ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving School Culture: What We Learnt from Three Primary Schools
Author: Gaffney, Michael
Date: 2004-00-00
Type: Journal Articles
Subjects: School Culture,Focus Groups,Comparative Analysis,Elementary Schools,Educational Environment,Bullying,Peer Relationship,Change Strategies,Program Effectiveness,Interviews,Leadership Responsibility,Interpersonal Relationship,Foreign Countries,Principals

This research article summarises a study that set out to collect information about the actions that three primary schools have taken to develop a more positive school culture. The aim was to identify in what ways a change in culture could contribute to an improvement in school relationships and a reduction in bullying. The research questions focused on what the schools were like previously, how change was initiated, what programmes and community support were used, what the outcomes have been for adults and students, and what were the current challenges and goals that each school faced. A researcher was assigned to each school where they undertook interviews with a range of adults in the school and facilitated focus groups with students. The results of the comparative analysis show that there are identifiable factors common to the approaches used by all three schools. These factors were the importance of leadership, the centrality of relationships, the nature of the programmes adopted, and finally, the nature of the change process itself. While there were many differences between the schools, these differences did not alter the relevance of the factors identified above. (Contains 2 figures.)
Autistic Spectrum Disorder: Caseload Characteristics, and Interventions Implemented by Speech-Language Therapists
Author: Smith, Deborah L.
Date: 2004-00-00
Type: Journal Articles
Subjects: Allied Health Personnel,Intervention,Autism,Foreign Countries,Pervasive Developmental Disorders,Speech Language Pathology,Sign Language,Augmentative and Alternative Communication,Therapy,Children,Surveys,Pictorial Stimuli,Visual Stimuli,Communication Skills,Program Effectiveness,Story Telling,Auditory Stimuli,Social Development,Functional Behavioral Assessment,Nonverbal Communication,Adolescents

This study investigated the caseload characteristics and the types of intervention implemented for children with autistic spectrum disorder (ASD). A survey was developed and distributed to 75 speech-language therapists working for Special Education within the New Zealand Ministry of Education. A total of 34 surveys were completed and returned. Analysis indicated that all the respondents were providing intervention for children with ASD. The majority of respondents had between one and five children with ASD on their caseload, of which, over half were aged under five-years-old. Visually based intervention methods, such as the Picture Exchange Communication System and social stories, were identified as the most frequently used and the respondents rated these interventions highly in terms of their perceived effectiveness for this population. The need for research to examine the efficacy of intervention approaches commonly used by speech-language therapists in working with children with ASD is discussed. (Contains 2 tables.)
A Snap-Shot of Organisational Provisions for Maori Children and Youth with Special Needs
Author: Bevan-Brown, Jill
Date: 2005-00-00
Type: Journal Articles
Subjects: Parent Participation,Disabilities,Foreign Countries,Malayo Polynesian Languages,Special Needs Students,Children,Youth,Surveys,Ethnic Groups,Pacific Islanders,Interviews,Followup Studies,Family Involvement,Special Education

This article presents the findings of a survey to gather information about the scope, prevalence and effectiveness of programmes and services for Maori children and youth with special needs. Analysis of relevant organisational documentation including a postal survey completed by 78 people from 56 different special educational, Maori, support and disability organisations, and 25 follow-up interviews, revealed that a wide range of services and programmes were being offered by organisations throughout Aotearoa/New Zealand. Out of the organisations surveyed fifty-eight percent were providing programmes and services especially developed or adapted for Maori, and forty-one percent had a person with particular responsibility for or expertise in this area. Common components of effective programmes and services were: the incorporation of cultural content; the involvement of parents, whanau, the Maori community, Maori organisations and Maori workers; and ready accessibility. Respondents described 56 different effective strategies and 39 challenges to providing for Maori children and youth with special needs. The five major barriers identified were: insufficient funding; lack of culturally appropriate resources and people with cultural and professional expertise; a shortage of culturally appropriate, relevant training; Pakeha-centric attitudes towards special needs provisions; and high stress levels of Maori staff working in the special needs domain. (Contains 3 tables.)
A Ministry of Education, Industry and Community Partnership Strategy
Author: Sutherland, Alison
Date: 2005-00-00
Type: Journal Articles
Subjects: Industry,Partnerships in Education,Education,Behavior Problems,Secondary School Students,Case Studies,Foreign Countries,Cooperation,Intervention,Academic Achievement,Child Labor,Aggression,Community Involvement,Community Cooperation

An education, industry and community partnership can provide an effective intervention for secondary school age students who are alienated from the education system and are exhibiting challenging, problematic behaviours. This article outlines a Ministry of Education/Special Education (MOE/SE), industry and community partnership that addresses the concerns of having students outside the school community during the school day. Case studies provide two examples of collaborative partnership in action.
What Happened on 18 September 2004: Life after the Introduction of the Health Practitioners Competence Assurance Act (HPCAA), 2003
Author: Roe-Shaw, Maggie
Date: 2005-00-00
Type: Journal Articles
Subjects: Health Services,Community Development,Health Occupations,Health Personnel,Foreign Countries,Reflective Teaching,Allied Health Occupations,Faculty Development,Allied Health Personnel,Occupational Therapy,Psychologists,Professional Continuing Education,Accountability

This article provides an introduction to The Health Practitioners Competency Assurance Act (HPCAA) which took effect on 18 September 2004. The Act was introduced to provide consistent accountability across health professions and make it easier for the New Zealand public to understand what health service each registered professional provides. To make this transparent, each of the health profession's Authorities registered under the Act, has consulted widely with members to establish a scope or scopes of practice which the profession operates in. By making these scopes of practice transparent, health professionals will be limited to specific professional activities defined by their Registration Boards and there will be penalties for operating outside these specified scopes of practice. Thirteen district meetings were held in 2004 to provide information to field staff about what the HPCAA means for their practice and what they can do about shaping practice to match the requirements of the Act. These meetings raised issues from the field about provision of equipment, professional development, portfolios, competencies, complaints and reflective practice. (Contains 3 footnotes and 3 tables.)
Getting to the Heart of the Matter: Examining the Efficacy of a Whole-School Approach to Behaviour Management
Author: Scott, Bridget
Date: 2005-00-00
Type: Journal Articles
Subjects: Holistic Approach,Behavior Modification,Behavior Problems,Group Membership,Interpersonal Relationship,Group Unity,Foreign Countries,Intervention,School Community Relationship,Learner Engagement,Academic Achievement,Leadership,Leaders,Teacher Effectiveness,Student Participation,Faculty Development,Discipline

This article reviews literature on whole-school approaches to behaviour management in order to address these questions: How is a whole-school approach to behaviour management defined in the literature? What are the key principles that make a whole-school approach effective? What are the key systems that make a whole-school approach effective? Is the involvement of students an important aspect of a whole-school approach? The review highlights current work on belonging, which shows that a person's sense of belonging has an impact on their engagement and therefore achievement in a school setting. For a whole-school approach to be effective it must have a positive impact on the engagement of the students. The findings of this review suggest that schools implementing a whole-school approach must first examine the quality of the relationships within their school as these have an impact on students' experiences of belonging. The principles and values about relationships that a school holds will shape the kind of whole-school approach they develop.
Foundation for Behaviour Management: A Systems Approach
Author: Andrews, Diane
Date: 2005-00-00
Type: Journal Articles
Subjects: Student Behavior,Systems Approach,Behavior Modification,Functional Behavioral Assessment,Intervention,Foreign Countries,Special Education,Holistic Approach,Faculty Development,Outcomes of Education,Discipline,Behavior Problems

This article outlines the development and implementation of a project designed to help a school reflect on how well it has developed supportive behaviour management systems. The programme further encourages the school to implement more functional systems. When the local Group Special Education (GSE) office was offered an opportunity to develop some innovation projects, a proposal for looking at behaviour management as a school wide systems intervention was developed. The conceptual base was to focus on six targeted school systems believed to be the foundations for functional behaviour management, profile them for a school, report them in a way that has meaning and work with the school in improving functionality. The project has been used in seven schools in Southland and one in Canterbury. All the schools reported positive outcomes, and some schools made major advances in developing functional behaviour management systems.
Shortening the Tail: A Critical Look at the Prompts New Zealand Teachers Use in Teaching Reading
Author: Coogan, Margaret
Date: 2005-00-00
Type: Journal Articles
Subjects: Cues,Reading Research,Phonics,Reading,Foreign Countries,Resource Teachers,Reading Instruction,Behavior Disorders,Literacy,Word Recognition,Decoding (Reading),Phonemes,Phonemic Awareness,Academic Achievement,Low Achievement

Research suggests New Zealand has the biggest gap between its highest and lowest achievers, and this is known as the &quot;long tail&quot;. The debate over whole language and phonics approaches to reading is unfinished, but must now focus on where the point of difference lies. While reading involves a range of skills, teachers need to model the prompts that relate to word level knowledge as a primary strategy and context cues as a secondary strategy. This involves attention to the rightful place of phonics. I will draw from research and my anecdotal evidence as a Resource Teacher of Learning and Behaviour (RTLB). I aim to question the prompts typically heard in classrooms and stress the need for sequential teaching, especially for beginning readers. Attention to &quot;context&quot; over the &quot;word&quot; is reflected not only in learning but in ongoing behaviour difficulties.
Prevention through Parent Training: Making More of a Difference
Author: Stanley, Peter
Date: 2005-00-00
Type: Journal Articles
Subjects: Prevention,Foreign Countries,Behavior Problems,Early Intervention,Family Involvement,Training,Antisocial Behavior,Outcomes of Education,Caregiver Child Relationship,Caregiver Training,Parents,Children,Delinquency,Drug Abuse,Violence,Child Behavior,Intervention

Responding to serious behaviour problems requires new practice answers and emphases. Best practice principles and a developmental perspective indicate that the family should be the focus of preventative work. The Incredible Years parent training series is described as an important example of an empirically-supported programme that is presently being used in Tauranga and elsewhere in New Zealand. Impediments to prevention efforts are discussed and arguments are made regarding the relevance and significance of preventative strategies.
Whiti Ki Runga! Gifted and Talented Maori Learners
Author: Macfarlane, Angus
Date: 2005-00-00
Type: Journal Articles
Subjects: Academically Gifted,Pacific Islanders,Foreign Countries,Indigenous Populations,Disproportionate Representation,Social Attitudes,Educationally Disadvantaged,Power Structure,Equal Education,Cultural Influences,Culturally Relevant Education,Values

The importance of identifying and nurturing the gifts and talents of young people is now more widely accepted in New Zealand than it has been in the past. In this country the approach to meeting this challenge must reflect an understanding and acknowledgement of Maori conceptions of giftedness and talent. It is proposed here that the under-representation of Maori students in programmes and provisions for the gifted and talented is partly due to a mismatch between the more traditional western European approaches in this area and Maori conceptions and practices. However, it is also contended that efforts in this area will continue to disadvantage gifted and talented Maori students if the broader issues of power and control are not addressed in schools.
Ecological Practice: Illustrations from Educational Psychology in New Zealand
Author: Annan, Jean
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Psychology,Global Approach,Foreign Countries,Ecological Factors,School Psychologists,Educational Development,Child Development,Attachment Behavior,Educational Practices,Evidence,Communities of Practice,Collegiality,Caseworker Approach,Educational History

Educational psychologists in most parts of the world report that they take ecological approaches to their work. But what does working ecologically mean? How do we recognise  ecological practice? This article discusses some salient aspects of the practice of psychologists who say they work ecologically. The first section of the paper presents a global perspective on current practice, considering critical points of the journey of educational psychology from its inception to the present day. This brief history highlights important features of current practice by contrasting them with previous ways of working. It makes reference to a selected number of the many theories that have influenced the progression of educational psychology. The history is followed by more detailed discussion of the particular theory currently emphasised in educational psychology literature. This discussion is built around four emerging themes in ecological practice: 1. Multi-systemic units of analysis. 2. Collaboration in multiple relationships. 3. Supportive learning environments. 4. Evidence-based practice. To illustrate the practical application of each of these elements, the article refers to examples of New Zealand practice in which the ecological themes are evident.
Transition in Action: Targeting Students with Difficulties Transitioning from Year 8 to Year 9
Author: Burrow, Denise
Date: 2005-00-00
Type: Journal Articles
Subjects: Grade 8,Grade 9,Transitional Programs,Student Promotion,At Risk Students,Program Descriptions,Foreign Countries,Academic Support Services

Research identifies that a percentage of students are less successful than others in transitioning from Year 8 to Year 9. A positive support programme was developed to target some of these students and help them ease from the nurturing climate within the primary system into the multi-faceted secondary environment. (Contains 1 table.)
Index for Inclusion
Author: Smith, Allister
Date: 2005-00-00
Type: Journal Articles
Subjects: Inclusion,Mainstreaming,Student Needs,Program Development,Foreign Countries,Disabilities,Program Effectiveness,School Culture,Student Diversity,Indigenous Populations,Regular and Special Education Relationship,Questionnaires,English (Second Language),Elementary Schools

Index for Inclusion is a programme to assist in developing learning and participation in schools. It was written by Tony Booth and Mel Ainscow from the Centre for Studies on Inclusive Education, UK. Central Normal School was pleased to have the opportunity to trial this programme.
Two Interventions that Enhance the Metacognition of Students with Disabilities: Cognitive Cue Cards and Correspondence Training
Author: Richie, Garth
Date: 2005-00-00
Type: Journal Articles
Subjects: Intervention,Learning Disabilities,Metacognition,Cues,Program Effectiveness,Cognitive Restructuring,Behavior Modification,Academic Accommodations (Disabilities),Contingency Management,Program Descriptions,Prompting,Foreign Countries

This paper outlines and reviews two types of interventions used with students with learning disabilities. Cognitive cue cards are regarded as a form of cognitive intervention and correspondence training is regarded as a behavioural intervention. It is concluded that both kinds of interventions are valuable and result in improvements in the metacognitive capabilities of learners with learning disabilities. (Contains 5 figures.)
The National Reading Recovery Data as a Possible Indicator of Reading Progress for Six-Year-Olds in New Zealand: Some Issues
Author: Greaney, Keith
Date: 2005-00-00
Type: Journal Articles
Subjects: Early Reading,Reading Achievement,Reading Tests,Foreign Countries,Educational Indicators,Educational Assessment,Reading Difficulties,Data Collection,Student Participation,Reading Programs,Program Effectiveness,Program Evaluation,Achievement Gains,Achievement Rating

Apart from the annual returns to the Ministry of Education of Reading Recovery (RR) data (and to a lesser extent, the four-yearly National Education Monitoring Project cycle data), there is currently no national data sets of reading achievement information for New Zealand primary school children. This article uses the national RR data for 2002 as a basis for estimating the likely full extent to which 6-year-olds may be underachieving in reading after one year of instruction. For the purposes of this article, &quot;average or above&quot; achievement in reading after one year at school is defined as being able to read at or above book level 12 and being able to correctly read 20 or more words from the Burt Word reading test. To gain a wider perspective of reading performance at age six years, the six-year net data from three large urban schools for the years 2000 to 2004 was also analysed. The results show that although some researchers suggest that only two percent of children require extra  reading tuition following RR, this figure is probably not a true indicator of the extent of early reading problems. (Contains 4 tables.)
Articulation Research 2004: Summary of Results
Author: Moyle, Jayne
Date: 2005-00-00
Type: Journal Articles
Subjects: Articulation (Speech),Foreign Countries,Early Intervention,At Risk Students,Speech Evaluation,Speech Language Pathology,Speech Tests,Research Reports,Meta Analysis,Educational Resources

Most junior syndicate teachers have concerns about the speech clarity of some of the children in their class. It is difficult for teachers to know whether to refer such students for speech assessments by their speech-language therapist. This article outlines a project which gathered New Zealand normative data for a test of articulation. A summary of the results of the project are presented in a chart which junior school teachers may find useful to help them in this decision.
Supervision: Using the Evidence to Support Our Practice
Author: Holley, Wendy
Date: 2005-00-00
Type: Journal Articles
Subjects: Supervisory Methods,Supervision,Best Practices,Interviews,Mail Surveys,Organizational Climate,Reflection,Role Perception,Collegiality,Goal Orientation,Organizational Objectives,Evidence,Theory Practice Relationship,Literature Reviews,Foreign Countries

Supervision is an activity that, when effective, contributes significantly to service delivery and the ongoing learning and development of staff. Conversely, an organisation dedicating considerable time to an activity that is not benefiting practitioners and clients actually detracts from direct service provision. A national supervision project was commenced in October 2004 to maximise the effectiveness of supervision in the Ministry of Education-Special Education (GSE). One of the goals of this project was to develop a national supervision framework outlining the key indicators of effective supervision. A reference group was formed of thirteen staff spread across regions, tiers of the organisation, occupational groups and cultural perspectives, as well as extent of experience with GSE and with supervision. The group took an evidence-based approach to the project, with the term &quot;supervision&quot; encompassing professional, clinical and cultural supervision. This evidence-based approach was conceptualised as the intersection between the research evidence, practitioner expertise and the lived experiences of the people involved. Therefore, information was gathered from three main sources: a literature review (the research evidence), interviews with twelve luminaries in the field of supervision (practitioner expertise) and an internal online survey (the lived experience of the people involved). Additionally, reference group members scoped existing supervision practices in their districts and regions. The online survey, which had a response rate of nearly 40 percent, gathered a variety of quantitative and qualitative information on the current practices of staff in relation to supervision. Results from the survey, enhanced with information from districts, were used to develop a snapshot of supervision within the organisation. This snapshot was examined against the effective practices outlined by the literature and key luminaries, and informed the development of GSE's national supervision framework. This article seeks to synthesise the evidence underpinning each of the key themes, examine them against the current picture of supervision with GSE and translate them into practical ways of enriching supervision practices.