title: Variations on a middle class theme: English primary schools in socially advantaged contexts

authors: Thrupp, Martin

subjects: research

abstract: Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.

text: Variations on a middle class theme: English primary schools in socially advantaged contexts Multiple contexts interact to position any school on a spectrum from cumulatively advantaged to cumulatively disadvantaged. This article discusses a study of the contextual advantages and disadvantages experienced by primary schools in the south east of England, concentrating especially on schools in the least deprived 5% of schools nationally. The research highlights the central influence of advantaged socioeconomic contexts on day‐to‐day school processes and on the related perspectives and beliefs of head teachers as well as variations on this theme related to other external and internal contextual variables. It illustrates that England’s most socially advantaged primary schools are likely to have much in common including a high level of parent involvement, a strong focus on student learning and progress, considerable ability to raise funds, very good reputations and only a handful of students with serious learning or behavioural problems. They also have in common middle class forms of transience and profiles of special needs. The article concludes that while contextual variations amongst socially advantaged schools do exist and are talked up by head teachers, they usually have an impact that can be managed.

year: 2011

title: A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry

authors: Özmen, Haluk

subjects: acids and bases

abstract: The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.

text: A comparative study of the effects of a concept mapping enhanced laboratory experience on Turkish high school students’ understanding of acid-base chemistry The research reported here consists of the introduction of an intervention based on a series of laboratory activities combined with concept mapping. The purpose of this intervention was to enhance student understanding of acid-base chemistry for tenth grade students’ from two classes in a Turkish high school. An additional aim was to enhance student attitude toward chemistry. In the research design, two cohorts of students were compared; those from the intervention group (N = 31) and a second group (N = 28) who were taught in a more traditional manner. Student understanding of acid-base chemistry was evaluated with a pretest/posttest research design using a purpose-designed instrument, the Concept Achievement Test (CAT) consisting of 25 items, 15 multiple choice and ten multiple choice with explanation. Alternative conceptions identified in the pretest were incorporated into the intervention, which thereby sought to move students toward views more in accord with scientific views for the concepts. Statistical tests indicate the instrument is reliable (with an alpha reliability of 0.81) and the analysis of the findings revealed statistically significant differences between the intervention and traditional groups with respect to conceptual understanding. Examination of student explanations and analyses of semi-structured interviews conducted with selected students suggest that the main influence was the laboratory activities. Analysis of the findings in the context of relevant literature that concept mapping in conjunction with laboratory activities is more enjoyable, helps student link concepts, and reduces their alternative conceptions.

year: 2009

title: Tariao Whitiwhitiora

authors: Totorewa, Te Oko Horoi

abstract: I te tau 1875 i tiihooka tahi atu a Kiingi Taawhiao ki Taranaki ka tau ki mua ki te aroaro o Te Uahaumeene. Matua raa ko te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa roto mai i te whakapono ki te atua te whaainga i haere ai ia.

Ka tutuki i a Kiingi Taawhiao te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa te whakakotahi i ngaa ngaa koorero, ngaa hiitori, ngaa whakapapa, ngaa maataapono mai o te taioretanga o ngoo taatou tuupuna ka toopuuria ki te whakapono Tariao.

He whakapono teenei i whakaorangia e ia, e Kiingi Taawhiao maa roto mai i te tongikura, “E Ua, e toru ngaa taonga kei te kapu o taku ringa, ko te Mihinare, ko te Katorika me te Weteriana. Homai taau ka whaa. Kopi katoa ngeenei taonga i au ki te kapu o taku ringa, ka puta ko te Paimaarire.” Ko te whakapono Tariao me ngaa karakia Paimaarie ka hikitia, ka haapaingia tonu e maatou ngaa mangainga, ngaa kaiwhakapuumau i te Kiingitanga inaa raa koia teenei te whakapono matua moo te Kiingitanga.

I teenei tuhinga whakapae ko te whakapono Tariao te taahuhu o ngaa koorero. I konei ngahere mai ai te kaupapa matua o teenei tuhinga.

“He kura Tariao he kura whakapapa, te herenga ki te whakaoranga o Waikato tangata”

Ko teenei kaupapa ka whakarukuhia maa te rangahau i te ahunga mai o te maatauranga kei aa teenei whakapono i whea. Ka rangahautia ko te whakapaparanga o Kiingi Taawhiao mai i te Kore, ki a Rangi raaua ko Papa heke iho mai ki a Hoturoa, aa, ka tau ki a ia ki a Kiingi Taawhiao inaa raa, ko ngeenei momo he mea e tauiratia ana ki roto ki ngaa karakia, ki ngaa Kura kei teenei whakapono.

