title: Review: Radical reforms: perspectives on an era of educational change

authors: Thrupp, Martin

subjects: education

abstract: Book review of Radical reforms: perspectives on an era of educational change.

text: Review: Radical reforms: perspectives on an era of educational change Book review of Radical reforms: perspectives on an era of educational change.

year: 2009

title: The effects of pre-reading periods of various lengths in a beginners’ French course

authors: Collett, Michael John

abstract: An investigation was carried out within the framework of the University of Waikato Team Teaching Unit into the effects upon achievement of five different timing sequences in the introduction of reading and writing in a beginners’ French course. 

A review of previous research indicated that, in general, a pre-reading period had been of benefit in listening and speaking, but that a benefit to reading and writing which had been predicted by some advocates of the pre-reading period did not materialise.

Ten classes in five intermediate schools in Hamilton took part in the experiment, each of the five treatments being applied to two classes located in different schools. The treatments varied from an immediate introduction of reading and writing to a 20-week delay in both.

The scores obtained in a modern language aptitude test showed no significant pre-treatment differences between the five groups, but the margin was slight, and scores obtained on this test were used as a covariate in subsequent analyses. Beta coefficients were calculated with a view to weighting the part scores of the aptitude test so as to maximise its predictive power, but the multiple correlation coefficient obtained did not differ significantly from that derived from the raw scores, which were therefore retained.

All other tests used - achievement tests in four language skills, delayed achievement tests in three, and an attitude questionnaire - were constructed for the purpose. Ideas were available from various sources, but batteries of tests appropriate to a very elementary level were not located and some of the techniques used, particularly in the administration of the speaking test, were exploratory. All test materials were pre-tested at least once, and selection was based on an item analysis. Subsequent checks on item quality and test reliability indicated that, apart from minor details, the tests were satisfactory. 

Tests in listening, reading and writing were taken at the end of the experimental year by 363 pupils, in approximately equal groups for each of the five treatments. The speaking test was also taken by 176 pupils. Analysis of covariance for each test revealed significant differences in the listening, reading and writing test scores, but not in those of the speaking test. The levels of significance varied from test to test, but inspection of scores indicated that in every test the third treatment, consisting of a ten-week delay in the introduction of both reading and writing, yielded the highest adjusted means, while those of the first and fifth treatments were the lowest. 

A follow-up test given to 99 pupils a year later revealed only one residual inter-treatment difference, between the reading scores of the first and fifth groups combined, and those of the other three groups combined. 

These findings resemble those of some earlier research in that a pre-reading period was found to benefit achievement in listening skills. They differ from these earlier findings in two ways: the speaking skill was not shown to be significantly improved by a pre-reading period, while reading and writing were improved, suggesting that some transfer of learning from oral to graphic skills may have occurred.

text: The effects of pre-reading periods of various lengths in a beginners’ French course An investigation was carried out within the framework of the University of Waikato Team Teaching Unit into the effects upon achievement of five different timing sequences in the introduction of reading and writing in a beginners’ French course. 

A review of previous research indicated that, in general, a pre-reading period had been of benefit in listening and speaking, but that a benefit to reading and writing which had been predicted by some advocates of the pre-reading period did not materialise.

Ten classes in five intermediate schools in Hamilton took part in the experiment, each of the five treatments being applied to two classes located in different schools. The treatments varied from an immediate introduction of reading and writing to a 20-week delay in both.

The scores obtained in a modern language aptitude test showed no significant pre-treatment differences between the five groups, but the margin was slight, and scores obtained on this test were used as a covariate in subsequent analyses. Beta coefficients were calculated with a view to weighting the part scores of the aptitude test so as to maximise its predictive power, but the multiple correlation coefficient obtained did not differ significantly from that derived from the raw scores, which were therefore retained.

All other tests used - achievement tests in four language skills, delayed achievement tests in three, and an attitude questionnaire - were constructed for the purpose. Ideas were available from various sources, but batteries of tests appropriate to a very elementary level were not located and some of the techniques used, particularly in the administration of the speaking test, were exploratory. All test materials were pre-tested at least once, and selection was based on an item analysis. Subsequent checks on item quality and test reliability indicated that, apart from minor details, the tests were satisfactory. 

Tests in listening, reading and writing were taken at the end of the experimental year by 363 pupils, in approximately equal groups for each of the five treatments. The speaking test was also taken by 176 pupils. Analysis of covariance for each test revealed significant differences in the listening, reading and writing test scores, but not in those of the speaking test. The levels of significance varied from test to test, but inspection of scores indicated that in every test the third treatment, consisting of a ten-week delay in the introduction of both reading and writing, yielded the highest adjusted means, while those of the first and fifth treatments were the lowest. 

A follow-up test given to 99 pupils a year later revealed only one residual inter-treatment difference, between the reading scores of the first and fifth groups combined, and those of the other three groups combined. 

These findings resemble those of some earlier research in that a pre-reading period was found to benefit achievement in listening skills. They differ from these earlier findings in two ways: the speaking skill was not shown to be significantly improved by a pre-reading period, while reading and writing were improved, suggesting that some transfer of learning from oral to graphic skills may have occurred.

year: 1976

title: Caught in the cross-fire: the realities of being Māori at a bicultural law school

authors: Papuni-Ball, Makere

abstract: This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

text: Caught in the cross-fire: the realities of being Māori at a bicultural law school This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

year: 1996