title: The effects of pre-reading periods of various lengths in a beginners’ French course

authors: Collett, Michael John

abstract: An investigation was carried out within the framework of the University of Waikato Team Teaching Unit into the effects upon achievement of five different timing sequences in the introduction of reading and writing in a beginners’ French course. 

A review of previous research indicated that, in general, a pre-reading period had been of benefit in listening and speaking, but that a benefit to reading and writing which had been predicted by some advocates of the pre-reading period did not materialise.

Ten classes in five intermediate schools in Hamilton took part in the experiment, each of the five treatments being applied to two classes located in different schools. The treatments varied from an immediate introduction of reading and writing to a 20-week delay in both.

The scores obtained in a modern language aptitude test showed no significant pre-treatment differences between the five groups, but the margin was slight, and scores obtained on this test were used as a covariate in subsequent analyses. Beta coefficients were calculated with a view to weighting the part scores of the aptitude test so as to maximise its predictive power, but the multiple correlation coefficient obtained did not differ significantly from that derived from the raw scores, which were therefore retained.

All other tests used - achievement tests in four language skills, delayed achievement tests in three, and an attitude questionnaire - were constructed for the purpose. Ideas were available from various sources, but batteries of tests appropriate to a very elementary level were not located and some of the techniques used, particularly in the administration of the speaking test, were exploratory. All test materials were pre-tested at least once, and selection was based on an item analysis. Subsequent checks on item quality and test reliability indicated that, apart from minor details, the tests were satisfactory. 

Tests in listening, reading and writing were taken at the end of the experimental year by 363 pupils, in approximately equal groups for each of the five treatments. The speaking test was also taken by 176 pupils. Analysis of covariance for each test revealed significant differences in the listening, reading and writing test scores, but not in those of the speaking test. The levels of significance varied from test to test, but inspection of scores indicated that in every test the third treatment, consisting of a ten-week delay in the introduction of both reading and writing, yielded the highest adjusted means, while those of the first and fifth treatments were the lowest. 

A follow-up test given to 99 pupils a year later revealed only one residual inter-treatment difference, between the reading scores of the first and fifth groups combined, and those of the other three groups combined. 

These findings resemble those of some earlier research in that a pre-reading period was found to benefit achievement in listening skills. They differ from these earlier findings in two ways: the speaking skill was not shown to be significantly improved by a pre-reading period, while reading and writing were improved, suggesting that some transfer of learning from oral to graphic skills may have occurred.

text: The effects of pre-reading periods of various lengths in a beginners’ French course An investigation was carried out within the framework of the University of Waikato Team Teaching Unit into the effects upon achievement of five different timing sequences in the introduction of reading and writing in a beginners’ French course. 

A review of previous research indicated that, in general, a pre-reading period had been of benefit in listening and speaking, but that a benefit to reading and writing which had been predicted by some advocates of the pre-reading period did not materialise.

Ten classes in five intermediate schools in Hamilton took part in the experiment, each of the five treatments being applied to two classes located in different schools. The treatments varied from an immediate introduction of reading and writing to a 20-week delay in both.

The scores obtained in a modern language aptitude test showed no significant pre-treatment differences between the five groups, but the margin was slight, and scores obtained on this test were used as a covariate in subsequent analyses. Beta coefficients were calculated with a view to weighting the part scores of the aptitude test so as to maximise its predictive power, but the multiple correlation coefficient obtained did not differ significantly from that derived from the raw scores, which were therefore retained.

All other tests used - achievement tests in four language skills, delayed achievement tests in three, and an attitude questionnaire - were constructed for the purpose. Ideas were available from various sources, but batteries of tests appropriate to a very elementary level were not located and some of the techniques used, particularly in the administration of the speaking test, were exploratory. All test materials were pre-tested at least once, and selection was based on an item analysis. Subsequent checks on item quality and test reliability indicated that, apart from minor details, the tests were satisfactory. 

