"Deaf is best": Exploring the sexuality experiences and knowledge of Deaf women in New Zealand

<p>This study has two primary purposes. Initially, it explores the accounts of sexuality-related experiences and knowledge of a group of Deaf women in New Zealand. The limited international literature available has primarily focused on Deaf sexuality in terms of deficits and vulnerabilities and no work has been carried out on the topic in New Zealand, so relatively little is known about an influential aspect of Deaf women’s lives. The second purpose for this study is to generate recommendations for improving the sexuality information and services available to the women. This study accomplished the two aims by using an action research framework in which Deaf Aotearoa New Zealand, the national organisation for the Deaf, was a collaborative research partner. The seven women who participated in the study were split into two focus groups, one for NZ European/ Pākeha women and one for Asian and Pacific women. The focus groups were conducted in August 2012 at a Deaf club. Also present during the focus groups were a professional New Zealand Sign Language interpreter, a Deaf woman who served as co-facilitator, and myself. In the focus groups, the women discussed their experiences and understanding of concepts with regard to intimate relationships, sexual experiences, and sexuality more generally. Their accounts revealed the potential impact their family’s cultural background, the ability of those around them to communicate through New Zealand Sign Language, and their personal English literacy levels had on their sexuality knowledge and development. Those who had greater access to information and support reported more positive experiences. As a result, recommendations are made for improving information accessibility across the lifespan, with a special emphasis on programming and services provided by Deaf Aotearoa. The recommendations conclude with a description of a programme developed alongside Deaf Aotearoa that addresses some of these areas and which will be implemented with regional groups of Deaf women. As a result, the contributions made by the Deaf women who participated in this project are already demonstrating an impact in programme development.</p>

"Deaf is best": Exploring the sexuality experiences and knowledge of Deaf women in New Zealand

<p>This study has two primary purposes. Initially, it explores the accounts of sexuality-related experiences and knowledge of a group of Deaf women in New Zealand. The limited international literature available has primarily focused on Deaf sexuality in terms of deficits and vulnerabilities and no work has been carried out on the topic in New Zealand, so relatively little is known about an influential aspect of Deaf women’s lives. The second purpose for this study is to generate recommendations for improving the sexuality information and services available to the women. This study accomplished the two aims by using an action research framework in which Deaf Aotearoa New Zealand, the national organisation for the Deaf, was a collaborative research partner. The seven women who participated in the study were split into two focus groups, one for NZ European/ Pākeha women and one for Asian and Pacific women. The focus groups were conducted in August 2012 at a Deaf club. Also present during the focus groups were a professional New Zealand Sign Language interpreter, a Deaf woman who served as co-facilitator, and myself. In the focus groups, the women discussed their experiences and understanding of concepts with regard to intimate relationships, sexual experiences, and sexuality more generally. Their accounts revealed the potential impact their family’s cultural background, the ability of those around them to communicate through New Zealand Sign Language, and their personal English literacy levels had on their sexuality knowledge and development. Those who had greater access to information and support reported more positive experiences. As a result, recommendations are made for improving information accessibility across the lifespan, with a special emphasis on programming and services provided by Deaf Aotearoa. The recommendations conclude with a description of a programme developed alongside Deaf Aotearoa that addresses some of these areas and which will be implemented with regional groups of Deaf women. As a result, the contributions made by the Deaf women who participated in this project are already demonstrating an impact in programme development.</p>

Secondary school students’ English literacy achievement based on PISA reading literacy test 2009

Reading literacy has become global concern that Organisation for Economic Co-operation and Development (OECD) has conducted Program for International Student Assessment (PISA) reading literacy test to assess what students know and can do in reading. Participating in PISA test since 2000, Indonesian students’ reading literacy has not shown a significant improvement. Because PISA reading literacy test is adapted into language of instruction of each participating country, it is Indonesian students’ reading literacy in Indonesian language which is not satisfactory. Considering the fact that Indonesian fifteen-year-old students study English as a compulsory subject, investigating students’ reading literacy in English is considered important. There has been much research investigating issues in reading achievement in Indonesia, but there are limited studies focussing on PISA reading literacy based on school location, school accreditation, gender, and academic major. Employing survey study design, this study assessed reading literacy of two thousand and two hundred secondary school students sampled from twenty four public secondary schools accredited A+, A, and B in Palembang. Data were obtained using PISA reading literacy test 2009 and were analysed statistically. The findings revealed that students’ English literacy was in level 3 (low category). Students studied at schools in central urban district performed better than those of in peri urban district. Those from secondary schools accredited A+ outperformed their counterparts in schools accredited A and B. Female students performed slightly better than male. Students majoring in science were better than those of majoring in social. The results lead to the conclusion that students’ English literacy achievement should be enhanced using innovating strategies to achieve targeted literacy level that is needed to survive in school academic life.

