Now showing items 115-134 of 231

    • The language advisor’s role : identifying and responding to needs 

      Reinders, Hayo; Hacker, Penny; Lewis, Marilyn (Routledge, 2004)
      Tertiary institutions increasingly offer language advisory sessions for second language students and staff. Advisors help students to identify language and learning needs, they recommend resources and strategies, and they ...
    • Leadership development for experienced New Zealand principals: Perceptions of effectiveness 

      Cardno, Carol; Youngs, Howard (Sage Publications, 2013)
      This article presents the perceptions of approximately 300 experienced New Zealand principals who participated in a pilot leadership development initiative funded by the Ministry of Education. The Experienced Principals ...
    • Leadership through peer mediation : research report 

      Connor, Helene; Buccahan, Leo (Unitec ePress, 2017-07-02)
      This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core ...
    • Leading change from within: Action research to strengthen curriculum leadership in a primary school 

      Cardno, Carol (Routledge, 2006)
      Practitioner research lends itself to situations in which a school wishes to examine and improve practice. This is an account of one middle-sized primary school's attempt to understand the nature of and need for a variety ...
    • Learner autonomy and new learning environments 

      Reinders, Hayo; White, Cynthia (University of Hawaii * National Foreign Language Resource Center, 2011-10)
      The areas of autonomy and technology in language education have a potentially very close but in practice often also uneasy relationship. In a narrow sense, technology is a tool that helps learners and educators to achieve ...
    • Learner strategies in the language classroom: which strategies, when and how? 

      Reinders, Hayo (Sage Publications Ltd., 2004)
      Like most teachers you probably help your students to make their learning more efficient and enjoyable. In so doing you are teaching them learner strategies. Many teachers are now interested in teaching strategies in a ...
    • Learner uptake and acquisition in three grammar-oriented production activities 

      Reinders, Hayo (Sage Publications, 2009)
      This study investigates the effects of three types of production activities on uptake (operationalized as correct suppliance of the target structure during the treatment) and acquisition of negative adverbs in English. It ...
    • Learning to foster autonomy: the role of teacher education materials 

      Reinders, Hayo; Balçikanli, Cem (Kanda University of International Studies (KUIS), Chiba, Japan, 2011-03-31)
      In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy, both in the classroom and in the self-access centre. One obvious impact on learners’ ...
    • Learning to identify and actualize affordances in a new tool 

      Haines, Karen (the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2015-02-01)
      Keeping abreast of new technologies and the opportunities they offer is a challenge for inservice teachers (Blake, 2008; Egbert, Akasha, Huff, & Lee, 2011; Hanson-Smith, 2006; Hubbard, 2007; Robb, 2006). An important aspect ...
    • Left Further Behind : How New Zealand is failing its children. Chapter 15: Early childhood care and education 

      Ritchie, Jenny; Johnson, Alan (2011)
      The National Equal Opportunities Network (NEON), a partnership between the Human Rights Commission and the EEO Trust,3 argues that the provision of high-quality, affordable, accessible and available early childhood ...
    • Literacy and workplace change: evaluation findings from 18 workplace literacy programs 

      Benseman, John (2012)
      Many Western governments are looking to workplace literacy, language and numeracy programs to address general improvements in these skills with a long-term aim of improving labor productivity. Rigorous research on these ...
    • The long journey: Developing a model of PLD for the future 

      Owen, Hazel; Dunmill, Merryn (Australian Journal of Teacher Education, 2014)
      This paper presents the longitudinal learning journey of two educators who participated in the Virtual Professional Learning and Development programme (VPLD) between 2010 and 2013. Each participant’s story of change describes ...
    • Making Asian learners talk : encouraging willingness to communicate 

      Vongsila, Vatsana; Reinders, Hayo (AGE Publications for Southeast Asian Ministers of Education Organisation (SEAMEO), Regional Language Centre (RELC), 2016)
      Developing English for communicative purposes is a key objective of language classes in many parts of the world. As a logical prerequisite to communication practice, learners need to have Willingness to Communicate (WTC) ...
    • Making lifelong learning work in rural New Zealand : a study of two towns 

      Benseman, John (2006)
      Like most other industrialised countries in the world, rural New Zealand has been undergoing substantial and sustained social change for some time now. While the most obvious indicator of these changes is the on-going ...
    • Making qualitative research count 

      Henwood, Suzanne (The Association for NLP (ANLP), 2014)
      While qualitative research has been around for many years, in some disciplines there is still a sense from some quarters that it is in some way of less worth than scientific, positlvistlc studies. One way to minimise the ...
    • Managing affect in online supervision : the use of affective markers in written feedback 

      Reinders, Hayo; Cho, Minyoung; Lewis, Marilyn (New Zealand Studies in Applied Linguistics, 2013)
      Online supervision is a relatively recent form of student-teacher interaction, and therefore one for which the rules are still being determined. When in addition this new form of interaction takes place between supervisors ...
    • Managing curriculum change and 'ontological uncertainty' in tertiary education 

      Keesing-Styles, Linda; Nash, Simon; Ayres, Robert (Higher Education Research & Development Society of Australasia, 2013)
      Curriculum reform at institutional level is a challenging endeavour. Those charged with leading this process will encounter both enthusiasm and multiple obstacles to teacher engagement including the particularly complex ...
    • Managing curriculum change and 'ontological uncertainty' in tertiary education 

      Keesing-Styles, Linda; Nash, Simon; Ayres, Robert (Routledge, 2013-11-13)
      Curriculum reform at institutional level is a challenging endeavour. Those charged with leading this process will encounter both enthusiasm and multiple obstacles to teacher engagement including the particularly complex ...
    • Managing tensions in academic writing for foundation learners 

      Crossan, Sue; Jacka, Susie (The New Zealand Journal of Teachers' work is supported by AUT University, Auckland, New Zealand., 2014-02-09)
      This paper presents an analysis of a professional development initiative to promote sustainable literacy initiatives in our institution (Piggot - Irvine et al., 2010). We undertook an action research project to examine ...