title: Characteristics of quality teaching for students in New Zealand schools whose first language is not English

authors: Franken, Margaret

subjects: diverse students

abstract: The current paper draws on the findings of two recent research
reports commissioned by the New Zealand Ministry of Education (Alton-Lee,
2003; Franken & McComish, 2003) in order to generate a synthesised
statement of characteristics of quality teaching for students for whom English
is not the first language (referred to from here as NESB students1) in New
Zealand schools. Alton-Lee (2003, see Ministry of Education website,
www.minedu.govt.nz) provides a synthesis of research-based evidence
addressing the nature of quality teaching in schooling for the full range of
diverse students. In this work, diversity encompasses “many characteristics
including ethnicity, socio-economic background, home language, gender,
special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her
synthesis addresses diversity in the student population, she focusses on what is
common to diverse students and thus does not specify particular conditions
that pertain to any one sub-group of diverse students. Franken and
McComish (2003) on the other hand, is a research report into the English
language support for NESB (Non English Speaking Background) students in
New Zealand schools. It includes a literature review of evidence-based
research into second language teaching and learning, particularly classroom
based research. It also reports on observations and analysis of practices in
New Zealand schools, and discusses how these documented practices relate to
the research findings from the literature.

text: Characteristics of quality teaching for students in New Zealand schools whose first language is not English The current paper draws on the findings of two recent research
reports commissioned by the New Zealand Ministry of Education (Alton-Lee,
2003; Franken & McComish, 2003) in order to generate a synthesised
statement of characteristics of quality teaching for students for whom English
is not the first language (referred to from here as NESB students1) in New
Zealand schools. Alton-Lee (2003, see Ministry of Education website,
www.minedu.govt.nz) provides a synthesis of research-based evidence
addressing the nature of quality teaching in schooling for the full range of
diverse students. In this work, diversity encompasses “many characteristics
including ethnicity, socio-economic background, home language, gender,
special needs, disability, and giftedness” (Alton-Lee, 2003, p. v). Because her
synthesis addresses diversity in the student population, she focusses on what is
common to diverse students and thus does not specify particular conditions
that pertain to any one sub-group of diverse students. Franken and
McComish (2003) on the other hand, is a research report into the English
language support for NESB (Non English Speaking Background) students in
New Zealand schools. It includes a literature review of evidence-based
research into second language teaching and learning, particularly classroom
based research. It also reports on observations and analysis of practices in
New Zealand schools, and discusses how these documented practices relate to
the research findings from the literature.

year: 2005

title: Ensembles of balanced nested dichotomies for multi-class problems

authors: Dong, Lin

subjects: Science & Technology

abstract: A system of nested dichotomies is a hierarchical decomposition of a multi-class problem with c classes into c−1 two-class problems and can be represented as a tree structure. Ensembles of randomly generated nested dichotomies have proven to be an effective approach to multi-class learning problems [1]. However, sampling trees by giving each tree equal probability means that the depth of a tree is limited only by the number of classes, and very unbalanced trees can negatively affect runtime.

In this paper, we investigate two approaches to building balanced nested dichotomies—class-balanced nested dichotomies and data-balanced nested dichotomies—and evaluate them in the same ensemble setting. Using C4.5 decision trees as the base models, we show that both approaches can reduce runtime with little or no effect on accuracy, especially on problems with many classes. We also investigate the effect of caching models when building ensembles of nested dichotomies.

text: Ensembles of balanced nested dichotomies for multi-class problems A system of nested dichotomies is a hierarchical decomposition of a multi-class problem with c classes into c−1 two-class problems and can be represented as a tree structure. Ensembles of randomly generated nested dichotomies have proven to be an effective approach to multi-class learning problems [1]. However, sampling trees by giving each tree equal probability means that the depth of a tree is limited only by the number of classes, and very unbalanced trees can negatively affect runtime.

In this paper, we investigate two approaches to building balanced nested dichotomies—class-balanced nested dichotomies and data-balanced nested dichotomies—and evaluate them in the same ensemble setting. Using C4.5 decision trees as the base models, we show that both approaches can reduce runtime with little or no effect on accuracy, especially on problems with many classes. We also investigate the effect of caching models when building ensembles of nested dichotomies.

year: 2005-01-01

title: Maori & Psychology Research Unit annual report 2008

authors: Rua, Mohi

subjects: Maori and Psychology Research Unit

abstract: Annual report of the Maori and Psychology Research Unit (MPRU) 2008. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Maori & Psychology Research Unit annual report 2008 Annual report of the Maori and Psychology Research Unit (MPRU) 2008. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2009-03