Tests in listening, reading and writing were taken at the end of the experimental year by 363 pupils, in approximately equal groups for each of the five treatments. The speaking test was also taken by 176 pupils. Analysis of covariance for each test revealed significant differences in the listening, reading and writing test scores, but not in those of the speaking test. The levels of significance varied from test to test, but inspection of scores indicated that in every test the third treatment, consisting of a ten-week delay in the introduction of both reading and writing, yielded the highest adjusted means, while those of the first and fifth treatments were the lowest. 

A follow-up test given to 99 pupils a year later revealed only one residual inter-treatment difference, between the reading scores of the first and fifth groups combined, and those of the other three groups combined. 

These findings resemble those of some earlier research in that a pre-reading period was found to benefit achievement in listening skills. They differ from these earlier findings in two ways: the speaking skill was not shown to be significantly improved by a pre-reading period, while reading and writing were improved, suggesting that some transfer of learning from oral to graphic skills may have occurred.

year: 1976

title: An exploration of community colleges within Malaysian higher education: Goals, achievements and challenges

authors: A V Muthiah, M Nachiamal

subjects: higher education

abstract: The aim of this study was to explore and construct an in-depth understanding of the work of community colleges as new higher education institutions in the Malaysian context. Attention has been focussed on their goals, achievements and challenges within higher education. Beginning in the new millennium, community colleges started to appear in most higher education systems in Southeast Asia, including Malaysia, following a recommendation of UNESCO and the World Bank. These colleges were established worldwide, strongly in the USA, primarily as short-cycle and two-year institutions for certificate/diploma qualifications and/or as pathways to further education. Community colleges often have been described as the people’s colleges, rural colleges, or an alternative institution, suggesting an educational service for non-regular groups of learners in higher education. Nevertheless, an embedded quality of community colleges is adherence to lifelong learning principles, especially in their new settings in Southeast Asia. 
This qualitative inquiry used a multiple case study approach to examine four community colleges from four different locations in Malaysia. Empirical data were gathered from three levels of these institutions (directors, teachers, and students) via semi-structured interviews, focus group discussion and individually administered questionnaire at each site. Using thematic analysis of data, the researcher discussed the findings grouped under a lifelong learning framework to gain a multi-faceted understanding of community colleges’ provision and functions in Malaysian higher education. 
The conceptual framework that significantly shaped this constructive-interpretive study included discussion of global market developments (human capital, globalisation and neoliberalism, a knowledge economy, and lifelong learning), and of key lifelong learning domains (economic imperatives, social inclusion, active citizenship, and personal fulfilment). 
Findings from this study suggest that goals, achievements and challenges of the community colleges are best understood in terms of serving disadvantaged sub-populations in Malaysian society. Disadvantaged populations constitute “left-out” groups who have been affected adversely by rapid changes in Malaysia’s adoption of global market principles. In turn, these global tendencies have impacted upon policies and practices of Malaysian higher education. Within an uncertain knowledge economy, community colleges highlight a commitment to specific local (mainly rural) communities and especially deprived groups within those communities. Lifelong learning has been shaping the functions and practices of community colleges.
Findings identify that lifelong learning domains and vocational provision are the main components to frame goals, achievements and challenges of the community colleges. Formal credentialed education and non-formal non-credit education provide a wide range of courses to diverse groups of local communities. Curricula include entrepreneurial components to build key traits in students in terms of creativity and practical skills as a way forward to developing successful entrepreneurs for local communities. Community colleges work in both on-campus and off-campus contexts to enable the colleges to meet their goals as the Malaysian government envisaged. A feature of the achievements of community colleges through their flexibility is fostering of social inclusion and active citizenship for participants. In empowering disadvantaged adults with knowledge and skills, teachers are pressurised to diversify their expertise and to engage actively with local communities through service learning. Challenges faced by these community colleges include a gap between central administration’s imperatives and diverse local learning needs, the stigmatisation as lower level institutions, constant recruitment expectations, and on-going requirements for teacher professional development. 
The study led to the understandings that global principles have exerted their influence on local values, and introduced lifelong learning as an answer at least in part to help economically and socially deprived members of society to face work and life challenges. The community colleges appeared as a special set of higher education institutions to serve a distinctive student demographic who may not be a high priority for other higher education institutions. The community-orientated mission appropriately has been adopted in their programmes together with suitable pedagogy to foster inclusive education to respond to the needs of diversified learners from local communities. This study makes an original contribution to the knowledge of community colleges within Malaysian higher education in the context of lifelong learning.

