Relevant bibliographies by topics / New Zealand Ministry of Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'New Zealand Ministry of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'New Zealand Ministry of Education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "New Zealand Ministry of Education"

1

Davison, Martyn. "Teaching decolonised New Zealand history in secondary schools." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (May 6, 2021): 90–106. http://dx.doi.org/10.52289/hej8.205.

Full text
Abstract:
In September 2019, the New Zealand Prime Minister, Jacinda Ardern, announced that it will be compulsory to teach New Zealand history in all of the nation’s schools from 2022. To some extent the announcement was a surprise because the New Zealand Curriculum (NZC) is far from being prescriptive and allows teachers autonomy to decide what and how history is covered in the classroom. It was also however, a foreseeable outcome of long-standing and common place assumptions that young people know little or nothing of New Zealand’s history (Belich, 2001; Neilson, 2019) and that this can be remedied by making the study of New Zealand history compulsory in schools (Gerritsen, 2019; New Zealand Government, 2019). This article seeks to test these assumptions and in doing so examines the case for teaching New Zealand history, especially from the perspective of a decolonised and inclusive national narrative. It also acknowledges the emergence, within secondary schools, of culturally sensitive and place-based approaches to the teaching of New Zealand history. The article does this by first, describing three recent examples of teaching New Zealand history that adopt these approaches; the last of which, draws upon my classroom practice as a history teacher and teacher-researcher. It then suggests that Te Takanga o te Wāi (Ministry of Education, 2015)[i] provides a useful framework to further ground these practices in a theory that balances Indigenous and western approaches to teaching history. In the wake of Jacinda Ardern’s announcement that New Zealand history will shortly be compulsory in all schools, the article concludes by proposing that a lightly prescribed framework of New Zealand’s colonial history in the curriculum will provide history teachers with a more coherent professional landscape.
APA, Harvard, Vancouver, ISO, and other styles
2

Gibbons, Andrew, and Marek Tesar. "The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand." New Zealand Annual Review of Education 25 (July 20, 2021): 5–19. http://dx.doi.org/10.26686/nzaroe.v25.6911.

Full text
Abstract:
When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.
APA, Harvard, Vancouver, ISO, and other styles
3

Kaplan, Robert B. "Language Policy and Planning in New Zealand." Annual Review of Applied Linguistics 14 (March 1994): 156–76. http://dx.doi.org/10.1017/s0267190500002877.

Full text
Abstract:
In 1992, the author of this paper was invited to New Zealand to work within the Ministry of Education on the development of a New Zealand National Languages Policy. Prior to the arrival of the author, Waite (1992a) had prepared a comprehensive document laying out the language issues in New Zealand (see also Peddie 1991). A search of the documentation available in New Zealand (see, e.g., Kaplan 1981, National Language Policy Secretariat 1989) suggests that the notion of a National Languages Policy has been under discussion in New Zealand for more than a quarter of a century. Largely, that discussion has produced a great number of seminars, retreats, symposia, colloquia, and other meetings, and a plethora of reports, most now overtaken by time.
APA, Harvard, Vancouver, ISO, and other styles
4

Bruce, Howie, and Jenny M. Horsley. "LGBTIQA+ Learners in New Zealand Schools." Teachers' Work 15, no. 2 (December 20, 2018): 94–99. http://dx.doi.org/10.24135/teacherswork.v15i2.264.

Full text
Abstract:
The New Zealand Curriculum (2007) states that all students have the right to learn in an environment that is inclusive and safe. Teachers in New Zealand are responsible for upholding these and many other values, ensuring that each student’s “unique set of experiences, abilities and interests, and differences in how they learn” (Ministry of Education, 2017a, para 2) are accommodated in the classroom. This research overview considers New Zealand articles on Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Allied (LGBTIQA+) students. Moreover, it identifies the importance of LGBTIQA+ students receiving the support they need to deter depressive thoughts and bullying. Consideration is given to what schools and teachers could do to develop inclusive classrooms for this group of diverse learners, thus supporting these students to reverse their negative experiences of schooling.
APA, Harvard, Vancouver, ISO, and other styles
5

Lee, Kerry, Ghada Hebaishi, and John Hope. "The role of senior management in developing and achieving a successful enterprise education programme?" Education + Training 57, no. 7 (September 14, 2015): 791–811. http://dx.doi.org/10.1108/et-11-2014-0139.

