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Journal articles on the topic 'New Zealand Primary School'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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4

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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6

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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7

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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8

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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10

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.

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11

McGeorge, Colin. "Evolution and the New Zealand primary school curriculum 1900‐1950." History of Education 21, no. 2 (June 1992): 207–18. http://dx.doi.org/10.1080/0046760920210207.

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12

Dyson, Ben, Donal Howley, and Yanhua Shen. "Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 68–84. http://dx.doi.org/10.1108/jrit-02-2019-0024.

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Purpose The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools. Design/methodology/approach This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005). Findings The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time. Research limitations/implications The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children. Originality/value Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

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13

Cazden, Courtney B. "Richmond road: A multilingual/multicultural primary school in Auckland, New Zealand." Language and Education 3, no. 3 (January 1989): 143–66. http://dx.doi.org/10.1080/09500788909541258.

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Galloway, David, Fay Panckhurst, Kathleen Boswell, Colin Boswell, and Kathy Green. "Sources of Stress for Primary School Head Teachers in New Zealand." British Educational Research Journal 12, no. 3 (October 1986): 281–88. http://dx.doi.org/10.1080/0141192860120306.

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Galloway, D., K. Boswell, F. Panckhurst, C. Boswell, and K. Green. "Sources of satisfaction and dissatisfaction for New Zealand primary school teachers." Educational Research 27, no. 1 (February 1985): 44–51. http://dx.doi.org/10.1080/0013188850270107.

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Stringer, Patricia Martha. "Capacity building for school improvement: a case study of a New Zealand primary school." Educational Research for Policy and Practice 8, no. 3 (August 5, 2009): 153–79. http://dx.doi.org/10.1007/s10671-009-9073-6.

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17

Lewis, Brooke. "How literacy resources contribute to a gender inclusive classroom." Kairaranga 23, no. 1 (September 13, 2022): 35–49. http://dx.doi.org/10.54322/kairaranga.v23i1.274.

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The New Zealand Curriculum requires schools to be inclusive of all areas of diversity, highlighting the need for schools to ensure children of all genders feel physically and emotionally safe. Children develop concepts and expectations of gender norms at school which can influence self-esteem. Gender-inclusive classrooms are a safe environment for children to explore and express gender identities. One way that gender-inclusive classrooms can be achieved is through children’s literature, which can result in less bullying at school and higher self-esteem in gender-diverse children. The research question for this study is: what are New Zealand primary school teachers’ understandings of how literacy resources contribute to gender-inclusive classrooms? Semi-structured interviews were used to gather qualitative data to answer this question. Data were analysed through a thematic approach and revealed a need for professional development for primary school teachers in Aotearoa to confidently incorporate gender-inclusive and queer literacy resources for a gender-inclusive classroom.

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Fitzpatrick, Katie, Hayley McGlashan, Vibha Tirumalai, John Fenaughty, and Analosa Veukiso-Ulugia. "Relationships and sexuality education: Key research informing New Zealand curriculum policy." Health Education Journal 81, no. 2 (November 10, 2021): 134–56. http://dx.doi.org/10.1177/00178969211053749.

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Background and purpose: In 2020, the New Zealand Ministry of Education updated the national curriculum policy for sexuality education, broadening the focus to ‘relationships and sexuality education’ and strengthening guidance for both primary (Years 1–8) and secondary (Years 9–13) schools. The resulting guides detail how schools might take a ‘whole school approach’ to this area, including dedicated curriculum time at all levels of compulsory schooling. Methods and conclusions: This article summarises the key thinking and research that informs the latest curriculum policy update and provides justification for the content in the policy. Significant aspects include a framework based on Te Tiriti o Waitangi (The Treaty of Waitangi), Indigenous knowledges and human rights; attention to issues of bullying and inclusion; and the responsibility of schools to address gender and sexual diversity in programmes and the whole school. This background paper discusses the evidence that informs the curriculum policy update, as well as aspects of the policy context in New Zealand that precede these changes.

