Academic literature on the topic 'New Zealand Primary School'
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Journal articles on the topic "New Zealand Primary School"
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Gage, Ryan, William Leung, James Stanley, Anthony Reeder, Christina Mackay, Moira Smith, Michelle Barr, Tim Chambers, and Louise Signal. "Sun Protection Among New Zealand Primary School Children." Health Education & Behavior 45, no. 5 (December 3, 2017): 800–807. http://dx.doi.org/10.1177/1090198117741943.
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Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sun-safety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.
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A. Johnson, Victoria, Kevin R. Ronan, David M. Johnston, and Robin Peace. "Implementing disaster preparedness education in New Zealand primary schools." Disaster Prevention and Management 23, no. 4 (July 29, 2014): 370–80. http://dx.doi.org/10.1108/dpm-09-2013-0151.
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Purpose – The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource. Design/methodology/approach – Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource. Findings – The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource. Practical implications – Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements. Originality/value – An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action.
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Renwick, Margery, and Alison Gray. "Change & the New Zealand primary school curriculum." Set: Research Information for Teachers, no. 1 (June 1, 1997): 1–4. http://dx.doi.org/10.18296/set.0865.
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Smyth, Heather. "Somali Students’ Perceptions of a New Zealand Primary School." Kairaranga 14, no. 1 (January 1, 2013): 39–45. http://dx.doi.org/10.54322/kairaranga.v14i1.176.
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Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the literature in this area by finding out what Somali students in a New Zealand primary school think about their schooling: the aspects of school which challenge or support their cultural identities. Three nine and ten year-old Somali students attending a primary school in the Greater Wellington region participated in focus groups. Open- ended questions were used to elicit their perspectives on pedagogical approaches and their interactions with their peers and teachers. The students identified numerous positive aspects of their school lives, including strong friendships and autonomy in the classroom, yet revealed that bullying is an on-going issue, for themselves and other students, in and out of school.
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Whyte, Belinda, Maree Davies, and Aaron Wilson. "Online talk in a New Zealand primary-school context." Set: Research Information for Teachers, no. 1 (June 1, 2022): 46–51. http://dx.doi.org/10.18296/set.0217.
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The purpose of this study was to investigate the nature and understanding of online talk in a New Zealand primary-school context. This research consisted of a small-scale case study of the #NZReadaloud, a pre-existing literacy programme, over 6 weeks in mid-2020. A private online group on the education platform Edmodo was established where 14 students and four teachers participating in the study could discuss a text being read aloud in their classrooms. These discussions, along with eight follow-up interviews, were analysed to seek patterns and draw conclusions about the nature of online talk in this context. A key finding from this study showed that online talk was well liked by teachers and students, but that this did not translate into greater amounts or a more interactive style of participation. Allocated time for explicit teaching and modelling of how to talk online is important. Data from this study could be used in future research or as background when planning online literacy discussions.
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Scott, Pippa, Patricia C. Priest, Stephen T. Chambers, Janneke C. M. Heijne, and David R. Murdoch. "Staphylococcus Aureus Carriage in a New Zealand Primary School." Pediatric Infectious Disease Journal 37, no. 6 (June 2018): e172-e175. http://dx.doi.org/10.1097/inf.0000000000001796.
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Giles, David. "A storyline of ideological change in a New Zealand primary school." International Journal of Organizational Analysis 23, no. 2 (May 11, 2015): 320–32. http://dx.doi.org/10.1108/ijoa-09-2012-0614.