Full text
Abstract:
Purpose – The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education. Design/methodology/approach – The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education. Findings – The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme. Originality/value – It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.
APA, Harvard, Vancouver, ISO, and other styles
6

Manning, Richard F., Angus H. Macfarlane, Mere Skerrett, Garrick Cooper, Vanessa De Oliveira (Andreotti), and Tepora Emery. "A New Net to Go Fishing: Messages From International Evidence-Based Research and Kaupapa Māori Research." Australian Journal of Indigenous Education 40 (2011): 92–101. http://dx.doi.org/10.1375/ajie.40.92.

Full text
Abstract:
This article draws upon a Māori metaphor to describe the theoretical framework underpinning the methodology and findings of a research project completed by researchers from the University of Canterbury, New Zealand, in 2010. It explains how and why the project required the research team to synthesise key information from four New Zealand Ministry of Education Best Evidence Synthesis (BES) reports as well as kaupapa Māori research associated with the Ministry's Ka Hikitia Māori Education Strategy. The key messages outlined in this article were designed by the research team to serve as a new tool to assist whānau (family) and iwi (tribe) to actively engage in the New Zealand schooling system and assert their rights in accordance with the principles of the Treaty of Waitangi (1840). Given the large number of Māori children attending Australian schools, the findings of this research may be of interest to Australian educationalists.
APA, Harvard, Vancouver, ISO, and other styles
7

Furness, Jane, and Judy Hunter. "Adult literacy in Aotearoa New Zealand: Policy, potential and pitfalls." New Zealand Annual Review of Education 22 (December 19, 2017): 66. http://dx.doi.org/10.26686/nzaroe.v22i0.4149.

Full text
Abstract:
Policy aimed at increasing adult literacy and numeracy skills has been a strong focus of the New Zealand Ministry of Education since the launch of More than Words: The New Zealand Adult Literacy Strategy in 2001. This policy and the foundation learning strand in consecutive Tertiary Education Strategies since 2002 have involved significant sector investment. This article examines the current state of adult literacy policy, its trajectory, potential, and pitfalls. Applying a sociomaterial perspective, we explore how the discourse of adult literacy is well embedded in dominant ideologies of individual responsibility and entrepreneurialism. We argue that interest in other perspectives that offer the hope of a more inclusive society must be supported through broad dissemination of alternative material text and artefacts.
APA, Harvard, Vancouver, ISO, and other styles
8

Chan, Angel. "Superdiversity and critical multicultural pedagogies: Working with migrant families." Policy Futures in Education 18, no. 5 (September 10, 2019): 560–73. http://dx.doi.org/10.1177/1478210319873773.

Full text
Abstract:
International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a ‘superdiverse New Zealand’ and is facing challenges emerging from ‘a level of cultural complexity surpassing anything previously experienced’ ( Royal Society of New Zealand, 2013 : 1). Furthermore, population projections ( Statistics New Zealand, 2015 ) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whāriki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country ‘is increasingly multicultural’ ( Ministry of Education, 2017 : 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants.
APA, Harvard, Vancouver, ISO, and other styles
9

Baines, Penelope, and Anne Yates. "Autism Spectrum Disorder in Aotearoa New Zealand: Strategies for teachers." Teachers' Work 15, no. 2 (December 20, 2018): 89–93. http://dx.doi.org/10.24135/teacherswork.v15i2.261.

Full text
Abstract:
According to Autism New Zealand (n.d.) there are approximately 65,000 New Zealanders with an Autism Spectrum Disorder (ASD). Despite this prevalence, Goodall (2014) notes that “…teachers are still on a long journey to full acceptance of students on the autism spectrum as learners with potential” (p. 133). This is concerning as one of the principles that form the foundation of the New Zealand Curriculum (NZC) (Ministry of Education, 2007) is inclusion. The NZC states these principles “embody the beliefs about the nature of the educational experience and the entitlement of the student” (p. 37) and Te Kete Ipurangi (n.d.) describes inclusive education as all children and young people being engaged and achieving through participating, learning and belonging. These principles, in addition to the prevalence of people with ASD in New Zealand, mean that teachers must possess an understanding of ASD as well as knowledge of teaching strategies to assist these learners.
APA, Harvard, Vancouver, ISO, and other styles
10

Stile, Stephen W., and David Mitchell. "Factors Affecting Delivery of Special Education Programs in Non-Urban Areas of New Zealand." Rural Special Education Quarterly 14, no. 4 (December 1995): 19–26. http://dx.doi.org/10.1177/875687059501400404.

