Mei Kuin Lai
Biographic Data
| ID | 5972655 |
|---|---|
| NAME | Mei Kuin Lai |
| GIVEN NAMES | Mei Kuin |
| FAMILY NAME | Lai |
| SIGNATURE | LAI M K |
| AFFILIATIONS | University of Auckland |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Improving how teachers discuss data for data-based decision-making
Teachers often discuss data in groups, yet few studies focus on how such discussions support teachers' data-based decision-making. We conducted two interrelated design-based studies to co-design, test and evaluate a discussion format that could motivate and support teachers to use data to identify teaching practices for improvement. Data collection included interviews, surveys, policy document analyses and observations of discussions. The discuss…
Problematizing and understanding contexts in educational research
Affordances of narrative and numerical data
Data use in education is a sensemaking process in which practitioners and researchers interact with different systems of meaning such as anecdotes or spreadsheets. The representational qualities of data and their influence on practice are critical but less well-discussed aspects of data use. Drawing on social semiotics, this theoretical article proposes that data should be discussed in terms of narrative and numerical modes of representation. Nar…
Leading Literacy Change Through Collaborative Analysis of Practice
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward
Professional development in data use
The impact of data use professional development on student achievement
Developing data collection and management systems for decision-making
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
Biliteracy and language development in Samoan bilingual classrooms
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 language development exploring relationships between targeted changes in L2 and levels of language and …
Sustained Acceleration of Achievement in Reading Comprehension
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 the short term are possible with well‐designed interventions, but for children in the middle primary …
The impact of data use professional development on student achievement
Sustained Acceleration of Achievement in Reading Comprehension
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 the short term are possible with well‐designed interventions, but for children in the middle primary …
Professional development in data use
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
Biliteracy and language development in Samoan bilingual classrooms
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 language development exploring relationships between targeted changes in L2 and levels of language and …
Sustained Acceleration of Achievement in Reading Comprehension
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 the short term are possible with well‐designed interventions, but for children in the middle primary …
Developing data collection and management systems for decision-making
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
Professional development in data use
The impact of data use professional development on student achievement
Leading Literacy Change Through Collaborative Analysis of Practice
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward
Affordances of narrative and numerical data
Data use in education is a sensemaking process in which practitioners and researchers interact with different systems of meaning such as anecdotes or spreadsheets. The representational qualities of data and their influence on practice are critical but less well-discussed aspects of data use. Drawing on social semiotics, this theoretical article proposes that data should be discussed in terms of narrative and numerical modes of representation. Nar…
Problematizing and understanding contexts in educational research
Improving how teachers discuss data for data-based decision-making
Teachers often discuss data in groups, yet few studies focus on how such discussions support teachers' data-based decision-making. We conducted two interrelated design-based studies to co-design, test and evaluate a discussion format that could motivate and support teachers to use data to identify teaching practices for improvement. Data collection included interviews, surveys, policy document analyses and observations of discussions. The discuss…
Psychology (9 works) · Computer Science (8 works) · Mathematics education (7 works) · Pedagogy (7 works) · Educational Assessment and Improvement (6 works) · Comprehension (4 works) · Literacy (4 works) · Political science (4 works) · Reading comprehension (4 works) · Sociology (4 works)