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Purpose – This article aims to report on the findings from a research project that explored a school’s changing ideological storyline with the appointment of a new Principal and the Board of Trustees’ intention to move towards a strengths-based approach to education. Following the school’s dialogue and decision-making over a three-year period enabled the identification of a range of competitive processes between the dominant and an emergent ideology within the school. Design/methodology/approach – Using an ideological framework proposed by Meighan et al. (2007), the research focussed on the development and maintenance of shared understandings within each ideology. For the purpose of this article, the participants have been limited to those in school governance, the school’s senior leadership team and some teachers across a three-year period. Data were gathered through semi-structured interviews, online surveys and informal observations and analysed through interpretive and hermeneutic processes. Findings – The findings show the subtleties and nuances of two dominant and competing ideologies that represented different philosophies for education: a deficit discourse of progressive ideals and a strengths-based ideology of education. The existing and dominant ideology is challenged by the determination and moral purpose of the principal with the unanimous support from those in governance. In due process, the school emerged into a creative enterprise through the adoption of shared understandings that were underscored by a strengths-based ideology. Originality/value – It is incumbent upon school principals to notice the shifting organisational storylines within their schools and communities and act in a manner that realises the moral imperative of schooling for the students (Fullan, 2011). This article opens specific ideological processes that have appreciatively moved a school towards pedagogical excellence and a repurposing of the organisation for the students’ sake.
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Dyson, Ben, Jackie Cowan, Barrie Gordon, Darren Powell, and Boaz Shulruf. "Physical education in Aotearoa New Zealand primary schools." European Physical Education Review 24, no. 4 (April 12, 2017): 467–86. http://dx.doi.org/10.1177/1356336x17698083.
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Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.
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McNoe, B. M., A. I. Reeder, and M. P. de Lange. "SunSmart schools: a New Zealand skin cancer primary prevention intervention blueprint for primary school settings." British Journal of Dermatology 179, no. 4 (July 5, 2018): 963–64. http://dx.doi.org/10.1111/bjd.16670.
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Garbacz, S. Andrew, and Susan M. Sheridan. "A multidimensional examination of New Zealand family involvement in education." School Psychology International 32, no. 6 (June 20, 2011): 600–615. http://dx.doi.org/10.1177/0143034311403034.
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The purpose of this study was to preliminarily examine family involvement with the primary caregivers of a specific population of New Zealand primary school students through a pilot validation of a New Zealand version of the Family Involvement Questionnaire, Elementary Version (FIQ-E; Manz, Fantuzzo, & Power, 2004). Participants were 285 primary caregivers of children attending primary school in Dunedin, New Zealand. Confirmatory and exploratory factor analyses were conducted to determine the factor structure of the New Zealand version of the FIQ-E. Exploratory factor analysis revealed a factor structure similar to the original FIQ-E; however, fewer and different items loaded onto the common factors. Implications for these findings, including differences in the factor structure and intercultural family involvement research, are explored.
Dissertations / Theses on the topic "New Zealand Primary School"
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Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
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This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
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Patrick, Rachel. "Teaching the storied past : history in New Zealand primary schools 1900-1940 /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7057.
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This thesis examines history teaching in New Zealand primary schools between 1900 and 1940, situating the discussion within an intertwined framework of the early twentieth-century New Education movement, and the history of Pakeha settler-colonialism. In particular, it draws attention to the ways in which the pedagogical aims of the New Education intersected with the settler goal of ‘indigenisation’: a process whereby native-born settlers in colonised lands seek to become ‘indigenous’, either by denying the presence of the genuine indigenes, or by appropriating aspects of their culture. Each chapter explores a particular set of pedagogical ideas associated with the New Education and relates it back to the broader context and ideology of settler-colonialism. It examines in turn the overarching goals of the New Education of ‘educating citizens’, within which twentieth-century educationalists sought to mobilise biography and local history to cultivate a ‘love of country’ in primary school pupils, exploring the centrality of the ‘local’ to the experience-based pedagogy of the New Education. Next, it argues that the tendency of textbook histories to depict governments – past and present – in an overwhelmingly positive light, served important ongoing colonising functions. Next it examines the influence of the Victorian ideal of ‘character’ in textbooks, particularly during the first two decades of the twentieth century, through a pedagogy centred upon the assumption that the lives of past individuals or groups could be instructive for present generations.By the 1920s and 1930s, the normative models of behaviour represented by character had come under challenge by the more flexible notion of ‘personality’ and its associated educational aims of expression, creativity and self-realisation, aims that emerged most clearly in relation to the use of activity-based methods to teach history. The juxtaposition of textbooks and activity-based classroom methodologies in the primary school classrooms of the 1920s and 1930s brought to light some of the broader tensions which existed within the settler-colonial ideology of Pakeha New Zealanders. The longer-term impact was a generation for whom the nineteenth-century British intrusion into Maori lands and cultures from which Pakeha New Zealanders massively profited was normalised.