Full text
Abstract:
This project was conducted to identify factors which affect delivery of special education programs in non-urban areas of New Zealand. The opinion of the New Zealand Ministry of Education (1991) was that education for children and youth with disabilities had developed in a piecemeal fashion which had led to a number of problems. Areas studied were (a) frequency of problems in non-urban areas, (b) additional problemactic factors, (c) perceptions of selected issues, (d) the affect of the size of the community in relation to service delivery, (e) possible solutions, and (f) comparison to prior findings in the United States. Information was gathered from Special Education Service (SES) area managers or their representatives on both the North and South islands, and from parents and educators at one secondary urban, one minor urban, and one rural primary school in the Waikato region of the North island.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "New Zealand Ministry of Education"

1

Ashcroft, Craig, and n/a. "Academics� experiences of Performance-Based Research Funding (PBRF) : governmentality and subjection." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070125.162438.

Full text
Abstract:
In 2002 New Zealand�s government set out to "accelerate" the nation�s "transformation into a knowledge society" (Ministry of Education, 2002a, p. 16). Underpinning the development of this so-called 'knowledge society' was a new approach in the way tertiary education was funded. This included introducing a new contestable model of research funding called Performance-Based Research Funding (PBRF). The research reported here was conducted at a critical juncture in the ongoing development and implementation of PBRF because it captures the experiences of fifteen academics as they encounter PBRF and the Quality Evaluation exercise for the first time. Their experiences of the inaugural 2003 Quality Evaluation exercise were examined using a discourse analysis approach informed by Michel Foucault�s (1926-1984) ideas of 'subjection' and 'governmentality'. 'Subjection' occurs when individuals shape their identities by responding to the multiple discourses that are available to them at any particular time and within any historical context (Foucault, 1969). 'Governmentality' refers to a particular instrument, technique or activity that guides and shapes conduct by producing a compliant human subject capable of supporting the interests and objectives of the state (Foucault, 1994a). In the case of academics this might mean conforming to PBRF policies and practices and participating in the development and transformation of a new 'knowledge society'. In this thesis I examine the potential for PBRF to reshape and redirect the nature of research and suggest that some assessment elements of the 2003 Quality Evaluation were flawed and, as a result, a number of participants in this study were now making decisions about their research that appeared contrary to their best interests. I also investigate PBRF as a field of compliance and argue that the Quality Evaluation exercise represents a technology of government that targets the activities and practices of New Zealand�s research academics with the effect of manifesting a more docile and compliant academic subject. I then question PBRF�s impact on the career aspirations and opportunities of academics and claim that the PBRF Quality Evaluation framework has already shifted from being a mechanism for distributing funds for research to one that identifies and rewards the most 'talented' researchers via institutional appointments and promotions. Finally, I interrogate the pursuit and practice of academic freedom and argue that as a consequence of PBRF, a number of participants in this study have positioned themselves in ways that could diminish and constrain their traditional rights to academic freedom. PBRF has the potential to locate academics within a new status-driven hierarchy of professional validation whereby the Quality Evaluation exercise will purportedly measure, evaluate and reward the most 'talented' researchers and the 'best' research. In this thesis I argue that the PBRF Quality Evaluation framework operates as a form of disciplinary power exercised as part of an international trend of intensifying audit and assessment practices in higher education. In this sense, I claim that PBRF exists as an instrument of governmentality capable of constituting a new type of academic subject by significantly shifting the way academics will have to think and conduct their professional selves in relation to their work and research.
APA, Harvard, Vancouver, ISO, and other styles
2

Thompson, Susan J. "A new theology of ministry : the ordained Methodist ministry in New Zealand, 1880-1980." Thesis, University of Canterbury. History, 1990. http://hdl.handle.net/10092/8129.

