title: Principles of effective literacy practice for EAL students in New Zealand classrooms.

authors: Franken, Margaret

subjects: EAL

abstract: The New Zealand Ministry of Education has recently identified the need for teachers to be prepared to meet the needs of English as an additional language (EAL)² students in New Zealand schools more effectively. This paper offers a number of principles to guide policy, practice and teacher development. The paper draws on Alton-Lee's (2003) best evidence synthesis of quality teaching for diverse students, and Franken and McComish's (2003a, 2003b) observations and analysis of provisions for EAL students in New Zealand schools. The principles, grounded in second language and literacy acquisition research, point to the need to provide particular enabling conditions for the literacy development of EAL students if they are to achieve as well as their English-speaking peers.

text: Principles of effective literacy practice for EAL students in New Zealand classrooms. The New Zealand Ministry of Education has recently identified the need for teachers to be prepared to meet the needs of English as an additional language (EAL)² students in New Zealand schools more effectively. This paper offers a number of principles to guide policy, practice and teacher development. The paper draws on Alton-Lee's (2003) best evidence synthesis of quality teaching for diverse students, and Franken and McComish's (2003a, 2003b) observations and analysis of provisions for EAL students in New Zealand schools. The principles, grounded in second language and literacy acquisition research, point to the need to provide particular enabling conditions for the literacy development of EAL students if they are to achieve as well as their English-speaking peers.

year: 2005

title: Developing usability studies via formal models of UIs

authors: Bowen, Judy

subjects: computer science

abstract: Developing usability studies to evaluate software is a task requiring a wide variety of skills. For software developers who are not used to taking a user-centred approach to development it is often easier and more convenient to dismiss the use of user evaluation as too time-consuming or too hard. This is even more likely to be the case for developers who take a formal approach to software development, which is generally not focused on interface or usability concerns. In this paper we present an early investigation into the use of formal models of user interface designs as the basis for designing software evaluation studies. We have undertaken a comparison study to find out whether a useful study can be derived in this way and whether or not further investigation into this is worthwhile, and we present the results here.

text: Developing usability studies via formal models of UIs Developing usability studies to evaluate software is a task requiring a wide variety of skills. For software developers who are not used to taking a user-centred approach to development it is often easier and more convenient to dismiss the use of user evaluation as too time-consuming or too hard. This is even more likely to be the case for developers who take a formal approach to software development, which is generally not focused on interface or usability concerns. In this paper we present an early investigation into the use of formal models of user interface designs as the basis for designing software evaluation studies. We have undertaken a comparison study to find out whether a useful study can be derived in this way and whether or not further investigation into this is worthwhile, and we present the results here.

year: 2010

title: Speaking the unspoken: Racism, sport and Māori

authors: Hippolite, Holly Raima

subjects: New Zealand

abstract: In this paper, we consider the silence that surrounds issues of racism in New Zealand sport. We argue that the intersection of two key ideologies – New Zealand’s purported history of good race relations, and the positive contribution that sport is believed to make to racial equality – contribute to a culture of silence in which it is difficult to talk about, let alone discuss constructively, Māori experiences of racism. Our aim is to put the issue on the agenda through engagement with ten experienced Māori sport participants, coaches and administrators whose experiences demonstrate the existence of, and pain caused by, cultural and institutional racism in New Zealand sport. In this aim, we do not seek to hide behind a veil of neutrality or objectivity. Rather, following a kaupapa Māori research approach, our interest is in bringing to light the voices, frustrations and concerns of Māori sportspeople in order to contribute to a much-needed conversation.

text: Speaking the unspoken: Racism, sport and Māori In this paper, we consider the silence that surrounds issues of racism in New Zealand sport. We argue that the intersection of two key ideologies – New Zealand’s purported history of good race relations, and the positive contribution that sport is believed to make to racial equality – contribute to a culture of silence in which it is difficult to talk about, let alone discuss constructively, Māori experiences of racism. Our aim is to put the issue on the agenda through engagement with ten experienced Māori sport participants, coaches and administrators whose experiences demonstrate the existence of, and pain caused by, cultural and institutional racism in New Zealand sport. In this aim, we do not seek to hide behind a veil of neutrality or objectivity. Rather, following a kaupapa Māori research approach, our interest is in bringing to light the voices, frustrations and concerns of Māori sportspeople in order to contribute to a much-needed conversation.

year: 2010