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Showing 16 to 30 of 248 results Save | Export
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Howell, Karen – Kairaranga, 2022
Literacy is one of the most important life skills. Being able to read and write effectively enhances our participation in learning, personal development and employment (Clendon & Erickson, 2009; Copeland & Keefe, 2019). Literacy instruction is the cornerstone of teaching in New Zealand primary schools. However, not all students have…
Descriptors: Inclusion, Literacy Education, Foreign Countries, Role
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Manuel, Shelley – Kairaranga, 2022
Structured literacy is an evidence-based approach (Brady, 2011; Fletcher et al., 2007; Foorman et al., 2016; IDA, 2018; NRP, 2000; TKI 2020a) informed by the science of reading acquisition instruction and how the brain acquires and processes information (Reyna, 2004; Seidenberg, 2017). The literature examines how this approach could support…
Descriptors: Teaching Methods, Bilingual Students, Malayo Polynesian Languages, Language of Instruction
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Johnstone, Alistair – Kairaranga, 2022
The national increase in schools implementing play-based learning (PBL) has highlighted a need for Resource Teachers: Learning & Behaviour (RTLB) and others to develop a thorough understanding of the pedagogies that align with PBL to ensure they are well placed to fulfil a key element of their role and support teachers to grow their…
Descriptors: Curriculum Implementation, Play, Teaching Methods, Elementary School Teachers
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Jones, Kay-Lee – Kairaranga, 2020
In this article Kay-Lee Jones describes the attributes of the Te Pa o Rakaihautu school. Te Pa o Rakaihautu is unique, it is different and designed to be so. It is a 21st century pa wananga (learning village) for the whole whanau (family). Through the hallways of Te Pa o Rakaihautu one feels the mauri (essence) of the different entities that make…
Descriptors: Pacific Islanders, Indigenous Knowledge, Culturally Relevant Education, Language Maintenance
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Turner, Kelly – Kairaranga, 2020
The concept of home-school partnerships is widely accepted as being important for student success. How this concept can be quantified in a more equitable and valid way, specifically through the lens of the Resource Teachers of Learning and Behaviour (RTLB), is the focus of this inquiry. RTLB and parent surveys, plus a questionnaire answered by the…
Descriptors: Family School Relationship, Partnerships in Education, Intervention, Academic Achievement
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Stubbings, Mary – Kairaranga, 2020
This paper provides an autoethnographic view of the influences that have changed my perceptions and helped me to make better sense of the world that I live in, and my place in it. It is a story of personal, ongoing critical reflection. A story of unlearning and conscientisation that changed how I came to understand myself, my teaching practice and…
Descriptors: Indigenous Populations, Indigenous Knowledge, Pacific Islanders, Foreign Countries
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McCabe, Alice – Kairaranga, 2020
This paper examines the multi-component use of visual supports, namely visual schedules and video modelling, to achieve the vocational goal of making a sandwich independently for a 16-year old girl with autism. This practice approach was informed by both the three step process from the National Professional Development Centre (The NPDC Model,…
Descriptors: Evidence Based Practice, Video Technology, Modeling (Psychology), Autism
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Oxley, Margaret – Kairaranga, 2020
As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently…
Descriptors: Program Effectiveness, Teacher Attitudes, Workshops, Classroom Techniques
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Dharan, Vijaya – Kairaranga, 2020
With a conservative estimate of 1 in 100 children thought to be on the autism spectrum (Ministry of Health, n.d.), this article reports on findings from a preliminary exploratory national study of parents of children aged 0-21 with ASD. Using an e-survey questionnaire and focus groups, the study sought to understand the supports that were…
Descriptors: Autism, Pervasive Developmental Disorders, Family Needs, Childhood Needs
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Watson, Rochelle – Kairaranga, 2020
Studies support the effectiveness of evidence-based practice to improve social communication. Specific interventions must be trialled to determine their efficacy for learners with autism. Successful implementation of such evidence-based interventions relies largely on variables such as teacher expertise and the fidelity by which they adhere to…
Descriptors: Autism, Pervasive Developmental Disorders, Evidence Based Practice, Intervention
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van Wyk, Joanne; Tonks, Jacqueline; de Graaf, Shelley; Clendon, Sally; Budd, Julia – Kairaranga, 2020
Assisting students with learning support needs requires a collaborative approach to educational planning and the development of a multi-dimensional profile of the student. However, developing such a profile can be difficult when information is gathered from multiple sources, culturally-relevant information is not included, and incongruent or…
Descriptors: Foreign Countries, Educational Cooperation, Educational Planning, Preschool Children
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Annan, Jean; Mentis, Mandia; Somerville, Matthew P.; Holley-Boen, Wendy – Kairaranga, 2020
"The Learning Theories Profile" (LTP) supports professionals to locate various learning theories within four epistemological quadrants of the "Matrix of Perspectives." Professionals can use this tool to identify some of the theories they hold and to reflect on the alignment between their espoused theories and theories-in-use.…
Descriptors: Learning Theories, Profiles, Metacognition, Measures (Individuals)
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Turner, Kelly – Kairaranga, 2019
The concept of home-school partnerships is widely accepted as being important for student success. How this concept can be quantified in a more equitable and valid way, specifically through the lens of the Resource Teachers: Learning and Behaviour (RTLB), is the focus of this inquiry. RTLB and parent surveys, plus an interview with a Ministry of…
Descriptors: Family School Relationship, Partnerships in Education, Intervention, Academic Achievement
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Singh, Suminthra – Kairaranga, 2019
The primary objective of this small-scale study was to identify ways in which Resource Teachers: Learning and Behaviour (RTLB) can work with teachers to implement evidence-based practices for children with Autism Spectrum Disorder (ASD) within an inclusive educational system. With the increasing prevalence of children with ASD in mainstream…
Descriptors: Program Implementation, Evidence Based Practice, Children, Autism
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Ellery, Tracey – Kairaranga, 2019
This report investigates students' perspectives on a sense of belonging, and the relationship between inclusive practices. It further considers the implications for Resource Teachers: Learning and Behaviour (RTLB) as they work in secondary schools to support inclusive teaching practice. The inquiry question, "How can RTLB effectively support…
Descriptors: Student Attitudes, Secondary School Teachers, Secondary School Students, Inclusion
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