title: Joint parental school choice: Exploring the influence of individual preferences of husbands and wives

authors: Mariel, Petr

abstract: The objective of this paper is to study school choice as a deliberate joint parental decision. This decision is affected by the underlying preferences of the husband and wife. We use survey data from a sample of parents in the metropolitan area of Bilbao (Spain) to estimate a bargaining discrete choice model. The collected data set contains hypothetical school choices gathered in the form of a typical discrete choice experiment (stated preferences) and the actual school choice (revealed preferences). Stated preference data are obtained separately for husbands and wives, but the revealed preference choice is taken jointly. Our findings show, firstly, that the husband's and wife's stated preferences regarding school choice do not differ markedly. Secondly, the results obtained for the revealed preferences deviate from the stated preferences for some school characteristics. Finally, we find that neither the husband's nor the wife's preferences prevail in the actual joint school choice decision.

text: Joint parental school choice: Exploring the influence of individual preferences of husbands and wives The objective of this paper is to study school choice as a deliberate joint parental decision. This decision is affected by the underlying preferences of the husband and wife. We use survey data from a sample of parents in the metropolitan area of Bilbao (Spain) to estimate a bargaining discrete choice model. The collected data set contains hypothetical school choices gathered in the form of a typical discrete choice experiment (stated preferences) and the actual school choice (revealed preferences). Stated preference data are obtained separately for husbands and wives, but the revealed preference choice is taken jointly. Our findings show, firstly, that the husband's and wife's stated preferences regarding school choice do not differ markedly. Secondly, the results obtained for the revealed preferences deviate from the stated preferences for some school characteristics. Finally, we find that neither the husband's nor the wife's preferences prevail in the actual joint school choice decision.

year: 2018

title: Where the wild things are: Examining the intersection between the RMA 1991 and the Wildlife Act 1953

authors: Wallace, Philippa Jane

subjects: New Zealand

abstract: Recent case law has drawn attention to the impact of the Wildlife Act 1953 (WA) and its intersection with the Resource Management Act 1991 (RMA). Some of the decisions have been summarised in previous RMLA publications and it is the intention of this article to examine more closely aspects of those cases. A particular focus is the use of review conditions related to wildlife in resource consents and the role of an Assessment of Environmental Effects (AEE).

text: Where the wild things are: Examining the intersection between the RMA 1991 and the Wildlife Act 1953 Recent case law has drawn attention to the impact of the Wildlife Act 1953 (WA) and its intersection with the Resource Management Act 1991 (RMA). Some of the decisions have been summarised in previous RMLA publications and it is the intention of this article to examine more closely aspects of those cases. A particular focus is the use of review conditions related to wildlife in resource consents and the role of an Assessment of Environmental Effects (AEE).

year: 2009

title: Responding to the message: Responsive written feedback in a Maori to English transition context

authors: Glynn, Ted

subjects: New Zealand

abstract: This paper reports on the writing component of a community and
school Maori to English literacy transition programme implemented in a kura
kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8
students received responsive written feedback for their writing in English,
over a ten-week period, during their weekly independent writing time.
Students’ stories were mailed to a young Maori woman (the third author) in a
provincial city 100 kilometres from the kura . She was not known to any of the
students prior to the study, but she acted as an interested audience, and
responded in writing by focussing on the content or messages in students’
stories. She did not provide any corrective feedback on students’ writing.
The study employed an intra-subject multiple-baseline research design across
four school terms, with the responsive written feedback being introduced
sequentially to each of three student Year groups. Measures were taken of
total words written, adventurous words written, as well as holistic ratings of
audience impact and language quality. Data demonstrate positive gains in
both the quantity and quality of students’ writing, as well as maintenance of
high levels of writing accuracy for all Year groups.

text: Responding to the message: Responsive written feedback in a Maori to English transition context This paper reports on the writing component of a community and
school Maori to English literacy transition programme implemented in a kura
kaupapa Maori (Maori language immersion school. 21 Year 6, 7 and 8
students received responsive written feedback for their writing in English,
over a ten-week period, during their weekly independent writing time.
Students’ stories were mailed to a young Maori woman (the third author) in a
provincial city 100 kilometres from the kura . She was not known to any of the
students prior to the study, but she acted as an interested audience, and
responded in writing by focussing on the content or messages in students’
stories. She did not provide any corrective feedback on students’ writing.
The study employed an intra-subject multiple-baseline research design across
four school terms, with the responsive written feedback being introduced
sequentially to each of three student Year groups. Measures were taken of
total words written, adventurous words written, as well as holistic ratings of
audience impact and language quality. Data demonstrate positive gains in
both the quantity and quality of students’ writing, as well as maintenance of
high levels of writing accuracy for all Year groups.

year: 2005