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Brooker, Barry N., and n/a. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061023.151530.
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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.
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Brooker, Barry N. "Stakeholders' Meanings of Effective School Leadership: A Case Study in a New Zealand Primary School." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366450.
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Guided by the theoretical underpinnings of symbolic interactionism, this study set out to describe and analyse how stakeholders in a New Zealand Primary School understand effective school leadership, and how their meanings of leadership are influenced by the context in which they work. Review of the school leadership literature indicated that there was widespread agreement on the importance of leadership for school effectiveness but limited empirical data on how, or why, this was the case. To gain an understanding of stakeholders' meanings of effective leadership the study adopted a qualitative, case study design. Purposive, criterion-based selection was used to select a school considered to have highly effective leadership practices and to identify a cross-section of stakeholders within that school. The participants were the principal, Board of Trustees chairperson, assistant principal, teacher, general staff member, and student. Data were gathered from concept maps, semi-structured interviews and selected school documents such as the school's Education Review Office report and staff job descriptions. Data were analysed using grounded theory methods of analysis, specifically the use of constant comparison through open and axial coding. The findings of the study are presented and examined in terms of three theoretical propositions that encapsulate the stakeholders' meanings of effective school leadership. The first proposition examines three core values - concern for the individual, a commitment to learning, and an expectation of high performance - that permeated the school and influenced stakeholders' meanings and leadership practices. The second proposition examines the provision of direction, which involved articulation of a strong vision, use of symbols and ceremonies, modelling valued practices and beliefs, and raising the aspirations of staff and students. The third proposition examines leading and managing processes, which included the development of a team structure, leading and managing staff appointments and non-performance, managing communications, meetings and time, and providing opportunities for decision-making and leadership. Although considered in separate chapters, the three theoretical propositions are inter-related. The findings from this study highlight the importance of a set of core, common values for school leadership, confirm the role that leaders play in providing direction through a variety of symbolic activities, re-emphasise the need for studies of leadership to consider the context specific and people-based aspects of leadership, and confirm the place of teams in achieving a school's goals and reinforcing its values. The findings of the study also identify a need for team learning and development, and for a greater focus on values and beliefs in development programmes for principals. In addition, from both a theoretical and practical perspective, the findings establish a need for further research into the conception and practice of distributed leadership, and indicate that principals continue to play a central leadership role in self-managing, primary schools. The study's findings, thus, add to an at present limited base of empirical data on school leadership, and provide an insight into the perspectives of those involved in the leadership processes. Although the study's findings are based on a single school, in a particular context, the research design and methodology, including use of theoretical propositions, means the findings and conclusions generated from the study are pertinent to leadership theory, leadership research and leadership policy and practice in various contexts. The findings of this study are therefore likely to be of use to researchers of educational leadership, school principals, other school leaders, educational policy makers, and those designing and implementing professional learning programmes for principals and other school leaders.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/432.
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This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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McGeorge, Colin. "Schools and socialisation in New Zealand 1890-1914." Thesis, University of Canterbury. Education, 1985. http://hdl.handle.net/10092/819.
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This is a detailed study of the values embodied in and transmitted by state primary schools in New Zealand between 1890 and 1914. After describing the creation of a network of primary schools and the means by which regular attendance was secured it describes the schools' role in fostering the conventional virtues and certain widely held social attitudes through the "hidden curriculum", through school discipline, and through teachers' example. The social and moral content of schoolwork is then analysed with particular attention to what was said about New Zealand itself and about Maoris and racial differences. A detailed examination is made of a number of attempts to enlist the schools in particular social and moral causes: religious education, temperance, the inculcation of patriotism, sex education, military training, "correct" speech, and secular moral instruction. The closing chapters consider the differential impact of schooling and credentialling on children from different social classes and on boys and girls. This study draws on a wide variety of sources and makes extensive use of a large collection of school texts of the period~ The values schools transmitted reflected a middle class consensus, not seriously challenged by workers. The content of schooling was chiefly contested by middle class groups seeking to purify and improve the existing social order. Middle class groups were ambivalent towards the emergence of a distinctive national identity, but the schools fostered, often as unintended consequences, certain aspects of national identity.