Full text
Abstract:
Between 1880 and 1980 the ordained ministry of the Methodist Church of New Zealand faced many changes. This study seeks to examine the way in which, during this period, the ministry lost much of its homogeneity to become instead a more diverse body, made up of and valuing a greater range of people with new and varied gifts, and prepared to explore and experiment with alternative ways of offering ministry. In doing so the thesis will concentrate on the ministry of the Wesleyans and, later, the united Methodist Church, although indicating in a general way some of the thinking and practices of the other Methodist traditions in New Zealand. The special position of the Maori ministry will be discussed in further chapters, but for the most part this study will focus on the Church's European ministry. In tracing the development of this change to the ordained ministry, two major themes have emerged, both of which have challenged traditional assumptions about the changing nature of such a ministry. The first has been the desire for rigid concepts of ministry and a narrowly defined presbyterate to be opened up and made more inclusive and more flexible. As the Church has re-examined its understanding of ministry, then, it has developed a whole new theology of ministry and laity. The second has been an increasing trend towards "professionalisation and specialisation” within ordained ministry. This is expressed in the desire that the Church and the presbyterate do things in a 'professional’ way, seeking 'professional' competence. These themes run throughout the chapters to follow. This study is divided into five chapters, each examining some aspect of the changing nature the Methodist presbyterate between 1880 and 1980. The first will look at how the ordained related to their lay colleagues in ministry, and in the way in which this gradually changed as the Church accepted a more equal view of ministry. The second will trace the growth in alternative forms of ordained ministry, reflecting the Church's new willingness to experiment with different ways of working. The third will show how restrictions upon those who could enter the presbyterate were removed, allowing women, married men and Maori to be admitted to ordained ministry with full status. The fourth will trace the changing history of the process by which the Church selected its candidates for ministry – a history revealing, among other things, the desire for a more professional expertise. Finally, the fifth will show how Methodist education for ministry has developed over the century, gradually becoming more individually flexible within the College and without. The research for this work is mainly based on written, Methodist sources. The most useful of these have been the minutes of the Methodist Annual Conference. These contain the annual reports of the Church's committees, departments and institutions, and the resolutions passed by the Conference. Certain statistical material may also be derived from various lists (like, for example, the stationing list) and from the questions of Conference. This material is sometimes problematical as the Church has often displayed a lack of consistency in the way these have been kept (by, for example, changing categories and including people in more than one list). Specific problems are noted with the appropriate tables. The Church's law books have proved to be another useful source. Produced more irregularly (in thirteen editions between 1880 and 1980), these contain the rules and regulations of the Church. A less official source than these is the Journal of Conference, which records the daily business of the Conference, and so reveals something of the process leading up to the final resolutions found in the minutes. It includes the unacceptable motions and reports that are not recorded in the minutes, and some of the debate - with the names of those included - surrounding an issue. The Church's newspaper the New Zealand Methodist Times, also contains more detailed reports on aspects of the Conference, together with all sorts of articles and letters to do with Church life.
APA, Harvard, Vancouver, ISO, and other styles
3

Anderson, Vivienne, and n/a. "The experiences of international and New Zealand women in New Zealand higher education." University of Otago. Faculty of Education, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090812.101334.

