title: Improving compliance and on-task behaviour with a self-management intervention within a mainstream school.

authors: Higgs, Alice

subjects: compliance

abstract: Compliant behaviour is a key skill related to the social and academic success of children. Extending the research conducted by Lee (2016), the goal of this study was to evaluate the effectiveness of a technology-based self-management intervention on the compliant behaviour of two typically developing 10-year-old boys. Students each used an iPod Touch (6th generation) with iOS 12.2 and an inbuilt message notification system to receive visual prompts from the researcher, prompting them to record their behaviour on an application. The application 'StickerPop! Sticker Charts' was used by each of the participants to self-record their compliant behaviour. The effect of the intervention was assessed within a multiple baseline across participants design, incorporating a reversal design. Results indicate that the intervention was highly effective in increasing compliant behaviour for both participants. Concomitant improvements in on-task behaviour were also observed for one participant. These results were maintained during a two-week follow-up. The intervention was judged highly acceptable by the participants and their teacher. Overall, the intervention was effective within a classroom environment over a relatively short amount of time, benefiting the teacher and students. Strengths, limitations, and the theoretical implication of this study are discussed. Future research is suggested.

text: Improving compliance and on-task behaviour with a self-management intervention within a mainstream school. Compliant behaviour is a key skill related to the social and academic success of children. Extending the research conducted by Lee (2016), the goal of this study was to evaluate the effectiveness of a technology-based self-management intervention on the compliant behaviour of two typically developing 10-year-old boys. Students each used an iPod Touch (6th generation) with iOS 12.2 and an inbuilt message notification system to receive visual prompts from the researcher, prompting them to record their behaviour on an application. The application 'StickerPop! Sticker Charts' was used by each of the participants to self-record their compliant behaviour. The effect of the intervention was assessed within a multiple baseline across participants design, incorporating a reversal design. Results indicate that the intervention was highly effective in increasing compliant behaviour for both participants. Concomitant improvements in on-task behaviour were also observed for one participant. These results were maintained during a two-week follow-up. The intervention was judged highly acceptable by the participants and their teacher. Overall, the intervention was effective within a classroom environment over a relatively short amount of time, benefiting the teacher and students. Strengths, limitations, and the theoretical implication of this study are discussed. Future research is suggested.

year: 2019

title: Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education.

authors: Bailey, Judy

subjects: New Zealand curriculum

abstract: This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

text: Exploring the front end of New Zealand curriculum in student teacher education: an example from language and mathematics education. This paper reports on two components of a collaborative project conducted by members of the language and literacy education, mathematics education and social studies teaching teams at the Faculty of Education, The University of Waikato. The teams decided to research the implications of the front end of The New Zealand Curriculum document [NZC] (Ministry of Education, 2007). The front end of the document includes key competencies and a statement describing each learning area. The language and literacy team chose to explore student teacher understandings of the English essence statement and the way in which that learning area is structured. The mathematics education team explored student teacher understandings of and implications for the "thinking" key competency for the teaching and learning of mathematics. Data were collected through in-class observations and tasks, and the analysis of aspects of student assessment work. The findings highlighted the value of an explicit focus on a particular facet of the NZC along with the challenges student teachers experience in envisaging how this might play out in practice.

year: 2010

title: ʺThree Strikesʺ sentencing: Another blow for Māori

authors: Rumbles, Wayne

abstract: On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

text: ʺThree Strikesʺ sentencing: Another blow for Māori On June 1, 2010 the Sentencing and Parole Reform Act 2010 amended the Sentencing Act and introduced into New Zealand the so-called “three strikes” sentencing regime. The rationale for introducing this sentencing regime was that it would protect the public, deter offenders, and improve public confidence in the criminal justice system. The stated purpose of the Act is:
• To deny parole to certain repeat offender and to offenders guilty of the worst murders.
• Impose maximum terms of imprisonment on persistent repeat offenders who continue to commit serious violent offences.
This legislative comment will argue that this regime will disproportionately impact on Māori who are already over represented in the criminal justice system at every level. The Department of Corrections has reaffirmed that amplification of Māori within the system is at least in part due to systemic factors that operate at one or more steps of the criminal justice process which make it more likely for Māori to be apprehended, arrested, charged, convicted or imprisoned, with the result that Māori “accumulate” in the system in greater numbers. Given that there is some systematic bias discernable around Māori in the criminal justice system, any habitual offender-sentencing regime will disproportionately impact on Māori, feeding a cycle of increasing Māori incarceration.

year: 2011