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![Page 1: Woolf Fisher Research Centre The University of Auckland Sustaining interventions: what follows from ‘Catching the sun’? Stuart McNaughton Keynote address.](https://reader035.fdocuments.us/reader035/viewer/2022062712/56649ca25503460f949625a4/html5/thumbnails/1.jpg)
Woolf Fisher Research CentreThe University of Auckland
Sustaining interventions: what follows from ‘Catching the sun’?
Stuart McNaughton
Keynote address to the 5th International Reading Recovery Institute, Auckland NZ
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Woolf Fisher Research CentreThe University of Auckland
![Page 3: Woolf Fisher Research Centre The University of Auckland Sustaining interventions: what follows from ‘Catching the sun’? Stuart McNaughton Keynote address.](https://reader035.fdocuments.us/reader035/viewer/2022062712/56649ca25503460f949625a4/html5/thumbnails/3.jpg)
Woolf Fisher Research CentreThe University of Auckland
![Page 4: Woolf Fisher Research Centre The University of Auckland Sustaining interventions: what follows from ‘Catching the sun’? Stuart McNaughton Keynote address.](https://reader035.fdocuments.us/reader035/viewer/2022062712/56649ca25503460f949625a4/html5/thumbnails/4.jpg)
Woolf Fisher Research CentreThe University of Auckland
Maui’s nets The sun was permanently tamed by
the net of twine, cord and ropes.– great evidence
In the current analysis – great sustainability
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Woolf Fisher Research CentreThe University of Auckland
But educational nets and their permanence?
‘Sustainability may be the central challenge of bringing reforms to scale. Schools that successfully implement reforms find it difficult to sustain them in the face of competing priorities, changing demands and teacher and administrator turn over…’ (Coburn 2003, p.6)
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Woolf Fisher Research CentreThe University of Auckland
Some conditions (from Coburn)(1) ‘Externally developed school reforms may be especially vulnerable to this problem because implementation typically involves a short-term influx of resources, professional development, and other forms of assistance to facilitate implementation that dissipates over time as external developers turn their attention to other sites…(2) teachers with a deep understanding of the pedagogical principles of reform are better able to respond to new demands and changing contexts in ways that are consistent with the underlying principles of reform, thus sustaining and, at times, deepening reform over time’ (p.6).
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Woolf Fisher Research CentreThe University of Auckland
The evidence is not good for sustaining reforms in general
For example the experiences of Head Start and Follow Through
Or: Olson (2003) argues reforms based our science of psychology have been spectacularly ineffective; some may even have had negative effects (eg child centered reforms)
(Olson’s argument: most reforms miss the role of school as cultural organisations)
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Woolf Fisher Research CentreThe University of Auckland
Types of sustainability: ( more contributions from RR?)
Strong evidence for sustainability:– with new cohorts of children– with new cohorts of teachers– maintaining programme integrity over
time– across cultural, social, linguistic and
educational contexts Interesting issues – balance
problems
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Woolf Fisher Research CentreThe University of Auckland
#5: Developmentally sustained
What happens after an intervention?– near and far development?
Near transfer for RR managed in 2 ways– entry level and strategies for engaging– joint planning to optimise transition
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Woolf Fisher Research CentreThe University of Auckland
Our ‘far’ problem Subsequent instructional conditions
set channels for development When the channels are constructed
for ‘low’ gradients this creates a more general issue for teaching and learning
This is a major challenge for sustaining early interventions in the context of cultural and linguistically diverse schools (decile 1 schools)
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Woolf Fisher Research CentreThe University of Auckland
Educational Research & Development
Outcomes
Learner Participation & Involvement
Leadership &
Governance
Physical Resources & Organisation
Educators, Teacher Education & Research
Infrastructure
QualityTeaching
Families & Communities
16- 60% of variance in outcomes
0 to 20.9% of variance in outcomes
About 40-65% of variance in outcomes
Education Indicators Framework for the Early Childhood and Schooling Sectors- Ministry of Education / Alton-Lee (2004)
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Woolf Fisher Research CentreThe University of Auckland
The situation: (Lai et. al. 2003)
Disparities in reading comprehension for Māori and Pasifika children – international comparisons (high average, long tail) – national comparisons (low decile / Maori and
Pasifika students, low achievement)
Clusters of schools are aware
Existing effective instructional programme in the early years (Phillips et. al. 2004): seen as a school challenge
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Woolf Fisher Research CentreThe University of Auckland
Participants Seven decile 1 schools, Initiative
Leaders, Woolf Fisher Research Centre, Ministry of Education
60 teachers and their classrooms1900 students in years 4-9
– equal proportions of males and females– four main ethnic groups (Samoan,
Tongan, Māori and Cook Island)– about half with home language other than
English– 5 bilingual classes
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Woolf Fisher Research CentreThe University of Auckland
General hypothesis: capability within an expanded ‘community’
A research-practice collaboration (1) baseline phase:exploring current
teaching and learning patterns (a design parallel to RR’s ‘roaming’?)
– area-wide analysis of achievement and classroom data
– individual school analysis of data– whole staff sessions– projects to test out teaching ideas– descriptions (interpreted within design)
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Woolf Fisher Research CentreThe University of Auckland
General profile of reading comprehension
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9
Stanine
Per
cent
age
of s
tude
nts
PAT
STAR
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Woolf Fisher Research CentreThe University of Auckland
More importantly: patterns on reading assessments (eg..)