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Witten, Karen, Robin Kearns, Nick Lewis, Heather Coster, and Tim McCreanor. "Educational Restructuring from a Community Viewpoint: A Case Study of School Closure from Invercargill, New Zealand." Environment and Planning C: Government and Policy 21, no. 2 (April 2003): 203–23. http://dx.doi.org/10.1068/c05r.

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Beyond their educational function, schools are frequently a focal point for community life. We argue that this latter role was compromised in New Zealand by a decade of neoliberal realignments within education policy. During the 1990s the abolition of school zones, the commodification of education, and the drive for efficiency in the allocation of educational resources undermined the place of school in community life. In this paper we explore the impacts of a school closure on an urban neighbourhood in Invercargill, New Zealand. We present and interpret narratives gathered during an interview-based study of the closure of Surrey Park Primary School. Our analysis highlights parents' perspectives on the role of the educational bureaucracy in the closure debate, the ambiguous role assigned to ‘community’ within the restructured system, the impact of the closure for low-income families, and the place of schools in contributing to the neighbourhood social cohesion. Our analysis concurs with international research suggesting that breaking links between schools and communities has potentially significant educational impacts on children.

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Clelland, Tracy, Penni Cushman, and Jacinta Hawkins. "Challenges of Parental Involvement Within a Health Promoting School Framework in New Zealand." Education Research International 2013 (2013): 1–8. http://dx.doi.org/10.1155/2013/131636.

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The study sought to identify key issues regarding parental involvement within a health promoting school (HPS) approach directed at addressing children’s nutrition and physical activity. A case study research design was used, involving six primary schools in Auckland, New Zealand. Data were collected via six individual interviews with principals, six group interviews with a total of 26 teachers, 13 focus groups with a total of 92 children, and a survey of 229 parents. The study found that while schools agreed on the importance of schools and parents promoting the same healthy behaviours, there was a lack of agreement on the role of school staff in educating parents. School principals identified issues around managing the food brought from home and the extent to which they should regulate types of food. Parents stressed the importance of modelling healthy food and exercise practices in the home environment but identified factors that often made this difficult, a scenario that did not go unnoticed by their children. It is recommended that parental involvement be encouraged and supported so that schools and families can achieve consistency in health promotion practices across both school and home environments.

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Hope, John. "Reshaping Primary Teacher Education in New Zealand: compressed courses and school partnership." Asia-Pacific Journal of Teacher Education 27, no. 3 (November 1999): 183–91. http://dx.doi.org/10.1080/1359866990270303.

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Parr, Judy M., and Rebecca Jesson. "Mapping the landscape of writing instruction in New Zealand primary school classrooms." Reading and Writing 29, no. 5 (September 19, 2015): 981–1011. http://dx.doi.org/10.1007/s11145-015-9589-5.

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Robertson, Sylvia. "Transformation of professional identity in an experienced primary school principal." Educational Management Administration & Leadership 45, no. 5 (May 15, 2017): 774–89. http://dx.doi.org/10.1177/1741143217707519.

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School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led their schools through complex change processes. This article references the insights and perceptions of the most experienced of the participating principals. Findings suggest that longer-serving principals continue to transform their professional identities as they manage emotions, make decisions, access professional learning and interact with others.

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Sebestian, Sandiyao. "Implementation of Feuerstein Instrumental Enrichment Program in a Primary School in New Zealand." Journal of Cognitive Education and Psychology 19, no. 1 (March 16, 2020): 84–86. http://dx.doi.org/10.1891/jcep-d-17-00020.

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The Feuerstein Instrumental Enrichment (FIE) program was implemented in a primary school in New Zealand for 10 years old students with average educational ability. Targeted goals were to examine if the FIE program helped students to be less impulsive, plan well, and better in solving problems. The program started with 17 students for the first two school terms and from this group 8 students continued with two more school terms (one year). Results of this field study suggest that the 8 students who continued the FIE program made good gains in the targeted goals. This is only an exploratory project with a small sample of students and not a formal research study.

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Ashfield-Watt, Pauline AL, Elizabeth A. Stewart, and Judi A. Scheffer. "A pilot study of the effect of providing daily free fruit to primary-school children in Auckland, New Zealand." Public Health Nutrition 12, no. 5 (May 2009): 693–701. http://dx.doi.org/10.1017/s1368980008002954.

