title: The Comprehension of Expository Science Texts Among Year 6 Students

authors: de Jonge, Sharyn Leanne

abstract: This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

text: The Comprehension of Expository Science Texts Among Year 6 Students This study examined the influence of instruction in text feature knowledge and metacognitive strategies on the comprehension of expository text among Year 6 students. Over a period of 8 weeks, twelve Year 6 students read a series of 10 expository science texts with diagrams. An Intervention Group comprised of six students received instructional lessons that emphasised recognition of text features, integration of information across text features and identifying a navigational pathway. A Control Group, of a further six students, read the same material however, they did not receive instruction relating to metacognitive strategies and text features. Comprehension of each text was measured by multiple choice questions, pre and post knowledge assessment, and written response. Metacognitive awareness was measured pre and post intervention using a modified Metacognitive Strategy Index (MSI) (Schmitt, 1990). The study took a mixed methods approach. Qualitative data was analysed by thematic analysis. Quantitative data presents descriptive statistics that indicate differences between and within Intervention and Control Groups. Findings indicate that students benefit from explicit instruction in metacognitive strategies and text feature knowledge.

year: 2012

title: Voice over distance: a case of podcasting for learning in online teacher education

authors: Forbes, Dianne Leslie

subjects: Social Sciences

abstract: This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.

text: Voice over distance: a case of podcasting for learning in online teacher education This paper reports on a case study of an online pre-service teacher education course in a New Zealand university aimed at exploring the potential of student-generated podcasts as a form of interactive formative assessment at a distance. The study was part of a wider two-year funded project with the overall goal of documenting, developing, and disseminating effective and innovative e-learning practice. Findings from lecturer and tutor interviews, student focus group (FG) discussion, and course evaluations indicate that the podcasting task provided opportunities for the course lecturer, tutors, and students to learn and share ideas with one another. The experience empowered students to develop the skills and confidence to initiate more independent inquiry into technologies to support their pedagogical purposes. The study contributes to a better understanding of the skills, dispositions, and knowledge needed to prepare teacher candidates for teaching-learning contexts where information and communication technologies are increasingly pivotal.

year: 2015-09-02

title: The first accurate and precise calendar dating of New Zealand Māori Pā, using Otāhau Pā as a case study.

authors: Hogg, Alan G.

subjects: Māori pā

abstract: This research investigates the potential of radiocarbon wiggle-match dating of palisade posts to provide precise and accurate calendar ages for Māori pā (forts), using Otāhau Pā in the inland Waikato region, New Zealand, as a case study. Even though pā are a dominant element of the pre-European North Island archaeological landscape, they are poorly understood archaeologically, with systematic investigations hampered by the relative lack of precision in radiocarbon dating within the context of New Zealand’s comparatively short prehistory. Using the Southern Hemisphere calibration curve SHCal13, we determine wiggle-match calibrated ages for three palisade posts, using different sampling resolutions to determine the cost- effectiveness of the method. We also test the accuracy of the wiggle-match by obtaining new Southern Hemisphere calibration data from known calendar-age kauri.

text: The first accurate and precise calendar dating of New Zealand Māori Pā, using Otāhau Pā as a case study. This research investigates the potential of radiocarbon wiggle-match dating of palisade posts to provide precise and accurate calendar ages for Māori pā (forts), using Otāhau Pā in the inland Waikato region, New Zealand, as a case study. Even though pā are a dominant element of the pre-European North Island archaeological landscape, they are poorly understood archaeologically, with systematic investigations hampered by the relative lack of precision in radiocarbon dating within the context of New Zealand’s comparatively short prehistory. Using the Southern Hemisphere calibration curve SHCal13, we determine wiggle-match calibrated ages for three palisade posts, using different sampling resolutions to determine the cost- effectiveness of the method. We also test the accuracy of the wiggle-match by obtaining new Southern Hemisphere calibration data from known calendar-age kauri.

year: 2017