Ka hereherea ko Te Uahaumeene ki koneki naa, ki ngaa koorero e kitea ai maa whea i puaawai mai ai te Tariao me ngaa karakia Paimaarire. Ko te Kiingitanga me ngaana pehonga kaupapa e taapae atu ana ki te oranga o teenei whakapono maa te whakamahi i teenei whakapono teeraa ka waahia. Taea noatia ki te puutakenga mai o te whakapono ake, ngoonaa koorero, ngoona tuuranga, ngoona karakia, ngoona kura, ngoona whakamaaramatanga, tau iho mai ki te reo
 
tupuna o roto. Ko ngaa aupiki me ngaa auheke, te whakaraakeiora hoki i waatea mai, i whaipaanga atu ki te whakapono Tariao ka whakamaaramahia. Ka whakamutua atu me te taatari i ngaa putanga ka puta e kite ake ai me he herenga too teenei whakapono ki te whakaoranga o Waikato tangata.

text: Tariao Whitiwhitiora I te tau 1875 i tiihooka tahi atu a Kiingi Taawhiao ki Taranaki ka tau ki mua ki te aroaro o Te Uahaumeene. Matua raa ko te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa roto mai i te whakapono ki te atua te whaainga i haere ai ia.

Ka tutuki i a Kiingi Taawhiao te rongomau me te rangimaaria, te kotahitanga me te aroha o teetehi ki teetehi maa te whakakotahi i ngaa ngaa koorero, ngaa hiitori, ngaa whakapapa, ngaa maataapono mai o te taioretanga o ngoo taatou tuupuna ka toopuuria ki te whakapono Tariao.

He whakapono teenei i whakaorangia e ia, e Kiingi Taawhiao maa roto mai i te tongikura, “E Ua, e toru ngaa taonga kei te kapu o taku ringa, ko te Mihinare, ko te Katorika me te Weteriana. Homai taau ka whaa. Kopi katoa ngeenei taonga i au ki te kapu o taku ringa, ka puta ko te Paimaarire.” Ko te whakapono Tariao me ngaa karakia Paimaarie ka hikitia, ka haapaingia tonu e maatou ngaa mangainga, ngaa kaiwhakapuumau i te Kiingitanga inaa raa koia teenei te whakapono matua moo te Kiingitanga.

I teenei tuhinga whakapae ko te whakapono Tariao te taahuhu o ngaa koorero. I konei ngahere mai ai te kaupapa matua o teenei tuhinga.

“He kura Tariao he kura whakapapa, te herenga ki te whakaoranga o Waikato tangata”

Ko teenei kaupapa ka whakarukuhia maa te rangahau i te ahunga mai o te maatauranga kei aa teenei whakapono i whea. Ka rangahautia ko te whakapaparanga o Kiingi Taawhiao mai i te Kore, ki a Rangi raaua ko Papa heke iho mai ki a Hoturoa, aa, ka tau ki a ia ki a Kiingi Taawhiao inaa raa, ko ngeenei momo he mea e tauiratia ana ki roto ki ngaa karakia, ki ngaa Kura kei teenei whakapono.

Ka hereherea ko Te Uahaumeene ki koneki naa, ki ngaa koorero e kitea ai maa whea i puaawai mai ai te Tariao me ngaa karakia Paimaarire. Ko te Kiingitanga me ngaana pehonga kaupapa e taapae atu ana ki te oranga o teenei whakapono maa te whakamahi i teenei whakapono teeraa ka waahia. Taea noatia ki te puutakenga mai o te whakapono ake, ngoonaa koorero, ngoona tuuranga, ngoona karakia, ngoona kura, ngoona whakamaaramatanga, tau iho mai ki te reo
 
tupuna o roto. Ko ngaa aupiki me ngaa auheke, te whakaraakeiora hoki i waatea mai, i whaipaanga atu ki te whakapono Tariao ka whakamaaramahia. Ka whakamutua atu me te taatari i ngaa putanga ka puta e kite ake ai me he herenga too teenei whakapono ki te whakaoranga o Waikato tangata.

year: 2022