title: “High 5!” Strategies to enhance comprehension of expository text

authors: Dymock, Susan

subjects: education

abstract: This article reviews theoretical and research evidence to support the explicit and systematic teaching of five comprehension strategies that will help all students tackle expository texts with success. The article explains the “High 5!” strategies and how to teach them. An example of a lesson is included to show how the five strategies connect with students' background knowledge to enhance comprehension.

text: “High 5!” Strategies to enhance comprehension of expository text This article reviews theoretical and research evidence to support the explicit and systematic teaching of five comprehension strategies that will help all students tackle expository texts with success. The article explains the “High 5!” strategies and how to teach them. An example of a lesson is included to show how the five strategies connect with students' background knowledge to enhance comprehension.

year: 2010

title: Enabling collaborative review with the DSpace configurable workflow

authors: Schweer, Andrea

subjects: DSpace

abstract: The DSpace configurable workflow feature enables the creation of custom review workflows beyond the traditional edit metadata, accept, reject actions. This poster reports on our experiences in using the customisable workflow to enable collaborative review by repository management staff for the AgResearch institutional research repository, AgScite.

text: Enabling collaborative review with the DSpace configurable workflow The DSpace configurable workflow feature enables the creation of custom review workflows beyond the traditional edit metadata, accept, reject actions. This poster reports on our experiences in using the customisable workflow to enable collaborative review by repository management staff for the AgResearch institutional research repository, AgScite.

year: 2017

title: Cultural justice and ethics: From within

authors: Garner, Kerin

subjects: Maori

abstract: Where I eventually got a lot of support, awhi, aroha, was from the PPTA when I became a member of Te Huarahi and they helped to see me through the tears and the confusion. It wasn’t because I was Maori, it was because I was a human being. I think the process I have gone through is a process of becoming human, and becoming real in thinking; yes, my experience is valid. I’m not just Maori, I’m Pakeha too. I want both of them, I am both of them. I don’t have to get up and speak fluent Maori right now. Perhaps it will come. I hope it does because I want it to, and I’m going to work on it. But I do feel that people like me, and there are many of us, are not marginal. We are bridges between cultures. This diversity has to be acknowledged, honoured and respected.

text: Cultural justice and ethics: From within Where I eventually got a lot of support, awhi, aroha, was from the PPTA when I became a member of Te Huarahi and they helped to see me through the tears and the confusion. It wasn’t because I was Maori, it was because I was a human being. I think the process I have gone through is a process of becoming human, and becoming real in thinking; yes, my experience is valid. I’m not just Maori, I’m Pakeha too. I want both of them, I am both of them. I don’t have to get up and speak fluent Maori right now. Perhaps it will come. I hope it does because I want it to, and I’m going to work on it. But I do feel that people like me, and there are many of us, are not marginal. We are bridges between cultures. This diversity has to be acknowledged, honoured and respected.

year: 1993