Zealand English speech spanning three different age groups and two regions. The derived FPCA parameters showed a greater degree of centralisation and monophthongisation in SQUARE than in NEAR. Compatibly with the evidence of an ongoing sound change in which SQUARE is shifting towards NEAR, these shape differences were more marked for older than for younger/mid-age speakers. There was no effect of region nor of place of articulation of the preceding consonant; there was a trend for the merger to be more advanced in low frequency words. The study underlines the benefits of FPCA for quantifying the many types of sound changes involving subtle shifts in speech dynamics. In particular, multi-dimensional trajectory shape differences can be quantified without the need for vowel targets nor for determining the influence of the parameters - in this case of the first two formant frequencies - independently of each other.


1977 ◽  
Vol 40 (2) ◽  
pp. 599-601 ◽  
Author(s):  
Robert A. C. Stewart

To investigate further the basic item-factor structure of the Junior Eysenck Personality Inventory, a principal components analysis and varimax rotation were conducted on responses of 866 children (aged 7 to 16 yr.) from schools in the Rotorua area of New Zealand. Ten factors were extracted of which 7 were interpretable. These were named: Factor 1. Neuroticism I (Neurotic affect), Factor 2. Extraversion I (Impulsivity), Factor 3. Lie Scale, Factor 4. Extraversion II (Introversion), Factor 5. Extraversion III (Jocularity), Factor 6. Extraversion IV (Sociability), Factor 8. Neuroticism II (Neurotic ideation).


1980 ◽  
Vol 19 (04) ◽  
pp. 205-209
Author(s):  
L. A. Abbott ◽  
J. B. Mitton

Data taken from the blood of 262 patients diagnosed for malabsorption, elective cholecystectomy, acute cholecystitis, infectious hepatitis, liver cirrhosis, or chronic renal disease were analyzed with three numerical taxonomy (NT) methods : cluster analysis, principal components analysis, and discriminant function analysis. Principal components analysis revealed discrete clusters of patients suffering from chronic renal disease, liver cirrhosis, and infectious hepatitis, which could be displayed by NT clustering as well as by plotting, but other disease groups were poorly defined. Sharper resolution of the same disease groups was attained by discriminant function analysis.


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