title: An Analysis of Precision teaching

authors: Pocock, Trudy Louise

subjects: precision teaching

abstract: This research examined three components of precision teaching; charting, timed practices, and performance aims. In the first study beginner skaters performed two roller skating skills, forward crosses and back scissors, with the aim of increasing fluency in these skills using precision teaching methods.  Skaters were told to perform the skills as fast as they could during 1-min practises, aiming at a set performance aim, or goal. After each timing skaters were told how many repetitions they had performed. One group charted back scissors only and the other forward crosses only. The skaters became faster in both skills and charting did not produce faster rates. The improvement seen may have been a direct result of the performance aims. Therefore the second study, using back crosses, compared a fixed, difficult performance aim (complete 50 per minute) for one group and an easier, flexible performance aim (beat your previous sessions' high score) for a second group. After each timing skaters were told how many back crosses they had performed. Performance rates increased similarly for both groups, thus the different performance aims did not have different effects, contrary to the goal-setting literature. A third study investigated this further. Skaters performed forward crosses and back scissors during a baseline condition, where there were no performance aims or feedback. Increases in performance rates for both skills occurred. In a second condition, a performance aim higher than their number of repetitions in the previous condition was set and feedback was given for one skill only. There was an immediate increase in rate of the targeted skill for 3 of the 4 skaters, suggesting that the goal, when given with feedback, influenced the rate at which the skaters performed the skill. In the fourth study, where the effect of feedback and practice was examined more closely, soccer players dribbled a ball in and out of cones. As expected those who took part in eight to ten sessions that were told to do their best (an easy goal) and not given feedback performed this skill faster than those who completed only two sessions with the same conditions. Unexpectedly, they also performed faster than those set a performance aim of beating their previous highest score (a hard goal) and who were given feedback. Methodological issues that may have been responsible for this latter result were addressed in the fifth study. Skaters completing 10 sessions of forward crosses, with feedback and with a performance aim of completing 60 repetitions in one minute (a hard goal), became faster than skaters completing 10 sessions without feedback who were told to do their best. Skaters told to do their best, who completed only three sessions without feedback, did not get faster. These results support those in the goal-setting literature that, hard goals with feedback have more effect than being told to do your best. Overall these studies show that short, timed practices and hard performance aims, or goals, may be effective components of precision teaching while visual feedback from charting may not. Further, precision teaching methods were effective when applied to sporting skills such as those used by roller skaters and soccer players for building fluency of basic skills.

text: An Analysis of Precision teaching This research examined three components of precision teaching; charting, timed practices, and performance aims. In the first study beginner skaters performed two roller skating skills, forward crosses and back scissors, with the aim of increasing fluency in these skills using precision teaching methods.  Skaters were told to perform the skills as fast as they could during 1-min practises, aiming at a set performance aim, or goal. After each timing skaters were told how many repetitions they had performed. One group charted back scissors only and the other forward crosses only. The skaters became faster in both skills and charting did not produce faster rates. The improvement seen may have been a direct result of the performance aims. Therefore the second study, using back crosses, compared a fixed, difficult performance aim (complete 50 per minute) for one group and an easier, flexible performance aim (beat your previous sessions' high score) for a second group. After each timing skaters were told how many back crosses they had performed. Performance rates increased similarly for both groups, thus the different performance aims did not have different effects, contrary to the goal-setting literature. A third study investigated this further. Skaters performed forward crosses and back scissors during a baseline condition, where there were no performance aims or feedback. Increases in performance rates for both skills occurred. In a second condition, a performance aim higher than their number of repetitions in the previous condition was set and feedback was given for one skill only. There was an immediate increase in rate of the targeted skill for 3 of the 4 skaters, suggesting that the goal, when given with feedback, influenced the rate at which the skaters performed the skill. In the fourth study, where the effect of feedback and practice was examined more closely, soccer players dribbled a ball in and out of cones. As expected those who took part in eight to ten sessions that were told to do their best (an easy goal) and not given feedback performed this skill faster than those who completed only two sessions with the same conditions. Unexpectedly, they also performed faster than those set a performance aim of beating their previous highest score (a hard goal) and who were given feedback. Methodological issues that may have been responsible for this latter result were addressed in the fifth study. Skaters completing 10 sessions of forward crosses, with feedback and with a performance aim of completing 60 repetitions in one minute (a hard goal), became faster than skaters completing 10 sessions without feedback who were told to do their best. Skaters told to do their best, who completed only three sessions without feedback, did not get faster. These results support those in the goal-setting literature that, hard goals with feedback have more effect than being told to do your best. Overall these studies show that short, timed practices and hard performance aims, or goals, may be effective components of precision teaching while visual feedback from charting may not. Further, precision teaching methods were effective when applied to sporting skills such as those used by roller skaters and soccer players for building fluency of basic skills.

year: 2006

title: Negotiating the Spaces: Relational Pedagogy and Power in Drama Teaching

authors: Aitken, Vivienne Jane

subjects: drama teaching

abstract: While there is a growing body of literature on relational pedagogy as a concept, less attention is given to the details of just how relational pedagogy manifests in classroom practice. Similarly, while issues of power, democracy and co-constructed learning feature in contemporary research, the details of how power relationships can be effectively altered between teachers and children warrants closer scrutiny. This paper explores how pedagogy is enhanced when spaces are negotiated between teachers and children in the real and fictional worlds of drama. The findings emerge from a two year collaborative research project between generalist elementary teachers and university researchers. Salient issues of trust, power sharing, and metaxis, which are part of relational pedagogy in the drama classroom, are explored. In particular, the paper discusses how traditional power and knowledge positions are 'disrupted' through the drama strategy of 'teacher-in-role' - a strategy with both political significance and pedagogical force.

text: Negotiating the Spaces: Relational Pedagogy and Power in Drama Teaching While there is a growing body of literature on relational pedagogy as a concept, less attention is given to the details of just how relational pedagogy manifests in classroom practice. Similarly, while issues of power, democracy and co-constructed learning feature in contemporary research, the details of how power relationships can be effectively altered between teachers and children warrants closer scrutiny. This paper explores how pedagogy is enhanced when spaces are negotiated between teachers and children in the real and fictional worlds of drama. The findings emerge from a two year collaborative research project between generalist elementary teachers and university researchers. Salient issues of trust, power sharing, and metaxis, which are part of relational pedagogy in the drama classroom, are explored. In particular, the paper discusses how traditional power and knowledge positions are 'disrupted' through the drama strategy of 'teacher-in-role' - a strategy with both political significance and pedagogical force.

year: 2007

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09