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Naysmith, Robert Bramwell. "Implementing the New Zealand Curriculum: Understandings and experiences from three urban primary schools." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5657.
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The introduction of the New Zealand Curriculum (Ministry of Education, 2007) provided both opportunities and challenges to schools. As teaching and learning has continued to evolve and develop in accordance with new research, technological innovations and changing school populations so too has curriculum. The curriculum was designed to initiate a transformation in values, principles, and key competencies that are needed for learners to successfully participate in schooling and society. The New Zealand government introduced a new curriculum in 2007 with the intention of it being implemented into schools by 2010. The content of curriculum was guided by pedagogical understandings supported by research. This included an emphasis on schools having ownership of their curriculum. The 2007 curriculum also had a larger focus on educating the whole child not just on learning objectives.
This research investigates how three schools have undertaken the implementation of the New Zealand Curriculum (2007), and the effects this implementation has had on teaching and learning. Using semi-structured interviews, the descriptive narratives of each teacher’s and school’s experience and understanding has been explored. The results indicated that the participating schools are embracing the new curriculum and that changes made due to professional development, teacher collaboration and curriculum implementation are directly affecting learning for children in a positive way.
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Latu, Makelesi. "Talanoa: a contribution to the teaching and learning of Tongan Primary School children in New Zealand." AUT University, 2009. http://hdl.handle.net/10292/919.
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Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose is for Tongan children to gain the benefits of good education that New Zealand has to offer. However, there is a growing concern for Tongan parents and New Zealand teachers and schools about the quality and impact of education Tongan children receive. The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan Primary School children in New Zealand” centres on Tongan parents who are recent migrants from Tonga and have primary school children. The research focuses on alternative approach in teaching and learning pedagogies of Tongan children in New Zealand. The research approach is drawn from Tongan language and cultural practices called talanoa, a communal act of social, political and critical dialogue for a purpose. The methodology is qualitative in design, drawing extensively from Tongan language and culture to research the koloa (values) of talanoa that Tongan parents practise at home. The method of data collection employed is talanoa (critical dialogue) conducted in groups with Tongan parents to capture their perceptions, views and experiences of talanoa in their various homes. In examining this unique context, data is analysed using the Tongan concept koloa. The values of talanoa when explored from the participant’s perspective are more clearly understood. The findings of the study indicate that Tongan migrants’ home practice of talanoa offers a teaching and learning pedagogy which is valued as a best approach in teaching their children. The findings further indicate that talanoa can be extended beyond the homes and into many classroom environments.
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13071.
Full textAbstract:
This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the ++strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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Benson, Jana Elizabeth. "Building Knowledge, Making Meaning, and Applying Understanding of Learner Agency in a New Zealand Primary School." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/89457.
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This study builds knowledge, makes meaning and applies understanding about Learner Agency. It presents enablers, capabilities and perceptions of both students and teachers from Stonefields Primary School (SPS) in New Zealand.
Quantitative data was gathered by implementing the Agency Self-perception Tool (ASpT) with 1089 Year 4-8 learners in four schools. The ASpT was developed at SPS and validated in this study. Focus Groups enabled scaffolding of the quantitative findings and support literature.
Books on the topic "New Zealand Primary School"
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Gawith, Gwen. Managing the school library: A practical guide for New Zealand primary and secondary schools. Newmarket, Auckland: Kohia Teachers Centre, 1991.
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Helen, May. I am five and I go to school: Early years schooling in New Zealand, 1900-2010. Dunedin: Otago University Press, 2011.