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AbstractObjectiveTo determine the uptake of a free fruit provision to low-decile primary-school children by quantitatively assessing changes in fruit intake.DesignA randomised controlled trial using a paired, cluster randomisation.SettingTwenty low-decile primary schools (schools attended by the most deprived children) in Auckland, New Zealand.SubjectsIn total 2032 children, aged 7–11 years, provided data on at least one occasion.InterventionTen pairs of low-decile primary schools matched by roll size and location were randomly allocated to control (no free fruit) or intervention (free fruit) for a school term. Dietary assessments using the 24 h recall methodology were made at baseline, on the last week of the intervention and 6 weeks post-intervention.ResultsFruit intakes in this cohort were lower than the national average with over 40 % reporting no fruit intake at baseline and did not differ between groups. After the free fruit period the intervention group increased school fruit intakes by 0·39 pieces/school d from baseline (P≤ 0·001) and the proportion of children consuming no fruit reduced to 22 %. This increase, however, was not sustained and fruit intakes fell below baseline levels at 6 weeks post-intervention. Control subjects did not significantly alter their fruit intakes throughout the study.ConclusionsImproving exposure and accessibility to fruits at school increases fruit intakes of low socio-economic group children, particularly those who do not normally eat fruit. The present pilot study demonstrates some possible negative effects of short-term free fruit interventions, but is informative for developing and evaluating sustained fruit intervention programmes.

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Chote, Brittany, Pippa McKelvie-Sebileau, Boyd Swinburn, David Tipene-Leach, and Erica D’Souza. "Culture of Healthy Eating and Food Environments, Policies, and Practices in Regional New Zealand Schools." International Journal of Environmental Research and Public Health 19, no. 11 (May 31, 2022): 6729. http://dx.doi.org/10.3390/ijerph19116729.

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The school food environment plays an important role in shaping students’ dietary choices, which often influence future dietary behaviours. We surveyed primary and secondary schools in Hawke’s Bay, New Zealand, to measure the comprehensiveness and strength of food policies, describe the culture of food provision, and identify barriers to improving school food environments. Fifty-one schools were included in the final analysis, with 58.8% having a food policy, most of which used a generic template. Schools with food policies and those participating in the free and healthy lunch programme were more likely to have a strong culture around healthy eating. Common barriers to healthy eating were food outlets near school and resistance from students. Secondary schools reported facing more barriers to implementing healthy eating cultures, were more likely to use food as classroom rewards and to sell food to students, most of which was unhealthy. Hawke’s Bay schools participating in food provision programmes are successfully improving their food environments through improved culture and delivery of healthy food; however, more action is needed to strengthen the wording and guidance in food policies and reduce the provision of unhealthy food in schools before effective change can be achieved.

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Darragh, Lisa. "'Seductive promises' and the use of online mathematics instructional programmes in New Zealand primary schools." New Zealand Annual Review of Education 26 (July 1, 2021): 162–67. http://dx.doi.org/10.26686/nzaroe.v26.6931.

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Internet access and the availability of digital devices in the classroom have grown exponentially. Correspondingly, we have online platforms for learning mathematics that are subscription-based and available for schools or individuals to purchase. Research in mathematics education tends to focus on the benefits to teaching and learning afforded by digital technology, while less attention is given to the implications of having commercial applications in our mathematics classrooms, and their considerable cost. This paper reports on a study of online mathematics instructional programmes in primary schools of New Zealand. Data sources include a survey sent to mathematics leaders of all primary schools, and a discursive analysis of the websites of the most commonly used instructional programmes. There was an obvious similarity found between the promises of the websites and the rationales expressed by school leaders for using the programmes, suggesting that schools are succumbing to the seductive promises of these commercial programmes. It is argued that we need to further examine the implications of using such programmes in our mathematics classrooms, especially in the context of profit-making inside public education.

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Jain, Shilpa. "A study of work stress and coping among primary school teachers in the Wellington region." Teachers' Work 18, no. 1 (August 6, 2021): 18–35. http://dx.doi.org/10.24135/teacherswork.v18i1.313.