"Internet+" Blended Learning Model and Practice Research from the Perspective of Smart Education

In a comprehensive education environment, we must pay attention to cultivating students' thinking ability, and provide effective support for the cultivation of students' English literacy through the construction of a heuristic and participatory English teaching system, so that students’ English practical application ability and comprehensive literacy can be cultivated. "Let’s take root." Based on the introduction of the concept of blended learning mode, this article will combine with the book "The Development of "Thinking and Innovation" Teaching: Thinking and Innovation" to analyte the current innovation background and direction of "Thinking and Innovation" teaching. Explore the innovative mechanism of "Thinking and Innovation" teaching under the guidance of English core literacy nurturers, analyte the characteristics of the blended learning model and the necessity for the teaching reform of "Thinking and Innovation". On this basis, the relevant practical research of blended learning mode teaching is carried out.

Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time: Evidence from multidimensional IRT analysis

This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1–12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000 test takers were each time randomly drawn from the test-taking population at five grade clusters without manipulation on proficiency levels, and then with manipulation on proficiency levels. The results indicated that although the bi-factor multidimensional item response theory (MIRT) model fit the data significantly better than the unidimensional two-parameter logistic (2PL) model for Grade 1, no clear evidence can be found regarding the dimensionality of the test for Grades 2–12. However, content knowledge was consistently found to contribute substantially to test performance for low-ability-level test takers across all grade clusters. The findings indicate that EAP reading ability is a multidimensional construct in the onset of EAP reading ability development, but the presence of multidimensionality decreases as proficiency level and grade level increase. This study provides insights into the developmental pattern of the interplay between language and content in EAP reading contexts.

Improved Understanding of English Literacy with Small Group Discussion Model Assisted by Digital Comics

Literacy skills in reading English need to be mastered by junior high school students. However, the reality in Junior High School N 1 Wanadadi obtained many students who still can not read English. This indicates that his literacy ability is still low. Therefore, an innovation in English learning is needed by supporting technological developments. One of them is by learning Small Group Discussion assisted by digital comics. This study is a Class Action Research with two silus, and each cycle consists of three meetings. Classroom action research procedures in the form of planning, implementation, observation, and reflection. The data analysis technique used is descriptive analysis. The research subjects of students of class VIIID of SMP Negeri 1 Wanadadi semester 1 amounted to 30 students. The data collection techniques are observations, interviews, and tests. The results showed that the use of a Small Group Discussion model assisted by digital comics can improve English literacy skills. Students look actively studying in the classroom and can learn independently.

Students’ Perception Towards Teaching and Learning of Design and Technology Subject in English

This quantitative study aimed to explore the students' perception on the instruction medium of Design and Technology (Reka Bentuk dan Teknologi - RBT) subject in lower secondary forms. This study determined the perceptions of students based on factors such as Students’ preferred medium of instruction for RBT, Students’ readiness towards English medium instruction (EMI), and Developing English literacy through English medium instruction. This research utilized a survey research design. Online questionnaires constructed for data collection. The target population were 100 public school students in Form One, Two and Three. Findings from the questionnaire exhibits, the participants are favourable on the English medium instruction for RBT curriculum and believe they can benefit from learning RBT in English medium. The outcomes of the study are expected to influence curriculum designers, policymakers, educators and learners on the effectiveness of language in successful RBT pedagogy. In terms of local context, past studies on EMI focused mainly on Science and Mathematics; the traditional STEM subjects. Therefore, this research has the opportunity to fill the gap by including the latest subject, RBT.