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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 27 results
McNaughton, Stuart – Routledge, Taylor & Francis Group, 2011
How can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust "science of performance" model of school change based on a specified process of research and development in local contexts, this book:…
Descriptors: At Risk Students, School Effectiveness, Educational Research, Cultural Differences
McNaughton, Stuart – Literacy Teaching and Learning, 2008
This paper considers how some features of our recent schooling improvement research in New Zealand could be thought of using a Reading Recovery lens. Three powerful Reading Recovery concepts (among many in the Reading Recovery theoretical base) are used to reflect on our research and development work to increase achievement in reading…
Descriptors: Reading Comprehension, Reading Difficulties, Foreign Countries, Educational Improvement
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McNaughton, Stuart; Lai, Mei Kuin; Hsiao, Selena – School Effectiveness and School Improvement, 2012
Intervention models based on data use can be effective in raising student achievement. This article presents 3 studies of one such model which had reported improved reading comprehension levels in 7 poor urban multicultural schools serving indigenous and ethnic minority communities. The intervention (the Learning Schools Model) used a process…
Descriptors: Replication (Evaluation), Intervention, Models, Data
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Jesson, Rebecca; McNaughton, Stuart; Parr, Judy M. – English Teaching: Practice and Critique, 2011
This article examines the effects of using intertextual theories to refine writing instruction in culturally diverse contexts, in terms of transfer of learning. Within a wider, two-year intervention study in six schools, four teachers were observed for a term each to describe how intertextual theories resulted in refinements to writing instruction…
Descriptors: Transfer of Training, Writing Instruction, Theories, Teaching Methods
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McNaughton, Stuart; Lai, Mei Kuin – Teaching Education, 2009
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching…
Descriptors: Urban Schools, Instructional Design, Economic Status, Educational Change
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Toloa, Meaola; McNaughton, Stuart; Lai, Mei – International Journal of Bilingual Education and Bilingualism, 2009
This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9-13 year old Samoan children. The general aim was to examine patterns of biliteracy and…
Descriptors: Reading Comprehension, Intervention, Bilingual Education, Oral Language
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Robinson, Viviane M. J.; McNaughton, Stuart; Timperley, Helen – Journal of Educational Administration, 2011
Purpose: The purpose of this paper is to evaluate two recent examples of the New Zealand Ministry of Education's approach to reducing the persistent disparities in achievement between students of different social and ethnic groups. The first example is cluster-based school improvement, and the second is the development of national standards for…
Descriptors: Foreign Countries, Cluster Grouping, National Standards, Academic Achievement
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Airini; McNaughton, Stuart; Langley, John; Sauni, Pale – Educational Research for Policy and Practice, 2007
This paper describes education reform projects designed to bring about major improvements in school and tertiary student outcomes. Individually the projects illustrate characteristics of educational reform in local contexts for primary, secondary and tertiary education. In combination they signal key components essential to getting large scale…
Descriptors: Postsecondary Education, Educational Change, Outcomes of Education, Elementary Secondary Education
Amituanai-Toloa, Meaola; McNaughton, Stuart; Kuin Lai, Mei – Online Submission, 2009
This paper examines language development of Samoan students in bilingual contexts in Aotearoa, New Zealand. In the absence of valid and standardized assessments tools in Samoan, one was designed to test reading comprehension and oral language development for Samoan students using common narratives as a base. For reading comprehension, the tool…
Descriptors: Reading Comprehension, Listening Comprehension, Bilingual Students, Bilingual Education
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Lai, Mei Kuin; McNaughton, Stuart; Timperley, Helen; Hsiao, Selena – Educational Assessment, Evaluation and Accountability, 2009
Schooling improvement initiatives have demonstrated that moderate but significant achievement gains are possible with well designed interventions, but there is little research into whether these gains can be sustained. The present study examines the extent to which acceleration in achievement made during a three-year literacy intervention and the…
Descriptors: Reading Comprehension, Intervention, Achievement Gains, Educational Change
McNaughton, Stuart; Lai, Mei Kuin; Amituanai-Toloa, Meaola; Farry, Sasha – Teaching and Learning Research Initiative, 2008
This study represents a systematic replication of a previous intervention which took place in schools in Mangere from 2003 to 2005. (McNaughton, MacDonald, Maituanai-Toloa, Lai, & Farry, 2006). The contexts and theoretical rationale are the same for the present study as those for the original Mangere study. The authors have repeated that…
Descriptors: Replication (Evaluation), Reading Comprehension, Intervention, Literacy
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Glynn, Ted; McNaughton, Stuart – International Journal of Disability, Development and Education, 2002
This article discusses how four direct observational principles have contributed to the development of assessment and tutoring strategies for individuals in English and Maori language reading tutoring programs. The assessment strategies generated from observations of reader and tutor interaction have provided strong support for learning to read in…
Descriptors: Adult Education, Classroom Observation Techniques, Data Collection, Elementary Secondary Education
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Lai, Mei Kuin; McNaughton, Stuart; Amituanai-Toloa, Meaola; Turner, Rolf; Hsiao, Selena – Reading Research Quarterly, 2009
Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over…
Descriptors: Reading Comprehension, Achievement Gains, Reading Achievement, Elementary School Students
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Phillips, Gwenneth; McNaughton, Stuart; MacDonald, Shelley – Journal of Educational Psychology, 2004
Despite New Zealand's reputation in literacy instruction, a major achievement gap has been identified for minority Maori and Pacific Islands children in poor schools. An intervention through professional development of teachers modified instructional practices in beginning literacy instruction. The intervention involved 72 teachers from 12 schools…
Descriptors: Foreign Countries, Teaching Methods, Minority Group Children, Emergent Literacy
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Tagoilelagi-LeotaGlynn, Fa'asaulala; McNaughton, Stuart; MacDonald, Shelley; Farry, Sasha – International Journal of Bilingual Education & Bilingualism, 2005
This paper examines the bilingual and biliteracy development of a group of children from Samoan and Tongan families over the transition to mainstream English-medium schools in New Zealand. The children attended Pasifika Early Childhood Education Centres in Auckland, New Zealand, which provided full immersion programmes in their L1 (either Samoan…
Descriptors: Foreign Countries, Early Childhood Education, Teacher Effectiveness, Malayo Polynesian Languages
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