text: An exploration of community colleges within Malaysian higher education: Goals, achievements and challenges The aim of this study was to explore and construct an in-depth understanding of the work of community colleges as new higher education institutions in the Malaysian context. Attention has been focussed on their goals, achievements and challenges within higher education. Beginning in the new millennium, community colleges started to appear in most higher education systems in Southeast Asia, including Malaysia, following a recommendation of UNESCO and the World Bank. These colleges were established worldwide, strongly in the USA, primarily as short-cycle and two-year institutions for certificate/diploma qualifications and/or as pathways to further education. Community colleges often have been described as the people’s colleges, rural colleges, or an alternative institution, suggesting an educational service for non-regular groups of learners in higher education. Nevertheless, an embedded quality of community colleges is adherence to lifelong learning principles, especially in their new settings in Southeast Asia. 
This qualitative inquiry used a multiple case study approach to examine four community colleges from four different locations in Malaysia. Empirical data were gathered from three levels of these institutions (directors, teachers, and students) via semi-structured interviews, focus group discussion and individually administered questionnaire at each site. Using thematic analysis of data, the researcher discussed the findings grouped under a lifelong learning framework to gain a multi-faceted understanding of community colleges’ provision and functions in Malaysian higher education. 
The conceptual framework that significantly shaped this constructive-interpretive study included discussion of global market developments (human capital, globalisation and neoliberalism, a knowledge economy, and lifelong learning), and of key lifelong learning domains (economic imperatives, social inclusion, active citizenship, and personal fulfilment). 
Findings from this study suggest that goals, achievements and challenges of the community colleges are best understood in terms of serving disadvantaged sub-populations in Malaysian society. Disadvantaged populations constitute “left-out” groups who have been affected adversely by rapid changes in Malaysia’s adoption of global market principles. In turn, these global tendencies have impacted upon policies and practices of Malaysian higher education. Within an uncertain knowledge economy, community colleges highlight a commitment to specific local (mainly rural) communities and especially deprived groups within those communities. Lifelong learning has been shaping the functions and practices of community colleges.
Findings identify that lifelong learning domains and vocational provision are the main components to frame goals, achievements and challenges of the community colleges. Formal credentialed education and non-formal non-credit education provide a wide range of courses to diverse groups of local communities. Curricula include entrepreneurial components to build key traits in students in terms of creativity and practical skills as a way forward to developing successful entrepreneurs for local communities. Community colleges work in both on-campus and off-campus contexts to enable the colleges to meet their goals as the Malaysian government envisaged. A feature of the achievements of community colleges through their flexibility is fostering of social inclusion and active citizenship for participants. In empowering disadvantaged adults with knowledge and skills, teachers are pressurised to diversify their expertise and to engage actively with local communities through service learning. Challenges faced by these community colleges include a gap between central administration’s imperatives and diverse local learning needs, the stigmatisation as lower level institutions, constant recruitment expectations, and on-going requirements for teacher professional development. 
The study led to the understandings that global principles have exerted their influence on local values, and introduced lifelong learning as an answer at least in part to help economically and socially deprived members of society to face work and life challenges. The community colleges appeared as a special set of higher education institutions to serve a distinctive student demographic who may not be a high priority for other higher education institutions. The community-orientated mission appropriately has been adopted in their programmes together with suitable pedagogy to foster inclusive education to respond to the needs of diversified learners from local communities. This study makes an original contribution to the knowledge of community colleges within Malaysian higher education in the context of lifelong learning.

year: 2018

title: Māori & Psychology Research Unit Annual Report 2012

authors: Waitoki, Waikaremoana

abstract: Annual report of the Māori and Psychology Research Unit (MPRU) 2012. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

text: Māori & Psychology Research Unit Annual Report 2012 Annual report of the Māori and Psychology Research Unit (MPRU) 2012. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community.

year: 2012