Full text
Abstract:
This thesis reports on an ethnographic research project that explored the experiences and perspectives of a group of women in New Zealand higher education, including international and New Zealand students and partners of international students. The study had two aims. The first was to disrupt the inattention to gender and to students' partners and families in New Zealand international education research and policy. The second was to problematise Eurocentric assumptions of (predominantly Asian) international students' 'cultural difference', and of New Zealanders' homogenised sameness. The theoretical framework for the study was informed by a range of conceptual tools, including feminist, critical theory, post-structural, and postcolonial perspectives. In drawing on feminist perspectives, the study was driven by a concern with acknowledging the importance and value of women's lives, looking for women where they are absent from policy and analysis, and attending to the mechanisms through which some women's lives are rendered invisible in internationalised higher education. In considering these mechanisms and women's lives in relation to them the study also drew on post-structural notions of discourse, power, and agency. It explored how dominant discourses in internationalised higher education reveal and reproduce historically-grounded relations of power that are intentionally or unintentionally performed, subverted and/or resisted by women and those they encounter. Using Young's (1990, 2000) approach to critical theory, the study also considered alternative ways of constructing internationalised higher education that were suggested in women's accounts. As a critical feminist ethnography the study was shaped by my theoretical framework (above), critical literature on heterogeneous social groups, and feminist concerns with relationship, reciprocity and power in the research process. Fieldwork took place during 2005 and 2006 and involved two aspects: the establishment and maintenance of an intercultural group for women associated with a higher education institution, and 28 interviews with 20 women over two years. Interviewees were recruited through the group and included eight international students, nine New Zealand students and three women partners of international students. Study findings challenged the assumption that international and local students are distinct and oppositional groups. They also highlighted the importance of recognising the legitimate presence of international students' partners and accompanying family members at all levels in higher education. International and New Zealand women alike found the intercultural group a useful source of social and practical support and information, and a point of access to other sources of support and information. Women reflected on moving between many different kinds of living and learning contexts, highlighting the importance of: clear processes and pathways for accessing information and practical support when experiencing transition; teaching that is engaging, effective, and responsive; and opportunities to develop connections with other people both on and off campus. Rather than revealing clear patterns of difference or sameness across women, the study highlighted the importance of policy, research, teaching and support practices that are open and responsive to women's actual viewpoints and needs, and that neither re-entrench difference nor assume sameness.
APA, Harvard, Vancouver, ISO, and other styles
4

Maidment, Jane M. "Social work field education in New Zealand." Thesis, University of Canterbury. Social Work, 2000. http://hdl.handle.net/10092/4633.

Full text
Abstract:
The focus of this research dissertation is social work field education in New Zealand. The purpose of conducting the study was to ascertain how both students and field educators experienced teaching and learning in the field. Results indicate that while teaching and learning thinking and theory have evolved in recent years to include a critical reflective dimension, the practice of field education is still largely based on an apprenticeship model. Practice experience and theoretical input relating to areas of societal inequality as well as the political context in which field education is delivered explain the continued use of the apprenticeship model. Students and field educators do, however, share a vision for how field education should be delivered. They agree on the attributes of an effective field educator, and on the methods needed to enhance practice teaching and learning. The research has, nevertheless, identified a discrepancy between this shared vision for field education and the reality that students experience in the field. Field educators are clearly marginalised in their role. Their work as educators is not sanctioned or recognised by employing agencies, and workload pressure frequently militates against social workers being able to accommodate students on placement. In this climate a minimalist approach to field education is adopted, resulting in unqualified social work staff and people who are not social workers acting as field educators. Without radical shifts in the recognition, resourcing and organisation of field education, student learning in the field will continue to be compromised. The theoretical framework used in this research was derived from existing learning theory, which was then reconceptualised and developed in light of the research outcomes to formulate a contemporary theory for practicum learning.
APA, Harvard, Vancouver, ISO, and other styles
5

Petrie, Kirsten. "Gender construction in New Zealand physical education." Thesis, University of Canterbury. School of Sciences and Physical Education, 2002. http://hdl.handle.net/10092/2870.

Full text
Abstract:
This study investigates how teacher beliefs, programmes and practices contribute to gender construction, within co-educational secondary schools, in New Zealand. It explores how physical education teaching practices support and reinforce socially desirable forms of masculinity and femininity. The research utilises interviews with teachers and students in co-educational secondary schools in the Canterbury region. Students and teachers offer narratives surrounding the gendered beliefs and practices that are inherent in physical education classes. The evidence presented represents the collaborative ideas of four teachers and twenty students. The discussion investigates the nature of teacher beliefs surrounding the development of gender, and examines the hidden curriculum that supports the replication and legitimisation of socially desirable forms of masculinity and femininity. In particular, it examines teachers' understandings of masculinity and femininity, the hierarchies and different expectations of achievement and behaviour that exist in physical education classes. It examines how changes in physical education programmes, have challenged explicit issues relating to gender, while hidden messages have not been addressed. Lastly the discussion reflects on the reasons why gender constructions go unchallenged, and provides insight into possible avenues to instigate change. This research indicates how gender continues to be constructed due to the hidden curriculum that is operationalised by teachers and students in physical education classes. It suggests strategies that would assist in changing and challenging the gender construction in physical education. Finally, the study concludes that in order for gender construction to be reduced within from the physical education classroom the physical education sector must strive to challenge existing ideologies and develop practices that allow and provide for a diverse range of masculinities and femininities.
APA, Harvard, Vancouver, ISO, and other styles
6

Huard, Geoff. "Ministry education for the new frontier : a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Huard, Geoff. "Ministry education for the new frontier a training program for cross-cultural ministry /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Connolly, Maria Josephine. "The impacts of the Canterbury earthquakes on educational inequalities and achievement in Christchurch secondary schools." Thesis, University of Canterbury. Geography, 2013. http://hdl.handle.net/10092/7903.