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Helen, May. I am five and I go to school: Early years schooling in New Zealand, 1900-2010. Dunedin: Otago University Press, 2011.
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McGeorge, Colin. Race, empire and the Maori in the New Zealand primary school curriculum 1880-1940. [S.L.]: [S.N.], 1993.
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Price, Hugh. Lo! I am on an ox: Learning to read in New Zealand schools, 1877-2000. Wellington, N.Z: Gondwanaland Press, 2000.
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Those who can teach: A history of secondary education in New Zealand from the union perspective. Wellington, N.Z: Steele Roberts, 2003.
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Walsh, P. J. Educational management and the law: A practical guide for managers involved in pre-school, primary, secondary, and tertiary education in New Zealand. Auckland, N.Z: Longman, 1997.
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Organisation for Economic Co-operation and Development., ed. New Zealand. Paris: OECD, 2008.
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Cardno, Carol E. M. Collaborative management in New Zealand schools. Auckland, N.Z: Longman Paul, 1990.
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Kennedy, Shelley. Mobile pre-school units in New Zealand. Wellington: Research & Statistics Division, Ministry of Education, 1990.
Find full textBook chapters on the topic "New Zealand Primary School"
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Ritchie, Jenny, Robyn Bull, Whaea Carol Smith, Felicity Evans, Aunty Vera Sullivan, Andrea Marschke, and Renee Crilly(Dodd). "Indigenous Perspectives on EFS in Australia and New Zealand." In Educating for Sustainability in Primary Schools, 303–21. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-046-8_14.
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Dabner, Nicki. "Digital Safety and Responsible Use Within a Primary School Ecosystems Community in Aotearoa/New Zealand." In IFIP Advances in Information and Communication Technology, 19–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-74310-3_3.
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Bradbeer, Chris. "The Enactment of Teacher Collaboration in Innovative Learning Environments: A Case Study of Spatial and Pedagogical Structuration." In Teacher Transition into Innovative Learning Environments, 47–60. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_5.
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AbstractImplicit within the design of many Innovative Learning Environments (ILEs) in New Zealand primary schools is the intention of a group of co-located teachers working together with an ‘up-scaled’ community of students. To some these socio-spatial settings are suggestive of pedagogical and spatial freedom, of high levels of professional and student agency, and a transformation away from routines established in previous traditional classroom environments. The shift into ILEs may therefore encourage possibilities for novel approaches, the utilisation of individual strengths and opportunities for teachers to determine together how facets of learning, time and space are organised. However, the level of structure required by teams to successfully and collaboratively achieve this presents as a complex, and time-consuming task, with teachers often finding themselves in a space between practicality and potential. This paper draws on observational and interview data from one primary school ILE—part of a wider case study of teacher collaboration in six New Zealand schools. It considers the role of pedagogical and organisational structures alongside levels of autonomy experienced by teachers on adapting to new spaces. The findings indicate that while the occupation and ongoing inhabitation of Innovative Learning Environments may well present opportunities for teachers, tensions may be felt between predominating or created structures, and aspired or idealised practice.
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Nelson, Emily, and Leigh Johnson. "Addressing the Socio-Spatial Challenges of Innovative Learning Environments for Practicum: Harmonics for Transitional Times." In Teacher Transition into Innovative Learning Environments, 291–303. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_23.
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AbstractA shift to Innovative Learning Environments (ILEs) in New Zealand schools is a current Ministry of Education strategic direction challenging how we as teacher educators prepare candidate teachers (student teachers or trainee teachers) to teach in these emerging environments. Candidate teachers in our primary teaching degree increasingly are placed in ILEs on practicum as these develop in schools in our geographic area. Our students report anecdotally that teaching in ILEs poses them steep and novel challenges around how they plan, teach, assess, manage students and learning, as well as work collaboratively with associate teachers and, increasingly, other colleagues. With our current programme underpinned by a more conventional image of teaching and learning, and schools transitioning between conventional and arguably more innovative, bespoke environments, we wondered how our students navigated the novel pedagogical and physical configurations they encountered in ILEs on practicum. We conducted focus group interviews with our candidate teachers and recent graduates who had completed one or more practicum in an innovative learning environment (as defined by the practicum school). We explored participants’ perceptions of the particular demands ILEs created for them. Utilising Lefebvre’s (The production of space. Trans. Blackwell, Cambridge, MA, 1991) socio-spatial trialectic and Monahan’s (Built pedagogies & technology practices: designing for participatory learning. Palo Alto, CA, 2000) notion of “built pedagogy” in this chapter we identify key socio-spatial entanglements, or harmonics, that emerge from our analysis and explore how these inform how we might better prepare our candidate teachers in these transitional times.
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Buntting, Cathy, and Alister Jones. "School science in New Zealand." In Studies in Science Education in the Asia-Pacific Region, 194–206. London: Routledge, 2017. http://dx.doi.org/10.4324/9781315717678-17.
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O’Sullivan, Gary. "Primary Technology Education in New Zealand." In International Handbook of Primary Technology Education, 89–95. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-546-8_8.
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Petrie, Kirsten, and Denise Atkins. "Primary Physical Education in Aotearoa New Zealand." In Routledge Handbook of Primary Physical Education, 271–84. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-23.
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Moeed, Azra, and Dayle Anderson. "The New Zealand Context and Research Design." In Learning Through School Science Investigation, 17–31. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1616-6_2.
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Wills, Rod, and Stephen A. Rosenbaum. "The Problematics of Inclusive Education in New Zealand Today." In Tales from School, 91–108. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_9.
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Macartney, Bernadette. "How ‘Specialese’ Maintains Dual Education Systems in Aotearoa, New Zealand." In Tales from School, 165–79. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-893-0_15.
Full textConference papers on the topic "New Zealand Primary School"
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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.
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Drauschak, Tess O. "GEOLOGIC WONDER, FROM MACRO TO MICRO: A SUPPLEMENTARY INTERACTIVE LESSON FOR NEW ZEALAND PRIMARY SCHOOL NATURAL SCIENCE STUDENTS." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-338474.
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Edwy, Rotem, and Shahper Vodanovich. "The use of 21stcentury technology in New Zealand primary schools: A systematic literature review." In 2017 IEEE 21st International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2017. http://dx.doi.org/10.1109/cscwd.2017.8066679.
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McGuinness, Gareth, and Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector." In Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.
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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While there are many ways to build this statistical capability in young people, an emerging policy strand suggests that it is not realistic for NSIs such as Statistics New Zealand to embark on statistical education programmes of their own. Instead, it is argued that they should focus on three planks: encouraging agencies for education policy to place a high value on statistics education; influencing curriculum development (in statistics and other subjects) to include significant official statistics components; and providing targeted official statistics resources to support curricular components. This paper critically examines this approach to achieving the desired relationship between NSIs and the compulsory education sector, from a New Zealand perspective.
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE." In International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.
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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.
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Samarasekara, Chamindi K., Claudia Ott, and Anthony Robins. "A Decade of CS Education in New Zealand’s High Schools: Where Are We At?" In WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481321.
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Samarasekara, Chamindi K., Claudia Ott, and Anthony Robins. "Barriers to New Zealand High School CS Education - Learners' Perspectives." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478431.3499344.
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Samarasekara, Chamindi K., Claudia Ott, and Anthony Robins. "Future Scenarios for High School Digital Technology in New Zealand." In ACE '23: Australasian Computing Education Conference. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3576123.3576126.
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Khyzhniak, Inna, and Iryna Viktorenko. "Primary School Teachers’ Attitude to the New Ukrainian School Reform." In International Conference on Economics, Law and Education Research (ELER 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210320.051.
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Tammaro, Rosanna, Isabella Stasio, Roberta Scarano, and Deborah Gragnaniello. "DESCRIPTIVE JUDGMENT IN ITALIAN PRIMARY SCHOOL EVALUATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end075.
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"The pandemic situation has made it clear the limit of evaluation through decimal vote. It draws a measuring and classificatory logic. To overcome these limits, the Ministerial Order 172/2020 has introduced new procedure of students’ assessment: descriptive judgment. It replaces the decimal mark with an assessment through “learning level” that allow to monitor the evolutionary process of the student (Castoldi, 2021). Furthermore, the fundamental characteristics of descriptive judgment are: transparency and clarity. Therefore, it is necessary to involve pupils in the assessment process and provide them with continuous feedback on the progress made. The descriptive judgment also has negative aspects: it creates a gap between the disciplinary judgment and the judgment expressed based on the competence certification model. It does not pay attention to the peculiarities of the different disciplines: a single criterion is used for the evaluation without consider the differences between the various subject areas. Finally, the Ministerial Order introduced this change only in primary school and consequently a fracture is created with the lower secondary school. Despite the negative aspects, descriptive judgment represents a way that goes beyond simple performance but allows you to focus on the learning process from the perspective of lifelong learning."
Reports on the topic "New Zealand Primary School"
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Hall, David. Adaptation Finance: Risks and Opportunities for Aotearoa New Zealand. Mōhio Research and Auckland University of Technology (AUT), November 2022. http://dx.doi.org/10.24135/10292/15670.
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Methodology: This report was developed through the co-design process of Mōhio’s Climate Innovation Lab, a fixed-term initiative which works with stakeholders to envision financial instruments to mobilise capital for climate-aligned projects and activities. A working paper was prepared through international market scanning and a review of primary and secondary literature on climate adaptation. This working paper became the basis for a workshop with local experts and stakeholders to test the viability of potential instruments in light of Aotearoa New Zealand’s unique cultural, biophysical and regulatory context. The workshop included participants from finance services, insurance, institutional investment, academia and local and central government observers. These insights were reincorporated into this final concept paper. Mōhio would like to thank the workshop participants for their time and expertise.
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Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.
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Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
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Midak, Liliia Ya, Ivan V. Kravets, Olga V. Kuzyshyn, Khrystyna V. Berladyniuk, Khrystyna V. Buzhdyhan, Liliia V. Baziuk, and Aleksandr D. Uchitel. Augmented reality in process of studying astronomic concepts in primary school. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4411.
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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perceived information in a deeper way, which will be beneficial for its better memorizing and development of computer skills. Studying the alphabet in the offered mobile app will definitely help nail the achieved knowledge and get interesting information about celestial bodies that are invisible and superior for kids; to make a journey into the space, prepare a project on “The Space Mysteries” subject; to stimulate the development of curiosity, cognitive motivation and learning activity; the development of imagination, creative initiative, including speaking out.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.
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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Watson, Sophie. Student activism: Learning through doing. NZCER, May 2022. http://dx.doi.org/10.18296/rep.0020.
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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.
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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.
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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Alansari, Mohamed, Cathy Wylie, Rose Hipkins, Sinead Overbye, Renee Tuifagalele, and Sophie Watson. Secondary teachers' Perspectives from NZCER's 2021 National Survey of Secondary Schools. NZCER, June 2022. http://dx.doi.org/10.18296/rep.0022.
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The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research’s (NZCER’s) Te Pae Tawhiti programme of research. NZCER has run a national survey of secondary schools every 3 years since 2003. For the 2021 National Survey of Secondary Schools, we surveyed a sample of 5,376 teachers, randomly chosen from a stratified sample of Years 9–13 and Years 7–13 secondary schools to ensure national representation of schools across all deciles. A total of 1,093 teachers responded to the survey over two data collection waves, giving a nationally representative picture in terms of school decile.
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Alansari, Mohamed, Melinda Webber, Sinead Overbye, Renee Tuifagalele, and Kiri Edge. Conceptualising Māori and Pasifika Aspirations and Striving for Success. NZCER, April 2022. http://dx.doi.org/10.18296/rep.0019.
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The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whānau members (n = 362), and Māori kaiako (n = 311) from 102 schools across Aotearoa New Zealand.