title: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change

authors: Berryman, Mere

abstract: Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

text: Accelerating success and promoting equity through the ako (note 1): Critical contexts for change Achieving equity and excellence for all young people remains the major challenge of education systems across the world. This paper contends that equity and excellence for students currently underserved by our system needs transformative school reform. In response, we outline the ako: critical contexts for change. This model has been applied across five dimensions for transformative reform within Kia Eke Panuku (Note 2). This paper focuses on how this model can be understood and applied alongside curriculum implementation. We draw evidence from wider research of the impact on improving student achievement when individual aspects of the ako: critical contexts for change have been applied. We have found that when all three contexts are applied simultaneously and spread throughout the school, pedagogical reform can be accelerated, even for those students most underserved.

year: 2017

title: Te Kōtiritiri, Te Kōtaratara

authors: Maxwell, Te Kahautu

abstract: Haka. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura, Hau Te Kura
Mōteatea: Te Ao o Te Pārerā
Waiata ā Ringa: E pā to reo, Te Matatini, Herewini Parata
Poi: E ia e ia
Haka: Te Kōtiritiri, Te Kōtaratara
Whakawātea: Ōranga Tōiti, tōnui kōrero

text: Te Kōtiritiri, Te Kōtaratara Haka. Lyrics composed by Te Kahautu Maxwell. Performed by Ōpōtiki Mai Tawhiti (Kapa Haka group) (3mins)

Waiata ā Tira: Aroha
Whakaeke: Pinepine Te Kura, Hau Te Kura
Mōteatea: Te Ao o Te Pārerā
Waiata ā Ringa: E pā to reo, Te Matatini, Herewini Parata
Poi: E ia e ia
Haka: Te Kōtiritiri, Te Kōtaratara
Whakawātea: Ōranga Tōiti, tōnui kōrero

year: 2023-02-22

title: An Examination of the Effectiveness of Precision Teaching

authors: McQuarters, Desiree Julia Bettina

subjects: precision teaching

abstract: This research examined the effect of adding precision teaching to an already used method of times table practice, compared practice with and without precision teaching, and finally compared precision teaching to rate building.  In the first experiment there was no significant difference in students' rates, endurance, stability, application or adduction of answering times table equations, depending on whether or not they had received precision teaching.  Due to some confounding variables in the first experiment, a second experiment was performed where these variables where better controlled.  The results from the second experiment also showed no significant difference in students' rates of answering time's table equations, or their retention of these rates, between students who had received precision teaching and those who had not.  Again due to some confounding variables preventing a good comparison of practice with and without precision teaching, a further experiment was conducted.  As the third experiment was conducted in the same setting as the second, precision teaching was compared to rate building instead of practice with no precision teaching.  The results of this study suggest that rate building results in significantly larger increases in rates of answering times table equations than precision teaching.  While there was a significant difference between the two groups' increases in rate, there were some confounding variables that may have affected the outcome of this study.  Overall, students in all three experiments made increases in rate that are comparative to gains reported in the precision teaching literature.  As such while this research does not add support for all the methods used in precision teaching, as described in the literature, it does suggest that the use of rate building results in the achievement of faster rates.

text: An Examination of the Effectiveness of Precision Teaching This research examined the effect of adding precision teaching to an already used method of times table practice, compared practice with and without precision teaching, and finally compared precision teaching to rate building.  In the first experiment there was no significant difference in students' rates, endurance, stability, application or adduction of answering times table equations, depending on whether or not they had received precision teaching.  Due to some confounding variables in the first experiment, a second experiment was performed where these variables where better controlled.  The results from the second experiment also showed no significant difference in students' rates of answering time's table equations, or their retention of these rates, between students who had received precision teaching and those who had not.  Again due to some confounding variables preventing a good comparison of practice with and without precision teaching, a further experiment was conducted.  As the third experiment was conducted in the same setting as the second, precision teaching was compared to rate building instead of practice with no precision teaching.  The results of this study suggest that rate building results in significantly larger increases in rates of answering times table equations than precision teaching.  While there was a significant difference between the two groups' increases in rate, there were some confounding variables that may have affected the outcome of this study.  Overall, students in all three experiments made increases in rate that are comparative to gains reported in the precision teaching literature.  As such while this research does not add support for all the methods used in precision teaching, as described in the literature, it does suggest that the use of rate building results in the achievement of faster rates.

year: 2009