Recall and inference equally ‘low’ Relatively ‘high’ on word recognition Paragraph comprehension most
difficult: across year levels, groups (and mainstream / bilingual classrooms)
Vocabulary range low
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Woolf Fisher Research CentreThe University of Auckland
Specific hypotheses (a):
Decoding less likely to be the problem– subtest analyses– rates of completion on tests– more anecdotal evidence - running
records
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Woolf Fisher Research CentreThe University of Auckland
Specific hypotheses (b)Teaching and Learning:
Boost vocabulary– factual and inferential answers both low; ‘vocabulary range’
low on tests
Develop checking & use of evidence– high prediction rates in class: prompting to check occurred 9
times in 16 hours of observations; low Cloze and errors
Increase instructional density– rates of interactions per student low; access to texts low
Incorporate cultural/linguistic resources for texts but bridge to unfamiliar texts
With each focus make activities more explicit
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Woolf Fisher Research CentreThe University of Auckland
‘error’ analysis from Cloze ‘All they did (could) afford was a tiny room
in a shoe (cottage/house/shop) in a village by a river.’
‘He grabbed frantically, and felt his head (hand(s)/finger(s)) closing around the branch of a tree.’
‘Suddenly, round a sharp bend in the head (road/path/track), he fell again, missed his self (footing/step) and plunged over the ugly (cliff/rock) face.’
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Woolf Fisher Research CentreThe University of Auckland
Boosting vocabulary Retune core activities (and
interactions) such as reading to A set to detect and enjoy new words
(both teachers and students)– eg ‘Word detectives’:
• ‘Pronking’• Genetically modified organism
Planning topic / theme-based vocabulary
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Woolf Fisher Research CentreThe University of Auckland
Detecting & checking evidence
Retune core activities (and interactions) such as guided reading / reciprocal teaching
A set to use text evidence (both teachers and students)– for teachers analysis of interact ional
features Close reading of assessment as
activities to solve
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Woolf Fisher Research CentreThe University of Auckland
Close reading of Cloze test (paragraph comprehension) Instructions
– “The stories below have some blank spaces, where words have been left out. Read the stories and write down the word that you think has been left out, one for each blank. Try to write one word in every space, even if you are not sure what it should be” (STAR, NZCER 2001)
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Woolf Fisher Research CentreThe University of Auckland
Instructional density Retune core activities
– eg .. amount of time spent in explicit instruction prior to or outside of text reading
For teachers a set to optimise rates of quality interaction per student– eg.. grouping for reading to
A question of resources– eg.. electronic texts– the dictionary problem
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Woolf Fisher Research CentreThe University of Auckland
Creating bridges: familiar to unfamiliar
Identifying complex thinking in everyday activities and potential parallels with classroom activities eg…
– LOL (metalinguistic awareness)– Hip hop / rap (playing with texts:
polysyllabification)– Church texts (complex vocabulary; move into
interpretation) Note David’s point- yesterdays new text
tomorrow’s prior knowledge Avoiding tendency to homogenise culture
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Woolf Fisher Research CentreThe University of Auckland
Everyday knowledge eg…Mareko with Deceptikonz rapping :
‘In the morning I woke up frozen and my arms are now broken
If u look closer u will notice dat my shoulders floatin’
(from ‘Stop, drop and roll’ 2003)
His raps might be compared with Jabberwocky (Lewis Carroll ‘Through the Looking Glass’ )
‘Twas brillig, and the slithy tovesDid gyre and gimble in the wabe:…..
(Oxford University Press, 1971 134 – 136)
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Woolf Fisher Research CentreThe University of Auckland
So...sustainability – some components (a) teaching Teachers and developing expertise
– knowledge and beliefs– actions / strategies (performance)– awareness (control and regulation)
Notice the knowledge here: – theoretically rich– professionally rich– context rich (cultural and linguistic)
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Woolf Fisher Research CentreThe University of Auckland
Musical expertise: Deborah Wai Kapohe, Moana
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Woolf Fisher Research CentreThe University of Auckland
Sporting expertise: Carlos Spencer, Beatrice Faumuina
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Woolf Fisher Research CentreThe University of Auckland
(b) Professional learning Community (eg. Timperley 2003)
Shared norms and values – eg all students can learn / teaching effects
Focus on student learning– evidence-based
Reflective dialogue Deprivatising practice Collaboration
– use of evidence– checking practices
Very like the properties of RR
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Woolf Fisher Research CentreThe University of Auckland
Distribution across all stanines
0
5
10
15
20
25
30
1 2 3 4 5 6 7 8 9
Stanine
Pe
rce
nta
ge
of
stu
de
nts
STAR beginning of year
STAR end of year
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Woolf Fisher Research CentreThe University of Auckland
Developmental sustainability-Reading Recovery? Beliefs, knowledge, practices of
‘near’ and ‘far’ teachers? Specific practices to build on RR
after year 1 and 2? The question of teaching and
learning comprehension, especially for culturally and linguistically diverse students?
Our local and global village
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Woolf Fisher Research CentreThe University of Auckland