Full text
Abstract:
During 2010 and 2011, major earthquakes caused widespread damage and the deaths of 185 people in the city of Christchurch. Damaged school buildings resulted in state intervention which required amendment of the Education Act of 1989, and the development of ‘site sharing agreements’ in undamaged schools to cater for the needs of students whose schools had closed. An effective plan was also developed for student assessment through establishing an earthquake impaired derived grade process. Previous research into traditional explanations of educational inequalities in the United Kingdom, the United States of America, and New Zealand were reviewed through various processes within three educational inputs: the student, the school and the state. Research into the impacts of urban natural disasters on education and education inequalities found literature on post disaster education systems but nothing could be found that included performance data. The impacts of the Canterbury earthquakes on educational inequalities and achievement were analysed over 2009-2012. The baseline year was 2009, the year before the first earthquake, while 2012 is seen as the recovery year as no schools closed due to seismic events and there was no state intervention into the education of the region. National Certificate of Educational Achievement (NCEA) results levels 1-3 from thirty-four secondary schools in the greater Christchurch region were graphed and analysed. Regression analysis indicates; in 2009, educational inequalities existed with a strong positive relationship between a school’s decile rating and NCEA achievement. When schools were grouped into decile rankings (1-10) and their 2010 NCEA levels 1-3 results were compared with the previous year, the percentage of change indicates an overall lower NCEA achievement in 2010 across all deciles, but particularly in lower decile schools. By contrast, when 2011 NCEA results were compared with those of 2009, as a percentage of change, lower decile schools fared better. Non site sharing schools also achieved higher results than site sharing schools. State interventions, had however contributed towards student’s achieving national examinations and entry to university in 2011. When NCEA results for 2012 were compared to 2009 educational inequalities still exist, however in 2012 the positive relationship between decile rating and achievement is marginally weaker than in 2009. Human ethics approval was required to survey one Christchurch secondary school community of students (aged between 12 and 18), teachers and staff, parents and caregivers during October 2011. Participation was voluntary and without incentives, 154 completed questionnaires were received. The Canterbury earthquakes and aftershocks changed the lives of the research participants. This school community was displaced to another school due to the Christchurch earthquake on 22 February 2011. Research results are grouped under four geographical perspectives; spatial impacts, socio-economic impacts, displacement, and health and wellbeing. Further research possibilities include researching the lag effects from the Canterbury earthquakes on school age children.
APA, Harvard, Vancouver, ISO, and other styles
9

Martin, Allan. "Older adulthood, education and social change (Australia, New Zealand)." Thesis, University of Auckland, 2006. http://wwwlib.umi.com/dissertations/fullcit/3205817.

Full text
Abstract:
The outcome of demographics which point to a rapid increase in the number of older adults in the population has been widely debated in the literature. However, it has been examined primarily from the perspective of an unrealistically optimistic or unduly pessimistic view of the future, with few attempts to provide other alternatives. This thesis is structured in three sections. The first backgrounds the context of the research question, the relevant literature, the prospect of gender bias in that literature and the historical development of government policy towards ageing. The second section presents a theoretical perspective for social change, examines the development of social movements and puts a case for a new social movement arising out of the increasing number of older adults and supporting educative processes. The third section reports on empirical research based on interviews in Australia and New Zealand with leaders of organisations involved with older adults and focuses on drawing conclusions from the research in relation to the research question. The theory proposed in this thesis is based on the premise that an opportune time in history exists for older adults to contribute to social and political change. However, for senior members of society to undertake this role will require education in some form, to act as an agency or catalyst to initiate an organised social movement. Findings of this research support the view that the majority of older adults remain fit and healthy and do not conform to the medicalisation approach to ageing on which government policy and, to a large extent, public attitudes, have been formed. While there would be problems of organisation in the formation of a new social movement there are no insurmountable obstacles to overcome. The greatest difficulty would seem to lie in overcoming inertia, sectional interests, generating the leadership and developing innovative and imaginative educative processes.
Subscription resource available via Digital Dissertations only.
APA, Harvard, Vancouver, ISO, and other styles
10

Samu, Tanya Lee-Anne Maleina. "Pasifika Education: Discourses of Difference within Aotearoa New Zealand." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8731.

