title: Exemplary teachers' approaches to supporting vocabulary development during shared reading

authors: Oliver, John-Paul

subjects: shared reading

abstract: An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

text: Exemplary teachers' approaches to supporting vocabulary development during shared reading An analysis of recent PIRLS (Progress in International Reading Literacy Study) data has shown that a group of New Zealand children are struggling to learn to read well. Vocabulary knowledge supports reading in a number of ways and research shows that reading to children and discussing texts with them helps support the development of vocabulary knowledge. This study sought to examine how four exemplary teachers of junior classes in two primary schools went about supporting the vocabulary development of their students during shared reading. The teachers completed a questionnaire and were then observed undertaking 30 shared reading lessons. They were then interviewed about their perceptions regarding vocabulary support during shared reading. Results showed that on average these teachers committed over 20% of their shared reading sessions to vocabulary development during shared reading, although there was some variation between teachers. These teachers supported their students learning of word meanings via a balanced range of avenues for acquiring vocabulary and used a rich and varied range of instructional methods to convey and secure vocabulary knowledge during shared reading. The teachers indicated that they believed that shared reading was an important context for providing support for vocabulary and that providing support for vocabulary in a balanced range of ways was important. Results are discussed in relation to recent literature pertaining to vocabulary acquisition and supporting the vocabulary development of children while reading to them.

year: 2014

title: Experimental designs for environmental valuation with choice-experiments: A Monte Carlo investigation

authors: Ferrini, Silvia

subjects: logit experimental design

abstract: We review the practice of experimental design in the environmental economics literature concerned with choice experiments. We then contrast this with advances in the field of experimental design and present a comparison of statistical efficiency across four different experimental designs evaluated by Monte Carlo experiments. Two different situations are envisaged. First, a correct a priori knowledge of the multinomial logit specification used to derive the design and then an incorrect one. The data generating process is based on estimates from data of a real choice experiment with which preference for rural landscape attributes were studied. Results indicate the D-optimal designs are promising, especially those based on Bayesian algorithms with informative prior. However, if good a priori information is lacking, and if there is strong uncertainty about the real data generating process - conditions which are quite common in environmental valuation - then practitioners might be better off with conventional fractional designs from linear models. Under misspecification, a design of this type produces less biased estimates than its competitors.

text: Experimental designs for environmental valuation with choice-experiments: A Monte Carlo investigation We review the practice of experimental design in the environmental economics literature concerned with choice experiments. We then contrast this with advances in the field of experimental design and present a comparison of statistical efficiency across four different experimental designs evaluated by Monte Carlo experiments. Two different situations are envisaged. First, a correct a priori knowledge of the multinomial logit specification used to derive the design and then an incorrect one. The data generating process is based on estimates from data of a real choice experiment with which preference for rural landscape attributes were studied. Results indicate the D-optimal designs are promising, especially those based on Bayesian algorithms with informative prior. However, if good a priori information is lacking, and if there is strong uncertainty about the real data generating process - conditions which are quite common in environmental valuation - then practitioners might be better off with conventional fractional designs from linear models. Under misspecification, a design of this type produces less biased estimates than its competitors.

year: 2005-12

title: A brief history of Whakapapa: Māori approaches to genealogy

authors: Mahuika, Nepia

subjects: whakapapa

abstract: Whakapapa is the Māori term for genealogy. It has been described by some as the skeletal structure of Maori epistemology because all things have their own genealogies. In research, whakapapa has been presented in tribal histories, Maori Land Court records, and consistently as a framework for matauranga Māori (Māori knowledge) and Māori research methodologies. This essay offers a brief overview of the ways in which whakapapa has been understood and negotiated in research particularly after the arrival of Europeans. Some early ethnographers, for instance, applied their own genealogical methods of dating to whakapapa, which influenced various Māori approaches from the twentieth century. With the advent of literacy and print, Māori experimented with new ways to record genealogy, and yet the underlying oral, ethical, and cultural practices that are crucial to whakapapa have remained integral to how it still lives and operates in Maori communities today.

text: A brief history of Whakapapa: Māori approaches to genealogy Whakapapa is the Māori term for genealogy. It has been described by some as the skeletal structure of Maori epistemology because all things have their own genealogies. In research, whakapapa has been presented in tribal histories, Maori Land Court records, and consistently as a framework for matauranga Māori (Māori knowledge) and Māori research methodologies. This essay offers a brief overview of the ways in which whakapapa has been understood and negotiated in research particularly after the arrival of Europeans. Some early ethnographers, for instance, applied their own genealogical methods of dating to whakapapa, which influenced various Māori approaches from the twentieth century. With the advent of literacy and print, Māori experimented with new ways to record genealogy, and yet the underlying oral, ethical, and cultural practices that are crucial to whakapapa have remained integral to how it still lives and operates in Maori communities today.

year: 2019