title: Reworking vocational education: policies, practices and concepts [Book review]

authors: Piercy, Gemma Louise

abstract: This article reviews the book: “Reworking vocational education: policies, practices and concepts”, edited by Anja Heikkinen and Katrin Kraus, Bern, Peter Lang, Studies in vocational and continuing education, Vol. 7, 2009, 232 pp

text: Reworking vocational education: policies, practices and concepts [Book review] This article reviews the book: “Reworking vocational education: policies, practices and concepts”, edited by Anja Heikkinen and Katrin Kraus, Bern, Peter Lang, Studies in vocational and continuing education, Vol. 7, 2009, 232 pp

year: 2013

title: Information provision and restriction: The roles of the police, media and public in coverage of the Coral-Ellen Burrows murder inquiry

authors: Hardy, Ann

abstract: Six-year-old Coral-Ellen Burrows disappeared in September 2003 after her stepfather, Stephen Williams, had apparently dropped her off at school, though in fact he had murdered her. After extensive searches, her body was found 10 days later. Williams pleaded guilty to murder and was duly sentenced. The intensive cross-media coverage of the search for Coral-Ellen—of the kind that Innes (1999) commenting on media and police interactions in Britain calls ‘blitz coverage’, made this case the pre-eminent news story of 2003. However, the attenuated nature of the search also exposed some of the tensions inherent in the relationships between those parties interested in the case. We understand these to consist of six entities which have an existence that is both material and conceptual: these are the victim’s family, possible suspects, the local community, the police, the media, and the national public, in this case envisaged in a dual role as wider community and media-audience. All of these stand in relationship to the more abstract yet rigid institution of the law, whose dictates guide the behaviour of the police, and strongly infl uence that of the media. This paper reports on research carried out by analysis of New Zealand This paper reports on research carried out by analysis of New Zealand This paper reports on research carried out by analysis ofHerald, Wairarapa Times-Age and TV One coverage of the case, and by two interviews with journalists investigating the forces that shaped the media coverage.

text: Information provision and restriction: The roles of the police, media and public in coverage of the Coral-Ellen Burrows murder inquiry Six-year-old Coral-Ellen Burrows disappeared in September 2003 after her stepfather, Stephen Williams, had apparently dropped her off at school, though in fact he had murdered her. After extensive searches, her body was found 10 days later. Williams pleaded guilty to murder and was duly sentenced. The intensive cross-media coverage of the search for Coral-Ellen—of the kind that Innes (1999) commenting on media and police interactions in Britain calls ‘blitz coverage’, made this case the pre-eminent news story of 2003. However, the attenuated nature of the search also exposed some of the tensions inherent in the relationships between those parties interested in the case. We understand these to consist of six entities which have an existence that is both material and conceptual: these are the victim’s family, possible suspects, the local community, the police, the media, and the national public, in this case envisaged in a dual role as wider community and media-audience. All of these stand in relationship to the more abstract yet rigid institution of the law, whose dictates guide the behaviour of the police, and strongly infl uence that of the media. This paper reports on research carried out by analysis of New Zealand This paper reports on research carried out by analysis of New Zealand This paper reports on research carried out by analysis ofHerald, Wairarapa Times-Age and TV One coverage of the case, and by two interviews with journalists investigating the forces that shaped the media coverage.

year: 2007

title: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context

authors: Te Arihi, Kylie

subjects: English Reading Skills

abstract: One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

text: The Effects of a Shared Reading Intervention on the English Reading Skills of Year One Students in a Level Two Māori-medium Educational Context One of the biggest challenges confronting literacy education in Aotearoa  New Zealand is accommodating the differences in English reading-related variables at school entry to produce equitable outcomes in later reading achievement (Wilkinson, Freebody, & Elkins, 2000).  English-medium schools in Aotearoa struggle to negotiate effective literacy practices that validate and cater for the cognitive, cultural, and linguistic differences children bring to the process of learning to read in English.  Whereas, the role of English reading instruction in Māori-medium schools has been an under-researched and controversial issue.  How to accommodate for these differences to achieve equitable English reading outcomes in a year 1 level 2 Māori-medium context is the theme that this research seeks to explore.
	This Masters thesis reports on a shared reading intervention that explicitly teaches phonological awareness and alphabet knowledge to examine its effects on the English reading skills of year 1 students in a level 2 Māori-medium setting.  The research implemented a Kaupapa Māori framework and used interviews, surveys, reliable literacy measures, and research-based literacy instruction to explore reading acquisition for this particular cohort.  Thus, the purposes of the study were (a) to glean an in-depth understanding of the literacy and language practices that potentially shaped the participants English reading–related variables, (b) to examine the range of English reading-related skills for this cohort, and (c) to determine the effects of the intervention on their English reading skills.
	Eight students were divided and matched with a pair according to their reported pre-test phonemic awareness and alphabet knowledge scores, and then randomly assigned to either an intervention (n = 4) or treatment control (n = 4) group.  The intervention programme was carried out over a six week period and comprised 12, 30 minute lessons that integrated phonological and alphabetic based decoding skills within the shared reading approach.  The duration of the treatment control programme was also carried out over a six week period and comprised 12, 30 minutes lessons that integrated semantic, syntactic, and visual graphophonic sources of information to recognise words.  The results indicated the breadth and depth of English reading skills in year 1 level 2 Māori-medium contexts are diverse and the children had a positive attitude and sense of efficacy towards reading.  A comparison of the test results between the intervention and treatment control group demonstrated that a shared reading intervention that focused explicitly on phonological awareness and alphabet knowledge is effective in raising letter-naming knowledge, pseudoword decoding, phonemic awareness, and invented spelling.  The results are discussed in light of theoretical assumptions about reading acquisition that underlie word-base and text-base approaches to word recognition.
	Overall, this study supports the development and reform of training and professional development opportunities in phonological awareness and alphabet knowledge to better support, inform, and educate Aotearoa reading teachers.  This study contributes to the knowledge of English reading acquisition that validate the depth and breadth of early cognitive and linguistic differences to increase equitable English reading outcomes in level 2 Māori-medium contexts.

year: 2014