title: Earliest evidence for ground-edge axes: 35,400±410 cal BP from Jawoyn Country, Arnhem Land

authors: Geneste, Jean-Michel

subjects: ground-edged

abstract: Evidence for the world’s earliest stone tools dates to 3.4 million years ago and pre-dates the earliest known Homo species in eastern Africa. However ground-edged tools did not appear until the dispersal of cognitively fully modern Homo sapiens sapiens out of Africa. We report on the discovery of the earliest securely dated ground-edge implement in the world at Nawarla Gabarnmang (northern Australia). The fragment of ground-edge axe is sandwiched between four statistically indistinguishable AMS radiocarbon dates of 35,400±410 cal BP, indicating technological innovations by fully modern Homo sapiens sapiens at the eastern end of the Out-of-Africa 2 Southern Arc dispersal route.

text: Earliest evidence for ground-edge axes: 35,400±410 cal BP from Jawoyn Country, Arnhem Land Evidence for the world’s earliest stone tools dates to 3.4 million years ago and pre-dates the earliest known Homo species in eastern Africa. However ground-edged tools did not appear until the dispersal of cognitively fully modern Homo sapiens sapiens out of Africa. We report on the discovery of the earliest securely dated ground-edge implement in the world at Nawarla Gabarnmang (northern Australia). The fragment of ground-edge axe is sandwiched between four statistically indistinguishable AMS radiocarbon dates of 35,400±410 cal BP, indicating technological innovations by fully modern Homo sapiens sapiens at the eastern end of the Out-of-Africa 2 Southern Arc dispersal route.

year: 2010

title: Reading at risk: why effective literacy practice is not effective.

authors: Patel, Sheilpa

subjects: reading achievement

abstract: The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article examines Effective Literacy Practice against current scientificbased international research in the teaching of reading, with particular emphasis on the teaching of reading to students at risk. Research evidence shows that an explicit and systematic approach to teaching reading is critical to the success of reading achievement with at-risk students. With a heavy leaning towards incidental learning, Effective Literacy Practice fails to provide teachers with the necessary knowledge to effectively teach the critical components of reading.

text: Reading at risk: why effective literacy practice is not effective. The gap between high and low achievers in reading is wide in New Zealand compared to other countries as shown in PIRLS (Progress in International Reading Literacy Study) 2001 and 2006 studies. Students of minority backgrounds and low socio-economic status are over-represented in the low achieving category. As the primary response to reduce the achievement gap, the Government developed and distributed the literacy teaching reference Effective Literacy Practice in Years 1 to 4. This article examines Effective Literacy Practice against current scientificbased international research in the teaching of reading, with particular emphasis on the teaching of reading to students at risk. Research evidence shows that an explicit and systematic approach to teaching reading is critical to the success of reading achievement with at-risk students. With a heavy leaning towards incidental learning, Effective Literacy Practice fails to provide teachers with the necessary knowledge to effectively teach the critical components of reading.

year: 2010

title: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako

authors: Horne, Sharon Karey

subjects: Addressing

abstract: This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

text: Addressing disparities by listening to Māori whānau: Lessons for Kāhui Ako This research involved interviewing five Māori whānau, with children attending four of six schools across a  Kāhui Ako, to identify the extent to which their children were enjoying and achieving education success as Māori.
A review of the literature highlighted precolonial ways of teaching and learning where whānau were highly involved in the education of their children and where teaching and learning was reciprocal and where the mana of children, whānau and hapū were important.
Applying culturally responsive methodologies and using group focussed, semi-structured interviews to collect whānau perspectives it was revealed that many Māori children were neither enjoying education nor achieving success as Māori. Māori whānau spoke sincerely about their own experiences and those of their children.  Critical and consistent messages from Māori whānau identified what must be addressed if Māori children are to reach their full potential and enjoy and achieve education success with their Māori cultural identity secure. 
This thesis identifies that it is crucial for school leaders and teachers to listen to what whānau are saying if educators are to take greater responsibility for the performance of Māori students’ learning and cultural identity by delivering their teaching performance against the cultural competencies stated in Tātaiako.  Addressing, reducing and removing the ongoing challenges and disparities Māori children and whānau face in education is essential. However, unless school leaders and teachers believe they have to change, then Māori will continue to get from schooling what they have always got. That is not good enough for Māori whānau and nor is it good enough for anyone’s whānau. This thesis discusses how together we can make this happen.

year: 2020