Full text
Abstract:
This study is a conceptual analysis of specific terms and constructs that have become entrenched within education policy and practice in New Zealand within the 21st century – namely diversity , and Pasifika education. It is uncommon for users of these terms (educators, policy makers and researchers) to make their understandings and use of such terms explicit. In the absence of close and careful critique, limited and partial understandings of groups of learners constructed as diverse and different escape interrogation. The overall risks of this lack of conceptual clarity are: simplification and even misapprehensions of key dimensions of groups such as Pasifika learners and their communities. This results in unarticulated assumptions having undue influence over educators’, policymakers’ and researchers’ perspectives and their subsequent decision-making. The philosophical research questions of this study are addressed through a deconstructivist research framework that draws on the theorisations of J.R. Martin; M. Foucault’s theorisations relating to the historical analysis of ideas; and discourse theorising of a primarily post-structuralist nature. Six analyses were developed in order to address the research questions. Three focused on the level of national policies, macro-level influences, and post-colonial indigenous visioning. Three analyses are based on a selection of narrative accounts of Samoan women across time and space, examining education as a process of change, and its effects on personal identity and culture. The study critically reflects on the underlying values and belief systems of both policy and practice. It identifies and examines the tension between the state’s priorities for the provision of education for Pasifika peoples on the one hand, and Pasifika peoples’ motivations for pursuing and participating in education on the other. This is done in an effort to challenge complacency, provide alternative perspectives, deepen insights and strengthen understandings amongst those actively engaged as educators, policy makers and researchers in the education and development of Pasifika peoples in Aotearoa New Zealand.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "New Zealand Ministry of Education"

1

Branch, New Zealand Ministry of Māori Development Monitoring and Evaluation. Review of the Ministry of Education: Service delivery to Māori. [Wellington]: Ministry of Maori Development, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

New Zealand. Office of the Auditor-General. Ministry of Education: Supporting professional development for teachers. Wellington, N.Z: Office of the Auditor-General, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Education, Vanuatu Ministry of. Grant funding arrangement between the Government of the Republic of Vanuatu represented by the Ministry of Education, the Ministry of Finance and Economic Management and the Prime Minister's Office and the Commonwealth of Australia represented by the Australian Agency for International Development (AusAID) and New Zealand Agency for International Development (NZAID) in relation to the Vanuatu education road map. Vanuatu: Government of the Republic of Vaniatu, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mitchell, Linda. Characteristics of professional development linked to enhanced pedagogy and children's learning in early childhood settings: Best evidence synthesis : report prepared for the new Zealand Ministry of Education. [New Zealand: Minstry of Education, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Openshaw, Roger. Reforming New Zealand Secondary Education. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100701.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Inside New Zealand classrooms. Katonah, N.Y: Richard C. Owen, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

New Zealand. Ministry of Education. Research and Statistics Division. Education statistics of New Zealand 1991. Wellington: Research & Statistics Division, Ministry of Education, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hames, M. J. The crisis in New Zealand schools. [Auckland, N.Z.]: Education Forum, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Middleton, Sue, Alison Jones, and John A. Codd. New Zealand education policy today: Critical perspectives. Wellington: Allen & Unwin, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Education in Australia, New Zealand and the Pacific. London: Bloomsbury Academic, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "New Zealand Ministry of Education"