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This research examines the perception of work stress among primary school teachers in the Wellington region. Specifically, it focuses on the way teachers perceive work stress, the contributing factors and the coping strategies employed. Interpretative phenomenological analysis is the qualitative approach and methodology chosen to examine the way teachers make sense of their stress experiences. The educational sector in New Zealand has undergone enormous legislative and organisational change and in the recent past there have been nationwide primary school teacher strikes. While research on teacher stress in New Zealand in relation to the 1989 major reforms has been published, there has been little recent qualitative research on work stress in primary school teachers. This study shows that these teachers experience moderate to high levels of stress because of work overload, the multiplicity of sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. Even so, these teachers derive satisfaction from the core job of teaching and utilise positive coping strategies to manage their stress and work demands, with most of them intending to stay in the role. However, the sustainability of the role of teaching is a concern, as societal misperceptions about teaching and lack of respect for them pose challenges for those continuing in the profession long term. This study contributes to the base literature on teacher stress in the New Zealand context and offers recommendations for supporting the well-being of primary school teachers.

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Hubbard, Gillian. "Text choice for the English (language arts) classroom in New Zealand: Balancing needs and environment in the face of a potential move to increased accountability at Years 9 and 10." New Zealand Annual Review of Education 22 (December 19, 2017): 78. http://dx.doi.org/10.26686/nzaroe.v22i0.4146.

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The approaches of 17 experienced secondary school teachers of English in New Zealand to choosing text, reported through semi-structured interviews, aligns well to one strand of theory about adolescent literacy. This theory, based on empirical research, advocates taking account of students’ interests and backgrounds when choosing texts. New Zealand secondary school English teachers’ sense of unencumbered autonomy to choose texts may come under pressure from signalled policy moves for increased accountability for progress in literacy between the primary and secondary school years. The pattern internationally has been for movements to increase accountability to result in a narrowing of curriculum approaches.

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Lo, Patrick, Bradley Allard, Kevin K. W. Ho, Joyce Chao-chen Chen, Daisuke Okada, Andrew Stark, James Henri, and Chung-chin Lai. "Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand." Journal of Librarianship and Information Science 51, no. 4 (March 29, 2018): 1103–19. http://dx.doi.org/10.1177/0961000618763979.

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Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.

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Maher, Marguerite. "Home-School Partnership within Mathematics Intervention." Australasian Journal of Early Childhood 32, no. 3 (September 2007): 48–58. http://dx.doi.org/10.1177/183693910703200308.

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THE NUMERACY PROJECT, as implemented in New Zealand, aims to enhance the numeracy achievement of all students and to foster parental involvement in their children's mathematics learning. This paper reports the findings of a study that took place at a high socioeconomic status primary school in New Zealand with teachers and parents of Years 1 and 2 students. Findings showed that teachers felt more confident in their ability to teach literacy than to teach numeracy. They also believed they were not fully meeting the needs of the lower achievers in mathematics. Partnership with parents in the teaching of reading was well-established but was less apparent in mathematics. Parental involvement was seen to be a dynamic force in the progress of those students who took part in a mathematics intervention program. Results from the mathematics intervention are reported.

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Wheeler, Charmaine, and Helen Simmons. "‘Loitering with intent’ – a model of practice for working in a New Zealand secondary school." Aotearoa New Zealand Social Work 21, no. 3 (July 17, 2017): 38–45. http://dx.doi.org/10.11157/anzswj-vol21iss3id274.

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What are the critical ingredients that enable social work involvement in the empowerment of a secondary school community? Social work in schools has become a growing field of practice in New Zealand primary schools in the last 15 years. Social workers are less common in secondary schools and where they are practising, the predominant model for practice is casework or counselling. This paper presents a dialogue between a final year BSW student and a practice teacher who acted as an external supervisor during the student’s final placement. It highlights the process, activities and learning that occurred when a ‘loitering with intent’ community development approach was adopted by the student in a decile 4 rural secondary school with 500 pupils. Strength-based and social justice themes permeate the experience. Important insights are shared into key factors contributing to the success of the placement and to the sustainable programmes that endured after its conclusion.

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Jackson, Graeme. "Moving Experiences: Reframing and Reclaiming Physical Education in New Zealand Primary Schools." Kairaranga 18, no. 2 (July 1, 2017): 22–28. http://dx.doi.org/10.54322/kairaranga.v18i2.227.

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Physical education (PE) is often perceived as a learning area of lesser importance than others, for instance literacy and numeracy. Arguments for raising its status and gaining a greater share in the school day founder on uncertainty as to just what is educational about it, and on the view that really it is no more than skill acquisition and improving fitness with a few games thrown in. The majority of teachers tasked with teaching it in New Zealand primary schools may have had very little or no specialist preparation in PE theory and pedagogy. It is increasingly being left to outside providers to step into the breech. This paper outlines a way of reframing PE that widens its scope and potential for learning, makes PE teaching much more accessible to teachers who do not see themselves as experts in this area, and may enable teachers of all levels and expertise to explore and enrich the PE experience of their students. This approach is summarised as going beyond skills and fitness. It is unpacked and located in relation to existing pedagogical approaches before recounting how it was enacted with several cohorts of initial teacher education students in a New Zealand university. Readers may find useful the table of PE activities and how they can be invigorated within creative and diverse contexts. This is a practice paper, and is designed to appeal to the demand of busy teachers for examples of the theory in action. But it is also a call for teachers to reflect on those practices, and in particular the implications of large scale abdication of teaching to non-professionals.

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Bassett, Martin, and Nicholas Shaw. "Building the confidence of first-time middle leaders in New Zealand primary schools." International Journal of Educational Management 32, no. 5 (June 11, 2018): 749–60. http://dx.doi.org/10.1108/ijem-05-2017-0101.

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Purpose Middle leaders play an important role in the education landscape, first and foremost as teachers, and second as leaders. The purpose of this paper is to identify the expectations and challenges experienced by first-time middle leaders in New Zealand primary schools, and identify the leadership development and support they were provided with. Design/methodology/approach This was a small qualitative study designed to collect data from the perspectives of first-time middle leaders and principals in New Zealand primary schools. Three methods were employed. Semi-structured interviews were conducted with six middle leaders who had been in the role for one to three years. These participants were identified through an analysis of recent public appointment records and then e-mailed with an invitation. Four principals from a local principals’ association were invited to comprise a focus group and relevant documents were analysed. Findings The findings from this study are presented in three sections: expectations, challenges and leadership development and support. Whilst the principals described wide and varied role expectations the middle leaders highlighted the importance of their teaching role with leadership responsibilities as secondary. From both perspectives time to do the administrative work was an overwhelming difficulty. A key finding was related to a lack of confidence to undertake the role in spite of efforts to provide and receive support. Overall, there was agreement that further development for new middle leaders was essential. Research limitations/implications This small, limited study highlights the central role that middle leaders play in leading learning and teaching, and the existence of a lack of confidence. Further research is needed to delve into conditions that would enable new middle leaders to manage the challenges of time and confidence. Practical implications The research recommends that practitioners who are new to a middle leadership role be allocated dedicated time for performing the administrative tasks and participating in an ongoing induction programme. The middle leaders themselves and their schools would benefit from efforts to strengthen middle leadership development. Originality/value Although a great deal has been written about middle leadership, there is only a small amount of research about primary schools. This research adds valuable new information in a primary school context and breaks new ground in researching early career, first-time middle leaders in this context.

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Banks, J. R., and D. M. Gels. "Cat Allergen (FEL D 1) Levels on School Children's Clothing andin Primary School Classrooms in Wellington, New Zealand." PEDIATRICS 104, no. 2 (August 1, 1999): 359–60. http://dx.doi.org/10.1542/peds.104.2.s1.359a.

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Banks, James R., and Duane M. Gels. "Cat Allergen (FEL D 1) Levels on School Children's Clothing andin Primary School Classrooms in Wellington, New Zealand." Pediatrics 104, Supplement_2 (August 1, 1999): 359–60. http://dx.doi.org/10.1542/peds.104.s2.359b.

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Taylor, Abby, Peter Olsen, and Maria Anna Choukri. "Parents’ Perceptions of Packed Lunches in New Zealand Primary Schools." Proceedings 8, no. 1 (March 13, 2019): 49. http://dx.doi.org/10.3390/proceedings2019008049.

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Bainbridge, Katie, and Brenda Chawner. "The use of e-books in New Zealand primary schools." International Journal of Learning Technology 7, no. 1 (2012): 41. http://dx.doi.org/10.1504/ijlt.2012.046865.

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Carter, M. A. "Measuring the 'obesogenic' food environment in New Zealand primary schools." Health Promotion International 19, no. 1 (March 1, 2004): 15–20. http://dx.doi.org/10.1093/heapro/dah103.

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Walker, Jacqueline, and Helen Darling. "Tobacco education: have New Zealand primary schools done their homework?" Australian and New Zealand Journal of Public Health 31, no. 1 (February 2007): 23–25. http://dx.doi.org/10.1111/j.1753-6405.2007.00005.x.

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Fletcher, Jo, Chris Astall, and John Everatt. "Initial teacher education students' perceptions during a practicum in primary schools: a New Zealand experience." International Journal of Mentoring and Coaching in Education 10, no. 3 (June 8, 2021): 298–316. http://dx.doi.org/10.1108/ijmce-10-2020-0069.

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PurposeThis paper is about mentoring of initial teacher education (ITE) students whilst on their practicum.Design/methodology/approachInformed by a social constructivist theoretical framework, an online survey was used to capture the breadth of quantitative data and the richness of qualitative responses relating to factors that impact student teachers' experiences during practicum.FindingsQuantitative data indicate that many student teachers were positive about the practicum, but this varied across the type of school in which they were placed. The qualitative data analyses showed a greater in-depth understanding of the range of issues that impacted how student teachers are treated in their role as a mentee by the mentor and the wider school community.Practical implicationsBetter understanding the experiences of student teachers helps to inform ITE providers of the critical role that mentor teachers play in preparing student teachers. The practical implications are that strategies to develop deep and collaborative partnerships amongst ITE providers, mentor teachers and school leaders, which build stronger understandings of a mentor teacher's role, are critical in order to support student teachers.Originality/valueThis research study repositions the critical nature of effective mentoring of student teachers so that mentor teachers and ITE providers can be informed by the voices and lived realities of these student teachers. The mentoring relationship needs to be critically interrogated to provide a more even and supportive “playing field” for all student teachers.

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Washbrooke, Sarah. "Teaching and learning with innovative technologies and practices at primary school level." Pacific Journal of Technology Enhanced Learning 5, no. 1 (February 9, 2023): 3–4. http://dx.doi.org/10.24135/pjtel.v5i1.165.

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The introduction of computer science to primary schooling age is relatively new, as traditionally it was primarily set aside for secondary and tertiary level learning (Heintz et al., 2016). Experts agree that even young children can understand fundamental concepts of computational thinking (CT), and that it is important to develop skills related to CT from a young age (Boccini et. al, 2016, p.48). Increasingly computer science is becoming a compulsory area of curriculum for many countries across the world, as reported by Bocconi et al. and there has been a recent increase in the integration of CT and computer science in mandatory education, as evidenced by the recent changes in educational curricula (p9., 2016). In New Zealand, the Technology curriculum was recently refreshed with the main revisions being the addition of CT and designing and developing digital outcomes as technological areas (Ministry of Education, 2017a). The intention of digital technologies curriculum content is to “significantly contribute to students developing the knowledge and skill they need as digital citizens and as users of digital technologies across the curriculum” (Ministry of Education, 2017b, p.3). There is also an expectation that all teachers are responsible for building capacity in digital fluency and literacy. It is the teacher's responsibility to effectively use these tools, and to in turn educate students on how to take advantage of these tools for their learning (Wright, 2010, p.46). The main rationale for introducing CT in many countries is to promote the development of 21st century skills necessary for full engagement in the digital realm (Bocconi et al., 2016, p.8). ByteEd, a New Zealand based educational resource company, have recently developed a new approach to the teaching of computer science at a primary school level that incorporates 21st century skill development. The Play Code Learn series of STEM (Science, Technology, Engineering and Mathematics) kits utilise an unplugged-to-digital methodology and explore future-focused technologies of Augmented Reality (AR) and programming. Based on the research of Bell and Vahrenhold (2018), who state unplugged activities for students engage them with lasting ideas in computer science. Integrating physical digital tasks along with unplugged tasks proves to be more beneficial for learning. The kits enable students to learn and understand digital concepts before transitioning to putting skills and knowledge into action in a digital environment. This presentation delves into the impact of the first Play Code Learn kit, Dinosaur Steps, on teaching and learning in two New Zealand classrooms. The use of an unplugged approach has proven to be advantageous to learners and highlights a significant shift in knowledge retention and the understanding of concepts, skills and literacy after using the Dinosaur Steps kit and related teaching resources during Term 4 2022.

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Comrie, Margie, Craig Sharp, Franco Vaccarino, Niki Murray, and Frank Sligo. "Fostering an Action Research Project to Promote Family Learning in a New Zealand Primary School." International Journal of Learning: Annual Review 12, no. 8 (2007): 235–44. http://dx.doi.org/10.18848/1447-9494/cgp/v14i08/45426.

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Jeurissen, Maree. "Grammar in the New Zealand English curriculum: Implications for primary school teachers and teacher educators." Curriculum Matters 6 (June 1, 2010): 66–81. http://dx.doi.org/10.18296/cm.0122.

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Soler, Janet. "Renegotiating Cultural Authority: Imperial Culture and the New Zealand Primary School Curriculum in the 1930s." History of Education 35, no. 1 (January 2006): 11–25. http://dx.doi.org/10.1080/00467600500419638.

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Reeder, A. I., J. A. Jopson, and A. Gray. "Baseline survey of sun protection policies and practices in primary school settings in New Zealand." Health Education Research 24, no. 5 (March 27, 2009): 778–87. http://dx.doi.org/10.1093/her/cyp013.

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Raskauskas, Juliana L., Janet Gregory, Shane T. Harvey, Fathimath Rifshana, and Ian M. Evans. "Bullying among primary school children in New Zealand: relationships with prosocial behaviour and classroom climate." Educational Research 52, no. 1 (February 2010): 1–13. http://dx.doi.org/10.1080/00131881003588097.

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Bennett, Julie, Perry Davy, Bill Trompetter, Yu Wang, Nevil Pierse, Mikael Boulic, Robyn Phipps, and Philippa Howden-Chapman. "Sources of indoor air pollution at a New Zealand urban primary school; a case study." Atmospheric Pollution Research 10, no. 2 (March 2019): 435–44. http://dx.doi.org/10.1016/j.apr.2018.09.006.

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Rhodes, Kate, and Nigel Calder. "Teachers implementing new primary school digital technology areas: What are we teaching now?" Waikato Journal of Education 27, no. 3 (December 9, 2022): 159–73. http://dx.doi.org/10.15663/wje.v27i3.960.

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New digital technology areas were added to the New Zealand primary school technology curriculum in 2020. These areas aim to grow students who are not just passive users of technology but, instead, students who understand how computers work, who are digital creators, informed by design processes and critical thinking. The new digital areas of the technology curriculum appear to have created tension between the expectations of teachers and their relative capabilities. Examining three primary teachers' implementation of the new digital areas, this project utilised a participatory action research (PAR) methodology to review teachers’ journey of adoption. Findings indicated that implementing the curriculum areas was not as complex as teachers first imagined and that unplugged activities (those without devices) played a significant role in the new digital technology areas’ successful implementation in the classroom. The main themes that appeared from the data included levels of teacher knowledge, teacher confidence and curriculum learning area integration.

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PATCHETT, K., S. LEWIS, J. CRANE, and P. FITZHARRIS. "Cat allergen (Fel d 1) levels on school children's clothing and in primary school classrooms in Wellington, New Zealand." Journal of Allergy and Clinical Immunology 100, no. 6 (December 1997): 755–59. http://dx.doi.org/10.1016/s0091-6749(97)70269-0.

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