title: Dr Willem De Lange - Update Report for Mediation

authors: de Lange, Willem P.

abstract: 1 The Te Puru Group, involving 5 properties at the southern end of the Te Puru fan-delta, agreed to engage in ‘without prejudice’ discussions with Council. 
2 I have previously prepared evidence for the Te Puru Group relating to the nature of the coastal hazards affecting their properties and the location of the CEL. A key finding was that the Te Puru fan-delta (an alluvial fan that is prograding into a water body) is an accretionary landform that is continuing to accrete, primarily in response to episodic events (debris flows). In my opinion, accretion is likely to continue in the future. 
3 The Te Puru Group have provided me with a letter to the TCDC, dated 15 September 2016 and marked Without Predjudice, which is attached as Appendix A. I have read this letter, which outlines a number of suggestions to allow specified activities seaward of the CEL by affected landowners. 
4 Subsequent to the hearing, additional data have become available on the evolution of the fan-deltas of the Western Coromandel, including Te Puru. This document summarises the additional data and discusses the implications for the potential shoreline changes at the southern end of Te Puru fan-delta pertinent to the suggestions made in the letter.

text: Dr Willem De Lange - Update Report for Mediation 1 The Te Puru Group, involving 5 properties at the southern end of the Te Puru fan-delta, agreed to engage in ‘without prejudice’ discussions with Council. 
2 I have previously prepared evidence for the Te Puru Group relating to the nature of the coastal hazards affecting their properties and the location of the CEL. A key finding was that the Te Puru fan-delta (an alluvial fan that is prograding into a water body) is an accretionary landform that is continuing to accrete, primarily in response to episodic events (debris flows). In my opinion, accretion is likely to continue in the future. 
3 The Te Puru Group have provided me with a letter to the TCDC, dated 15 September 2016 and marked Without Predjudice, which is attached as Appendix A. I have read this letter, which outlines a number of suggestions to allow specified activities seaward of the CEL by affected landowners. 
4 Subsequent to the hearing, additional data have become available on the evolution of the fan-deltas of the Western Coromandel, including Te Puru. This document summarises the additional data and discusses the implications for the potential shoreline changes at the southern end of Te Puru fan-delta pertinent to the suggestions made in the letter.

year: 2017

title: Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read

authors: Clark, Linda Kaye

subjects: phonemic awareness

abstract: The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it.  International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a).  Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005).  Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001).  Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.  

     An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness.  Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding.  Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics.  Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity.  There were also discrepancies between the participants’ perceived knowledge and their actual knowledge.  Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were.  Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms.  The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers.

text: Primary school teachers' knowledge of phonemic awareness and its importance as a factor in learning to read The purpose of this research was to gain an understanding of the knowledge that teachers in New Zealand primary school classrooms have in regard to phonemic awareness, their understanding of its importance as a factor in learning to read, and the methods they use to assess and teach it.  International assessments continue to highlight an unacceptably large gap in reading achievement between good and poor readers in New Zealand primary schools (Mullis, Martin, Foy, & Drucker, 2012; Tunmer, Chapman, Greaney, Prochnow, & Arrow, 2013a).  Up to 20% of children in New Zealand primary school classrooms are struggling to learn to read (Education and Science Committee, 2001, 2008; Education Review Office, 2005).  Research shows that explicit instruction in phonemic awareness will help children struggling with reading to learn to read (Ehri et al., 2001; Hatcher, Hulme, & Snowling, 2004; Nicholson, 2003; Pressley, 2006; Ryder, Tunmer, & Greaney, 2008; Strattman & Hodson, 2005; Torgesen et al., 2001).  Teachers’ knowledge of phonemic awareness becomes important in the context of providing this explicit instruction.  

     An online survey was used to assess 68 in-service teachers’ knowledge of phonemic awareness.  Four semi-structured interviews were also conducted which allowed the survey findings to be investigated further in four local contexts to add depth to the researcher’s understanding.  Results revealed that participants struggled to define phonemic awareness, and did not understand the differences between phonemic awareness, phonological awareness, and phonics.  Participants found some tasks more difficult than others, in particular phoneme counting and phoneme identity.  There were also discrepancies between the participants’ perceived knowledge and their actual knowledge.  Participants tended to overestimate their actual knowledge, perceiving themselves as more knowledgeable with regard to phonemic awareness than they actually were.  Phonemic awareness did not appear to be regularly assessed nor explicitly taught in most of the participants’ classrooms.  The findings suggest that the teachers who participated in this study did not typically have the knowledge of phonemic awareness needed to be able to provide the explicit instruction in phonemic awareness children struggling to learn to read need in order to become successful readers.

year: 2015

title: One hundred years of Sylvia Ashton-Warner: An introduction.

authors: Middleton, Sue

subjects: Sylvia Ashton-Warner

abstract: A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

text: One hundred years of Sylvia Ashton-Warner: An introduction. A biography of Sylvia Ashton-Warner is presented. She was born on 17 December 1908 in New Zealand. She studied at the Auckland Teachers' Training College and taught in several native schools including Horoera Native School and Pipiriki Native School. Later she started writing, starting with "Teacher," a book about teaching schemes and followed by "Incense to Idols," "Bell Call," and "Greenstone." Also, her travels to various places are mentioned.

year: 2008