Relevant bibliographies by topics / New Zealand schools

Academic literature on the topic 'New Zealand schools'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "New Zealand schools"

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

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In September 2019, the New Zealand Prime Minister, Jacinda Ardern, announced that it will be compulsory to teach New Zealand history in all of the nation’s schools from 2022. To some extent the announcement was a surprise because the New Zealand Curriculum (NZC) is far from being prescriptive and allows teachers autonomy to decide what and how history is covered in the classroom. It was also however, a foreseeable outcome of long-standing and common place assumptions that young people know little or nothing of New Zealand’s history (Belich, 2001; Neilson, 2019) and that this can be remedied by making the study of New Zealand history compulsory in schools (Gerritsen, 2019; New Zealand Government, 2019). This article seeks to test these assumptions and in doing so examines the case for teaching New Zealand history, especially from the perspective of a decolonised and inclusive national narrative. It also acknowledges the emergence, within secondary schools, of culturally sensitive and place-based approaches to the teaching of New Zealand history. The article does this by first, describing three recent examples of teaching New Zealand history that adopt these approaches; the last of which, draws upon my classroom practice as a history teacher and teacher-researcher. It then suggests that Te Takanga o te Wāi (Ministry of Education, 2015)[i] provides a useful framework to further ground these practices in a theory that balances Indigenous and western approaches to teaching history. In the wake of Jacinda Ardern’s announcement that New Zealand history will shortly be compulsory in all schools, the article concludes by proposing that a lightly prescribed framework of New Zealand’s colonial history in the curriculum will provide history teachers with a more coherent professional landscape.
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Rowe, Vicky, Maria Anna Choukri, and Megan Harlick. "Fundraising in New Zealand Schools." Proceedings 8, no. 1 (March 12, 2019): 42. http://dx.doi.org/10.3390/proceedings2019008042.

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Manning, Richard. "The New Zealand (School Curriculum) ‘History Wars’: The New Zealand Land Wars Petition and the Status of Māori Histories in New Zealand Schools (1877–2016)." Australian Journal of Indigenous Education 47, no. 2 (June 28, 2017): 120–30. http://dx.doi.org/10.1017/jie.2017.13.

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This article draws upon historical evidence and theoretical insights to critique the New Zealand government's negative response to a popular petition developed by students of Otorohanga College. The petition called for the New Zealand Land Wars to become a ‘prescribed course of study’ (topic) in New Zealand schools. This article consequently reviews the status of Māori histories in New Zealand schools from 1877 to 2016. This review is followed by a critique of the New Zealand government's response to the petition. This will be of interest to an Australian audience grappling with issues relating to the teaching of Indigenous peoples’ histories in schools.
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Bruce, Howie, and Jenny M. Horsley. "LGBTIQA+ Learners in New Zealand Schools." Teachers' Work 15, no. 2 (December 20, 2018): 94–99. http://dx.doi.org/10.24135/teacherswork.v15i2.264.

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The New Zealand Curriculum (2007) states that all students have the right to learn in an environment that is inclusive and safe. Teachers in New Zealand are responsible for upholding these and many other values, ensuring that each student’s “unique set of experiences, abilities and interests, and differences in how they learn” (Ministry of Education, 2017a, para 2) are accommodated in the classroom. This research overview considers New Zealand articles on Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Allied (LGBTIQA+) students. Moreover, it identifies the importance of LGBTIQA+ students receiving the support they need to deter depressive thoughts and bullying. Consideration is given to what schools and teachers could do to develop inclusive classrooms for this group of diverse learners, thus supporting these students to reverse their negative experiences of schooling.
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Crooks, Terry J. "Educational Assessment in New Zealand Schools." Assessment in Education: Principles, Policy & Practice 9, no. 2 (July 2002): 237–53. http://dx.doi.org/10.1080/0969594022000001959.

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Leather, K., F. Andrews, R. Hall, and W. Orchiston. "Coping with a New Curriculum: The Evolving Schools Program at the Carter Observatory, New Zealand." International Astronomical Union Colloquium 162 (1998): 267–72. http://dx.doi.org/10.1017/s0252921100115222.