1

Couch, Daniel. "From Progressivism to Instrumentalism: Innovative Learning Environments According to New Zealand’s Ministry of Education." In Transforming Education, 121–33. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5678-9_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Culpan, Ian. "New Zealand." In Olympic Education, 206–21. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rawlins, Peter, Carrol Walkley, and Lone Jorgensen. "New Zealand." In Issues in Upper Secondary Science Education, 137–59. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Findsen, Brian. "New Zealand." In International Perspectives on Older Adult Education, 297–308. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_26.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jefferies, Rodney L. "New Zealand." In Real Estate Education Throughout the World: Past, Present and Future, 447–61. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sheehan, Mark. "New Zealand." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 403–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_31.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Robertson, Margaret, John Morgan, and Jeana Kriewaldt. "Australia and New Zealand." In International Perspectives on Geographical Education, 1–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44717-9_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shephard, Kerry. "Environmental Education in New Zealand." In Education for Sustainability, 41–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1940-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Macaulay, John. "Disaster Education in New Zealand." In International Perspectives on Natural Disasters: Occurrence, Mitigation, and Consequences, 417–28. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-2851-9_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Campbell, Alison. "Evolution Education in New Zealand." In Evolution Education Around the Globe, 431–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90939-4_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "New Zealand Ministry of Education"

1

Richardson, Tony. "The New Tertiary Model and Its Low-Level Impact." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2564.

Full text
Abstract:
There have been many articles written which describe the changing financial environment currently faced by tertiary institutions. In New Zealand our Universities and Polytechnics have faced a gradual per-student reduction in government funding over the past decade and, despite the public utterances of ministers of education, there is little evidence that this is anything but a continuing trend. This has pushed institutions towards the so-called “commercialisation of the education sector”. It means greater efficiencies in the delivery of courses, greater emphasis on the marketing of popular courses and reductions in the numbers of general and academic staff. The dreaded word “restructuring” has begun to be whispered in the corridors and staff lounges of Universities, a state akin to the whisperings of “downsizing” and “core business concentration” among the true corporates of our economies. Interestingly, this shift in tertiary institution modeling at the macro level has been reflected down at the micro level of individual courses and assessments and it is this low level change which has prompted this paper.
APA, Harvard, Vancouver, ISO, and other styles
2

Notina, Elena, Anna Bekeeva, Irina Bykova, and Valentina Uliumdzhieva. "MINORITY EDUCATION ISSUES IN NEW ZEALAND." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2763.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Marshall, Stephen. "THE NEW ZEALAND TERTIARY EDUCATION CAPABILITY FRAMEWORK." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1291.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bekeeva, Anna. "LANGUAGE POLICY ISSUES IN NEW ZEALAND." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0494.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bekeeva, Anna, and Elena Notina. "THE FORMATION AND DEVELOPMENT OF NEW ZEALAND LEXICOGRAPHY." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021233.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sheard, Judy, and Simon. "ITiCSE, Australia, and New Zealand: What's the Story?" In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3394982.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhao, Zhojun, and Jairo Gutierrez. "Customer Service Factors Influencing Internet Shopping in New Zealand." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2837.

Full text
Abstract:
Recent e-commerce failures caused by poor e-customer service have motivated many researchers to explore the factors that influence e-customer service quality, which leads to business-to-consumer (B2C) e-commerce success. The research reported in this paper explored the perceptions of a group of New Zealand e-customers and e-users about e-customer service and the influence of their perceptions on their attitudes towards Internet shopping. The study findings strongly indicate e-customers are only moderately satisfied with current e-customer service. Conversely, New Zealand e-users (i.e.: not yet “customers”) are discouraged from using the Internet for shopping due to issues such as credit card security, resistance to change, lack of physicality, hard-to-trust online vendors, and the perceived insecurity of payment systems. The study found that the motivators to Internet shopping are: goods returns and refunds policy, privacy protection, timely online service, ease of use, help and support facilities. Based on these findings, some recommendations on e-customer service for Internet shopping are presented.
APA, Harvard, Vancouver, ISO, and other styles
8

Thompson, David, and Tim Bell. "Adoption of new computer science high school standards by New Zealand teachers." In the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532759.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bekeeva, Anna, and Elena Notina. "LINGUISTIC AND EXTRA-LINGUISTIC ASPECTS OF FORMING NEW ZEALAND ENGLISH VOCABULARY." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.2021229.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Klindžić, Jasmin, Jadranka Lasić-Lazić, Mihaela Banek-Zorica, and Mirjana Abramović. "TRAINING THE EDUCATORS - CASE STUDY FROM THE MINISTRY OF INTERIOR, REPUBLIC OF CROATIA." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1740.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "New Zealand Ministry of Education"

1

Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

Full text
Abstract:
How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'New Zealand Ministry of Education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography