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Set: Research Information for Teachers最新文献

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Resource teachers of learning and behaviour (RTLB) support for twice exceptional students 资源教师的学习和行为(RTLB)支持两次特殊学生
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1506
Kimberley Anketell, Mary Hill
{"title":"Resource teachers of learning and behaviour (RTLB) support for twice exceptional students","authors":"Kimberley Anketell, Mary Hill","doi":"10.18296/set.1506","DOIUrl":"https://doi.org/10.18296/set.1506","url":null,"abstract":"Twice-exceptional (2e) students face many barriers to learning opportunities due to their combinations of giftedness and learning disabilities. If 2e students are referred to special education teachers such as resource teachers of learning and behaviour (RTLB), challenges may be encountered when RTLB lack knowledge of twice-exceptionality. This article provides insight into the barriers RTLB face when identifying 2e students, and how RTLB provide learning programmes that promote and strengthen 2e students’ talents while scaffolding support for their learning disabilities. It draws upon a small exploratory qualitative study of RTLB knowledge of 2e concepts, how they identified these students, and the common intervention approaches used when working with 2e students.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"27 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123698685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The power of picturebooks for language and identity 绘本对语言和身份的力量
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1508
N. Daly
{"title":"The power of picturebooks for language and identity","authors":"N. Daly","doi":"10.18296/set.1508","DOIUrl":"https://doi.org/10.18296/set.1508","url":null,"abstract":"This article explores the power of picturebooks through key ideas supported by research from New Zealand and around the world. A range of picturebooks are used to exemplify points made, including the power of picturebooks to increase awareness of languages, expand our vocabulary, allow us insight into the lives of others, reflect who we are, and reflect and develop our national identity.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123803135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teachers as readers: Listening to, reading, and talking about stories – for pleasure 作为读者的教师:听故事、读故事、讲故事——为了快乐
Set: Research Information for Teachers Pub Date : 2022-10-01 DOI: 10.18296/set.1507
S. McDowall
{"title":"Teachers as readers: Listening to, reading, and talking about stories – for pleasure","authors":"S. McDowall","doi":"10.18296/set.1507","DOIUrl":"https://doi.org/10.18296/set.1507","url":null,"abstract":"Teachers who read for pleasure can enable their students to become readers as they consciously and unconsciously model the knowledge, practices, values, beliefs, and language (that is, the discourses) associated with being a reader. Such teachers are in the unique position of being able to talk with students about what they are currently reading, why they like it—or do not, what is puzzling them, and why. Such conversations open the space for students to do the same in relation to stories shared in class and stories they choose to read in their own time. In other words, teachers who are readers can engage with their students as fellow readers, not just as teachers of reading. In doing so, these teachers can teach their students not just how to read, but how to be a reader.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"70 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131991100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What makes a difference in writing instruction when working with priority learners: An inquiry into effective teacher practice 当与优先级学习者一起工作时，写作教学的差异是什么:对有效教师实践的探究
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0214
Murray Gadd, J. Parr
{"title":"What makes a difference in writing instruction when working with priority learners: An inquiry into effective teacher practice","authors":"Murray Gadd, J. Parr","doi":"10.18296/set.0214","DOIUrl":"https://doi.org/10.18296/set.0214","url":null,"abstract":"This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing instruction—especially teachers’ strategic use of writing tasks and goals, direct and differentiated instruction, and instruction that promotes student self-regulation—is closely associated with stronger engagement, accelerated progress, and higher achievement in writing by priority learners. The article also provides many classroom-based practices used effectively by a range of teachers of priority learners.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Online talk in a New Zealand primary-school context 新西兰小学背景下的在线谈话
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0217
B. Whyte, Maree J. Davies, Aaron Wilson
{"title":"Online talk in a New Zealand primary-school context","authors":"B. Whyte, Maree J. Davies, Aaron Wilson","doi":"10.18296/set.0217","DOIUrl":"https://doi.org/10.18296/set.0217","url":null,"abstract":"The purpose of this study was to investigate the nature and understanding of online talk in a New Zealand primary-school context. This research consisted of a small-scale case study of the #NZReadaloud, a pre-existing literacy programme, over 6 weeks in mid-2020. A private online group on the education platform Edmodo was established where 14 students and four teachers participating in the study could discuss a text being read aloud in their classrooms. These discussions, along with eight follow-up interviews, were analysed to seek patterns and draw conclusions about the nature of online talk in this context. A key finding from this study showed that online talk was well liked by teachers and students, but that this did not translate into greater amounts or a more interactive style of participation. Allocated time for explicit teaching and modelling of how to talk online is important. Data from this study could be used in future research or as background when planning online literacy discussions.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"208 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133941573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ko ngā kete o te wānanga: A beginner’s guide to understanding mātauranga Māori
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0210
Te Hurinui Karaka-Clarke, Bryanna Bell, Lizzy Eddy, Marie Kennedy-Benns, Abby Robertson, Grace Schrader Manuera
{"title":"Ko ngā kete o te wānanga: A beginner’s guide to understanding mātauranga Māori","authors":"Te Hurinui Karaka-Clarke, Bryanna Bell, Lizzy Eddy, Marie Kennedy-Benns, Abby Robertson, Grace Schrader Manuera","doi":"10.18296/set.0210","DOIUrl":"https://doi.org/10.18296/set.0210","url":null,"abstract":"The Ministry of Education’s recent changes to NCEA to incorporate mana ōrite mō te mātauranga Māori has become the source of consternation for many kaiako in secondary schools in Aotearoa New Zealand. Kaiako are struggling to understand what integrating mana ōrite and mātauranga Māori into their programmes looks like. This article is intended as a lay person’s guide to understanding two things. First, what the terms mana ōrite and mātauranga Māori are, and secondly, what mana ōrite mō te mātauranga Māori may look like in their programmes of study.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"132 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125797532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
From early childhood to the first year of school: Connecting practices for mathematics learning and teaching 从幼儿到入学第一年:将数学学习和教学的实践联系起来
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0213
Becs Thomas, Kirsten Mackay, Niki Stephenson, J. McChesney
{"title":"From early childhood to the first year of school: Connecting practices for mathematics learning and teaching","authors":"Becs Thomas, Kirsten Mackay, Niki Stephenson, J. McChesney","doi":"10.18296/set.0213","DOIUrl":"https://doi.org/10.18296/set.0213","url":null,"abstract":"This article reports from a Teacher-led Innovation Fund project that investigated connecting practices and resources for mathematical learning between a kindergarten and the first year of school. Teachers at both sites were teacher-researchers in the 2-year project. Our results highlighted expected and unexpected aspects of connections and connecting practices. Language played a critical role, and even brief drops of language were used by teachers to identify opportunities for further mathematical learning. Another finding was that teachers became more attuned to mathematical possibilities and included more questions and provocations, resulting in extended mathematical conversations.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130509471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Planning for writing: What the results of NMSSA tell us about students’ use of planning strategies 规划写作：NMSSA 的结果告诉我们学生使用规划策略的情况
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0215
janE EyrE
{"title":"Planning for writing: What the results of NMSSA tell us about students’ use of planning strategies","authors":"janE EyrE","doi":"10.18296/set.0215","DOIUrl":"https://doi.org/10.18296/set.0215","url":null,"abstract":"This article focuses on the 2019 National Monitoring Study of Student Achievement (NMSSA) assessment of student ability in writing, beginning with an overview of the study and its results, before turning to students’ use of planning strategies to support their writing. The article suggests that planning is best thought of as a multistage process covering identification of goals, generation and selection of ideas and content, and organisation. The article analyses the 2019 student writing in the light of this process, considers what can be done to support students’ understanding of each stage, and suggests how this approach to planning might help to lift confidence and achievement in writing.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127574552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
New assessment developments in Aotearoa 奥特罗亚州评估的新进展
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.1501
Jenny Poskitt, Esther Smaill
{"title":"New assessment developments in Aotearoa","authors":"Jenny Poskitt, Esther Smaill","doi":"10.18296/set.1501","DOIUrl":"https://doi.org/10.18296/set.1501","url":null,"abstract":"Set's Assessment News first announced the launch of the New Zealand Assessment Institute (NZAI) 4 years ago, and this current article looks at how NZAI has progressed, highlighting its key publications and activities from 2021. This update should be of use to teachers and school leaders who want to explore assessment more deeply, gain practical tips, or hook into NZAI’s developments during 2022 and beyond.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131116774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading deeply: Interpreting literary texts in primary and intermediate school 深入阅读:中小学文学文本解读
Set: Research Information for Teachers Pub Date : 2022-06-01 DOI: 10.18296/set.0216
S. McDowall
{"title":"Reading deeply: Interpreting literary texts in primary and intermediate school","authors":"S. McDowall","doi":"10.18296/set.0216","DOIUrl":"https://doi.org/10.18296/set.0216","url":null,"abstract":"In this article, I describe the challenges students faced in interpreting literary—or fictional—texts in the National Monitoring Study of Student Achievement in the English learning area. I explain why it is important for students to learn how to interpret literary texts at school and consider why they might struggle with this important skill. I then describe how teachers might help students to build their interpretive capabilities.","PeriodicalId":335854,"journal":{"name":"Set: Research Information for Teachers","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123942505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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