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Carter Observatory is the National Observatory of New Zealand and was opened in 1941. For more than ten years the Observatory has maintained an active education program for visiting school groups (see Andrews, 1991), and education now forms one of its four functions. The others relate to astronomical research; public astronomy; and the preservation of New Zealands astronomical heritage (see Orchiston and Dodd, 1995).Since the acquisition of a small Zeiss planetarium and associated visitor centre in 1992, the public astronomy and education programs at the Carter Observatory have witnessed a major expansion (see Orchiston, 1995; Orchiston and Dodd, 1996). A significant contributing factor was the introduction by the government of a new science curriculum into New Zealand schools in 1995 (Science in the New Zealand Curriculum, 1995). “Making Sense of Planet Earth and Beyond” comprises one quarter of this curriculum, and the “Beyond” component is astronomy.
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Middleton, Sue. "Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach." Harvard Educational Review 62, no. 3 (September 1, 1992): 301–23. http://dx.doi.org/10.17763/haer.62.3.06u43p45m6t2682m.

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In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.
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McGrath, Caroline, Rebecca A. Szabo, and Justin L. Bilszta. "Pregnancy and parental leave policies at Australian and New Zealand medical schools." Women's Health 18 (January 2022): 174550572211426. http://dx.doi.org/10.1177/17455057221142698.

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Background: Research into how medical schools support students who are pregnant or with current parental responsibilities has been mostly limited to the US context. Objectives: To review pregnancy and parental leave policies for students at Australian/New Zealand medical schools. Design: A cross-sectional survey. Methods: Data were collected between June and September 2021. Websites of Australian/New Zealand medical schools (n = 23) were searched for freely available information on pregnancy and parental leave policies. Each school was contacted to provide supplementary information on the processes to support students who apply for pregnancy and/or parental leave. Outcome harvesting techniques were used to analyse the key attributes and processes used by medical schools. Results: None of the 23 accredited Australian/New Zealand medical schools had specific pregnancy and/or parental leave policies. Fourteen of the 23 Australian/New Zealand medical schools responded to the request for more information. All confirmed, beyond their University’s general student leave policies, they had no additional pregnancy and parental leave policy. Analysis of each school’s processes identified the following themes: lack of school specific pregnancy and/or parental leave policies; lack of public statements of support for medical students who are pregnant and/or with current parental responsibilities; and lack of attention to the specific needs of medical students who are pregnant and/or with current parental responsibilities, including those with pregnant partners or are a birth support person. Conclusion: There was a lack of documentation and formalized processes related to the support of this group of students. By creating easily accessible information on pregnancy and parental leave which is nuanced to the challenges of medical school and clinical placements, medical schools and medical education accreditation bodies in Australia/New Zealand can address the needs of medical students who are pregnant and/or with current parental responsibilities and normalize pregnancy and parental status within entry-to-practice medical courses.
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Wilton, Keri. "Acknowledging quality in New Zealand special education." Australasian Journal of Special Education 17, no. 1 (January 1993): 14–19. http://dx.doi.org/10.1017/s1030011200022715.

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New Zealand has much of real quality to be proud of in special education. On numerous international surveys of education, New Zealand schools continue to rank highly - especially with respect to reading and written language, and were such surveys to focus on special educational matters, my guess is that the picture would be equally positive. There are very real difficulties in developing special educational provisions for a country with New Zealand’s geographical characteristics. New Zealand has a relatively small total population, which is scattered widely across a rather large and geographically well separated area, and these factors make for real problems in providing for children with difficulties which occur infrequently - as do most conditions associated with exceptionality and special education.
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Tipler, Karlene S., Ruth A. Tarrant, David M. Johnston, and Keith F. Tuffin. "New Zealand ShakeOut exercise: lessons learned by schools." Disaster Prevention and Management 25, no. 4 (August 1, 2016): 550–63. http://dx.doi.org/10.1108/dpm-01-2016-0018.

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Purpose – The purpose of this paper is to identify lessons learned by schools from their involvement in the 2012 New Zealand ShakeOut nationwide earthquake drill. Design/methodology/approach – The results from a survey conducted with 514 schools were collated to identify the emergency preparedness lessons learned by schools through their participation in the ShakeOut exercise. Findings – Key findings indicated that: schools were likely to do more than the minimum when presented with a range of specific emergency preparedness activities; drills for emergency events require specific achievement objectives to be identified in order to be most effective in preparing schools; and large-scale initiatives, such as the ShakeOut exercise, encourage schools and students to engage in emergency preparedness activities. Practical implications – Based on the findings, six recommendations are made to assist schools to develop effective emergency response procedures. Originality/value – The present study contributes to the ongoing efforts of emergency management practitioners and academics to enhance the efficacy of school-based preparedness activities and to, ultimately, increase overall community resilience.
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Dissertations / Theses on the topic "New Zealand schools"

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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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Couch, Michael Peter. "Philosophy in New Zealand schools : is it possible?" Thesis, University of Canterbury. Department of Education, 2004. http://hdl.handle.net/10092/3824.

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Ever since Socrates walked the agora of classical Athens, philosophy has involved thinking skills. Philosophy was a core part of education until the industrial revolution shifted the educational context towards specific skills/knowledge. Although the current secondary curriculum in New Zealand constantly refers to building critical thinking skills, it is narrowly channelling curiosity due to its orientation to content and outcomes. International recognition of the educational benefits of philosophy started principally in select United States primary classrooms in the 1970s. Philosophy has since spread into many secondary school curricula, with particular success in Ontario and Australia. There has been limited research in New Zealand in this area, and no equivalent call for or against a specific development of philosophy in the curriculum. International literature and educational research into philosophy in the classroom complement literature reviews and comparative studies, all grounded within an historical framework. A case study of Hagley Community College demonstrates the successful introduction of philosophy, while a consideration of psychological research indicates that it can support or oppose philosophy. Local research, based on ideas and opinions of students, teachers and lecturers, adds to the understanding of the support and challenges within the New Zealand educational environment. Questionnaire-based exploratory studies give a range of results that show student support for thinking skills and provide a range of responses that should both concern and encourage curriculum developers. Analysis of the historical and contemporary educational frameworks leads to the conclusion that philosophy has a viable role within New Zealand schools, and that there is extensive support for philosophy. As there are means to address practical concerns and there is a current opportunity to influence the content of the curriculum, this thesis recommends that supplementary research regarding the introduction of philosophy to New Zealand High schools be undertaken.
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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 principal’s work is a critical factor, as the ratio within the principal’s 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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Doig, Cheryl, and n/a. "Innovation in Education in 'Designated Character Schools': a Case Study of the Directors of Discovery 1 and 'Unlimited Paenga Tawhiti'." Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060220.170614.

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This dissertation is a case study into participant perceptions of innovation in education. The participants in this research were four directors from two 'designated character' schools, which were set up to be foundationally different from traditional schools through opportunities to explore radical innovation. That is, both schools were conceptualised as sites for exploring radical rather than incremental change. The central questions asked in this study were - what makes for radical innovation in schools; and how is the use of ICT implicated in innovation in schools? The literature review indicated that while there has been an increase in the information regarding innovation in education there has been little research into how this was being developed in non-traditional settings, or in ways that were radical. The role of ICTs in developing innovation was also reviewed, given that the two 'designated character' schools being studied had strong support for ICTs. The main aims of this study were: to identify the features of radical innovation in schools; to explore the barriers against, and drivers for, innovation in schools; to provide insight into the use of ICTs to influence innovation in schools; to contribute to the literature regarding innovation in schools; and to identify future opportunities to innovate. This study was a qualitative one, with symbolic interactionism as its theoretical underpinning. Data were gathered through the use of concept mapping, interviews and a focus group activity. The findings of the study were that radical innovation in schools occurs when there is a cultural shift in the whole notion of schooling. This is difficult to achieve, even for schools that have been set up to be foundationally different. However, such schools can provide examples of some innovative practices that are 'greenfields'. The use of ICTs, while not required for innovation, helps schools create innovative ideas, especially those ideas based around the needs of individual learners. There is a greater chance that this will lead to innovation being sustained. These findings have implications for policy makers to allow schools that are more innovative to try new ideas and to be supported to do so.
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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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Lillard, Dorry. "UNDERSTANDING THE PURPOSE OF RESTORATIVE PRACTICES FOR SCHOOLS: A NEW ZEALAND PERSPECTIVE." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/589.

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Alternative disciplinary strategies for K-12 educational institutions have been gaining popularity around the globe for challenging the epidemic of suspensions and expulsions that foster unsafe school climates and position youth on the pipeline-to-prison. This study used a qualitative approach to investigate Restorative Practices (RP) an innovative, alternative approach to discipline that appears to make a difference in New Zealand schools. The purpose of this intrinsic case study was to gain qualitative insight from twelve experienced professionals in RP in New Zealand into an approach that appears to transform school cultures and helps students remain in school and continue learning. The data collected from participants included their perspectives on the purpose and significance of the RP approach and offered insight into the implementation process and suggestions for long lasting sustainability. Participants also stressed how harsh disciplinary policies can impede positive school climates, which ultimately in large measure shape our society. Furthermore, it has been well documented that punitive practices, such as zero-tolerance are largely responsible for the enormous number of suspensions and expulsions that disproportionately impact primarily students with disabilities and students of color. California and other states around the US are currently using the RP model to address problems. The approach has been noted in this study as a paradigm shift in school culture that largely depends on leadership buy-in and effective implementation for success. The objective of this study was to investigate the purpose and significance of the RP for schools using qualitative methods to conduct twelve in-depth interviews of professionals with significant experience of RP in the region of Auckland, New Zealand. Findings from this study suggested that RP is a useful approach for attending to relational harm, which threatens to breakdown social structures in educational institutions. RP was also found to strengthen relationships, improve classroom and school climates and cultures and build social capital. Findings also indicated that RP shifts the power dynamic in the classroom, empowering students by enabling voice and agency, while improving teacher-student relationships, known to help narrow achievement gaps. Moreover, findings showed that RP teaches students valuable life skills, enabling them make better decisions, have healthier relationships, and be positive contributors to society. Finally, the findings suggested that RP repositions education significantly amounting to a huge revolution that can potentially change the future of education. Astute educational leaders and institutions around the globe recognize the need for systemic transformation. New Zealand is highlighted in this study as the leading country for RP in schools worldwide, as it has experienced transformative success with this approach so far.
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Lynes, Diane Gael. "Resourcing And Support For Careers Advisers In Secondary Schools In Canterbury, New Zealand." Thesis, University of Canterbury. School of Education, 2001. http://hdl.handle.net/10092/1048.

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Fifty-three careers advisers in Canterbury secondary schools in New Zealand were asked to complete a questionnaire, assessing their perceptions regarding current levels of resourcing and support for careers advisers in secondary schools. Forty-five returned completed questionnaires, of which ten respondents were male and 35 were female. All were registered teachers. Although there was overall agreement that resourcing had improved over time, the respondents were evenly divided in their opinion that current levels of resourcing were adequate for them to effectively perform their job. Larger schools, in terms of pupil numbers, were better resourced. They had more teaching and ancillary hours for careers. The single most restrictive factor, which was identified as hindering careers advisers from completing their jobs satisfactorily, was time. An analysis of both qualitative and quantitative data has been used to examine present conditions in careers centres in Canterbury secondary schools.
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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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Cody, Tracey-Lynne. "Drama education in New Zealand schools: the practice of six experienced drama teachers." Thesis, University of Canterbury. School of Teacher Education, 2013. http://hdl.handle.net/10092/7545.

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This research investigates drama teaching practice in New Zealand primary and secondary schools, through a case-based qualitative inquiry into the practice of six experienced drama teachers. The study reveals that whilst drama education is couched within the Arts learning area of the national curriculum, the educational philosophy enacted by participants encompasses a broad vision for drama education, which extends learning beyond a technical knowledge of theatre and theatre-making towards the domains of social and personal meaning-making and emancipatory knowledge. Explored through the lenses of Artist and Co-artist, the study identifies the socio-cultural nature of the practice of these teachers. Teachers’ artistry is revealed through creative use of drama tools and processes to create aesthetically-rich learning experiences. The significance of relational pedagogy to teaching and learning in these drama classrooms is also examined within the study. Teachers’ accounts reveal the ways they seek to develop interpersonal relationships with and between students, and establish ensemble-based approaches to learning in drama. As co-artists, participants employ pedagogies that empower students to actively participate in a community of drama practice, intentionally developing students’ capacities for collaboration, creativity and critical thinking, while discovering and developing their artistic-aesthetic capabilities. These teachers share power with students through acts of negotiation, creating dialogic learning opportunities in order to develop student agency as artists and citizens. Attempts to navigate tensions that arise due to increased performativity pressures on teachers and to avoid prescriptive and technocratic delivery of drama curriculum are also explored. In-depth interviews were conducted with participants to discover the complexities of their teaching practice, the philosophy of drama education they hold, and the decisions they make in curriculum content and pedagogy. Observations of classroom practice were also undertaken, along with an analysis of planning documents and an interview with their students. The study provides six rich case studies of drama practice in New Zealand schools, contributing to local and international understandings of enacted drama education within school settings. Implications for educational policy, curriculum design, classroom practice and teacher education arise from this investigation.
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Lynch, P. M. "Enterprise, Self-Help and Cooperation: A History of Outdoor Education In New Zealand Schools to 1989." Thesis, University of Canterbury. Education, 1999. http://hdl.handle.net/10092/810.

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This thesis traces the development of outdoor education in New Zealand schools. Part one deals with precursors to outdoor education, from the late nineteenth century to 1938, and in part two school camping experiments and the expansion of outdoor education are examined. Outdoor education was stimulated by subject specialists working for education boards and the Department of Education, and the end of the period studied coincides with the disestablishment of these administrative bodies in 1989. Where possible, comparison with overseas developments is made. Outdoor education was adopted and expanded in New Zealand because political, economic and ideological circumstances favoured it. Progressive-liberal influences on education fostered acceptance of physical, recreational and practical activities and emphasis on the interests and needs of individual pupils. Social and economic policies of the later 1930s to the 1960s established a climate in which innovations that broadened the school curriculum were acceptable. From the late 1960s the struggle to resource outdoor education was exacerbated by its rapid rate of growth. The government funding attained was never sufficient and community support remained vital. Safety concerns from the 1960s to the end of the period precipitated efforts to establish teacher training and by the 1980s there was a growing professionalism among outdoor educators. Links between outdoor education and the school curriculum at both primary and secondary levels were maintained by changes in terminology but its central concerns with social and moral education, environmental studies, physical activity and communal living in natural environments remained. Unlike most other curriculum innovations of its time, outdoor education was initially viewed as a teaching method and it did not attain formal subject status until the 1980s.
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Books on the topic "New Zealand schools"

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Cardno, Carol E. M. Collaborative management in New Zealand schools. Auckland, N.Z: Longman Paul, 1990.

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

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Don, Brown. Cooperative learning in New Zealand schools. Palmerston North, N.Z: Dunmore Press, 2000.

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

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Kerslake, Jacqui. Attendance, absences & truancy in New Zealand schools. Wellington, N.Z: Research Division, Ministry of Education, 1998.

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Dewar, Sharon. Overseas teachers: Teaching in New Zealand schools. Wellington, N.Z: Ministry of Education, 2000.

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Kennedy, Shelley. Mobile pre-school units in New Zealand. Wellington: Research & Statistics Division, Ministry of Education, 1990.

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Smelt, Simon. Today's schools: Governance and quality. Wellington, N.Z: Institute of Policy Studies, 1998.

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Henderson, Paul. Kids adrift: Values confusion in New Zealand schools. Auckland [N.Z.]: Maxim Institute, 2002.

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Mark, Harrison. Education matters: Government, markets and New Zealand schools. Wellington [N.Z.]: Education Forum, 2004.

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Book chapters on the topic "New Zealand schools"

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Wanden, Fr Kevin, and Lyn Birch. "Catholic Schools in New Zealand." In International Handbooks of Religion and Education, 847–70. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_45.

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Oppy, Graham. "Philosophers in Schools: 2000s." In History of Philosophy in Australia and New Zealand, 291–327. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6958-8_11.

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Carpenter, Dick M. "What If School Choice in New Zealand Included Private Schools?" In International Handbooks of Religion and Education, 461–79. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_25.

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Thompson, Keith. "Challenging Voluntary Religious Instruction in New Zealand Schools." In Law, Education, and the Place of Religion in Public Schools, 169–83. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024972-12.

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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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Wylie, Cathy. "New Zealand – Steering at a Distance and Self-Managed Schools." In Educational Authorities and the Schools, 351–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_19.

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Eames, Chris, and Heidi Mardon. "The Enviroschools Programme in Aotearoa New Zealand: Action-Orientated, Culturally Responsive, Holistic Learning." In Green Schools Globally, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46820-0_4.

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Lamont, Margaret. "Action Research in the ICT Strategy for New Zealand Schools." In Networking the Learner, 843–50. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_85.

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Munro, R. G. "A Case Study of School-based Training Systems in New Zealand Secondary Schools." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol221:93—Vol221:107. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-67.

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Eddy, Stephanie A., and Anne F. Olsen. "New Zealand: Pioneer Teachers and the Implementation of GIS in Schools." In International Perspectives on Teaching and Learning with GIS in Secondary Schools, 179–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_20.

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Conference papers on the topic "New Zealand schools"

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Black, Hona. "Mātauranga Tiriti: Treaty Education in New Zealand Schools." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583592.

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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.

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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates." In Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.

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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Crow, Tyne, Andrew Luxton-Reilly, Burkhard C. Wünsche, and Paul Denny. "Resources and Support for the Implementation of Digital Technologies in New Zealand Schools." In the Twenty-First Australasian Computing Education Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3286960.3286969.

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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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Barker, Sandra, Harsh Suri, Brent Gregory, Audrea Warner, Amanda White, Vivek Venkiteswaran, and Una Lightfoot. "Learning from COVID-19 to futureproof assessment in Business Education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0140.

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The prevalence of face to face invigilated exams in Business Schools across Australia and New Zealand (indeed around the world) needed to be reconsidered quickly during the recent COVID-19 pandemic crisis. With teaching and learning activities moving to online mode due to social distancing requirements, the need to consider technology enabled assessments and how they could be efficiently and effectively implemented became a crucial focus of universities in early 2020, affecting staff and students alike. This paper looks at the experiences of a group of academics and academic developers from five ANZ Business Schools and the lessons that they learnt from these experiences.
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Pillay, Danika, Ajmol Ali, Sophie Turner, and Carol Wham. "Barriers to Implementing a Healthy Food and Drink Environment in New Zealand Schools: Baseline Results from the Healthy Active Learning Evaluation." In NSNZ 2021. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/msf2022009029.

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Maranelli, Francesco. "Engineering Melbourne’s “Great Structural- Functional Idea”: Aspects of the Victorian Post-war “Rapprôchement” between Architecture and Engineering." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a3998puxe9.

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In 1963, Robin Boyd wrote about a post-war “rapprôchement” between the disciplines of structural engineering and architecture. Etymologically, the term suggests the movement of two entities that draw closer to each other, either in an unprecedented fashion or resuming a suspended interaction. World War II and the “anxieties and stimulations” of the post-war period, to use Boyd’s expression, accelerated the process of overcoming longstanding educational and professional disciplinary barriers. They were the driving forces behind what he denominated the “great structural-functional idea” of the 1950s. Architecture schools embraced modernist/functionalist ideals, producing graduates with considerable technical knowledge - true “romantic engineers.” The global post-war fascination with unconventional structures played its part. Occasionally, Antoine Picon argues, architecture’s “symbolic and aesthetic discourses” walk a “strictly technical path.” Under the banner of Le Corbusier’s Esthétique de l’Ingénieur, architecture and engineering converged. New technologies made collaborations with engineers habitual. According to Andrew Saint, however, partnerships were rarely affairs of equals since “architectural jobs came to architects first.” The diversification and growing number of engineers also transformed them into a labour force, Picon suggests, affecting their prestige and, possibly, their historiographical fortune. Scholarship on post-war Melbourne architecture has generally privileged the architect as the protagonist in the creation of innovative structures, only occasionally acknowledging consultants. This does not reflect the concerted nature of design commissions and frequent evanescence of disciplinary boundaries. This paper aims to highlight the major playing grounds for this alignment within design professions. It also hints at the complex relationship between the contributions of Victorian engineers and their recognition by post-war newspapers and architectural journals, opening the analysis of Melbourne’s post-war architecture to the discourse of professional representation and arguing the importance of “unbiased” histories of the built environment.
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Morton, Scott, Petrea Redmond, and Peter Albion. "Dealing with Diversity: Factors discouraging participation of Māori and Pacifica females in ICT education." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0103.

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The availability of ICT job opportunities within New Zealand is continuing to grow year on year. However, there has been a decrease in the proportion of females, especially Māori and Pacifica, entering into ICT study and pursuing ICT careers. This paper explores factors that discourage participation of Māori and Pacifica high school females in ICT. Semi-structured questions were created based on a STEM cell framework to interview Māori and Pacifica females between the age of 15 and 17 years studying at high school. It was found that by year 11 Māori and Pacifica females lost interest in ICT. This came down to many factors such as perception of the industry not being diverse in people and culture, the subject being dull or boring and the subject not catering for creativity. It was clear from the results that Māori and Pacifica females were discouraged more than encouraged by perceptions and attitudes towards ICT. Māori and Pacifica females had already made their minds up by year 11 that ICT was not the right career choice to follow. Schools need to recognise the students’ journey in ICT in this changing world and start promoting ICT as being creative and imaginative.
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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.

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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
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Reports on the topic "New Zealand schools"

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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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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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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.
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Connor, Helene, and Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, July 2017. http://dx.doi.org/10.34074/rsrp.metro12017.

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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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