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Journal articles on the topic 'New Zealand schools'

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Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2023

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1

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

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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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2

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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3

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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4

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

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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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5

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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6

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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7

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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8

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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9

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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Morris, Paul. "Secularity and Spirituality in New Zealand Schools." Alternative Spirituality and Religion Review 4, no. 1 (2013): 6–24. http://dx.doi.org/10.5840/asrr20134116.

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12

McGhie, Helen, and Hilary Baskerville. "Chaplaincy in State Schools in New Zealand." Journal of Christian Education os-48, no. 1 (May 2005): 45–48. http://dx.doi.org/10.1177/002196570504800107.

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13

Cushman, Penni. "Health promoting schools: a New Zealand perspective." Pastoral Care in Education 26, no. 4 (December 2008): 231–41. http://dx.doi.org/10.1080/02643940802472163.

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14

MCMILLAN, JOHN, PHILLIPA MALPAS, SIMON WALKER, and MONIQUE JONAS. "Ethics Education in New Zealand Medical Schools." Cambridge Quarterly of Healthcare Ethics 27, no. 3 (May 30, 2018): 470–73. http://dx.doi.org/10.1017/s096318011700086x.

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Abstract:This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand’s medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the “professionalism” and “professional development” in medical curricula.

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15

Cushman, Penni, and Tracy Clelland. "Addressing health issues in New Zealand schools." International Journal of Health Promotion and Education 50, no. 4 (July 2012): 159–68. http://dx.doi.org/10.1080/14635240.2012.702504.

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Manthei, Robert, Bryan F. Tuck, Alastair Crocket, Brent Gardiner, and Margaret N. Agee. "Exploring counselling outcomes in New Zealand schools." Counselling and Psychotherapy Research 20, no. 4 (September 23, 2020): 615–25. http://dx.doi.org/10.1002/capr.12353.

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17

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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Pawlowski, Charlotte Skau, Jasper Schipperijn, Scott Duncan, and Jens Troelsen. "Promotion of physical activity among children." Forum for Idræt 31 (December 1, 2015): 09–21. http://dx.doi.org/10.7146/ffi.v31i0.109037.

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New Zealand children are much more physically active during the school day than Danish children. As school recess is a large contributor to children’s overall level of physical activity, the aim of this study was to identify possible physical activity-promoting recess practices at New Zealand schools transferrable to Danish schools. The study was conducted as an ethnographic field study using participant observations and informal field talks with children and school workers at five New Zealand schools. On the basis of our findings we suggest Danish schools should further support physical activity initiatives by implementing physical activity-promoting recess initiatives.

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19

Lesa, Raewyn, and Ben Daniel. "Simulations in undergraduate nursing programmes in New Zealand: current status and next steps." BMJ Simulation and Technology Enhanced Learning 2, no. 4 (July 20, 2016): 118–23. http://dx.doi.org/10.1136/bmjstel-2016-000108.

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IntroductionThere is an increasing global tendency to use simulations in nursing education. This research examined the current status of simulation programs in undergraduate nursing schools in New Zealand. The goal was to gain a better understanding of how simulations are currently implemented in nursing schools and to identify the associated opportunities and challenges.Methods16 nursing schools in New Zealand deliver undergraduate nursing education. 10 of these schools selected a nursing leader who was involved in the schools’ simulation program to complete an online survey. The survey questions were designed to explore the nature of simulations in nursing schools, and the opportunities and challenges experienced in the implementation of these programmes.Data analysisSurvey data were analysed and presented as summary statistics (frequencies and percentages). Responses to short questions were thematically analysed and common themes were identified. The analysis was divided into demographic characterises and main results.ResultsThe key outcomes of the study have shown the prevalence of various simulation modalities in nursing schools in New Zealand. The analysis also suggests that the current practices associated with the integration of simulations into nursing education in New Zealand are fragmented and sporadic. Challenges shared across all institutions include inadequate resourcing of simulation programs, poor curriculum integration and programme alignment; a lack of shared understanding of what constitutes simulation and the extent to which simulation modalities achieve learning outcomes.ConclusionsThe outcome of this study has contributed to a better understanding of the prevalence and nature of simulation programs in undergraduate nursing schools in New Zealand. It has also provided insights into the different opportunities and challenges associated with implementing these programmes in nursing schools. Furthermore, the research has identified important conceptual and theoretical issues related to the broad discourse on the use of simulations in undergraduate nursing education.

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Starkey, Louise, and Elizabeth Eppel. "Digital data in New Zealand schools: Policy reform and school leadership." Educational Management Administration & Leadership 47, no. 4 (December 15, 2017): 640–58. http://dx.doi.org/10.1177/1741143217745881.

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Robinson, Viviane M. J., Helen S. Timperley, Judy M. Parr, and Stuart McNaughton. "The Community‐School Partnership in the Management of New Zealand Schools." Journal of Educational Administration 32, no. 3 (September 1994): 72–87. http://dx.doi.org/10.1108/09578239410063120.

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22

Stevens, Ken. "Four Considerations Regarding the Viability of Small Rural School in New Zealand." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 17–19. http://dx.doi.org/10.47381/aijre.v3i2.375.

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New Zealand rural education since 1991 has heen influenced by the publication of the Report of the Economic and Educational Viability of Small Schools Review which, while not devoted entirely to the rural sector of the country's education system, was in large part concerned with the educational viability of small schools in isolated communities. In New Zealand, most small schools are in rural areas, although there are some notable urban exceptions. The review took place amid considerable media speculation and growing apprehension about the future of small schools, particularly those in remote parts of the country.

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Ladd, Helen F. "Education Inspectorate Systems in New Zealand and the Netherlands." Education Finance and Policy 5, no. 3 (July 2010): 378–92. http://dx.doi.org/10.1162/edfp_a_00005.

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The United States is an outlier with respect to its heavy emphasis on student test scores for the purposes of school accountability. Many other countries instead use school inspection systems that pay more attention to a school's internal processes and practices. This policy note focuses on the school inspection systems of New Zealand and the Netherlands, with the goal of drawing lessons for the United States. It addresses three main policy issues: For what should individual schools be held accountable? Should inspectors be more like coaches or more like judges? And how independent should they be of policy-making bodies?

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Mercury, Monica, and Bronwyn Wood. "Compulsory te reo Māori in Aotearoa New Zealand schools." New Zealand Annual Review of Education 27 (November 24, 2022): 25–43. http://dx.doi.org/10.26686/nzaroe.v27.8030.

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While support for compulsory te reo Māori in schools in Aoteaora New Zealand is growing, there is a risk that any future policy could fail, or be only poorly implemented, unless we understand more deeply the factors which shape effective language policy implementation in schools. In this paper we employ a ‘future policy analysis' to explore what it would take to effectively implement a compulsory te reo Māori policy in schools in the future. We report on interviews with twelve purposively selected stakeholders (including Māori, Pākehā, Chinese and Samoan teachers, principals and one Member of Parliament) to elicit from their experiences and reflections the key elements required to implement te reo Māori well in schools. Participants identified that prioritising and valuing te reo Maori was foundational and essential for any potential policy shift at both national and school level. In addition, participants elaborated on how teacher expertise, resourcing, time and leadership support through senior management was integral to successful adoption and implementation. The paper concludes by recommending urgent attention to a range of future-focused strategies that beginning right now could bring about transformational change in our schools and give te reo Māori the mana it deserves.

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Mutch, Carol. "Current Perceptions of the New Social Studies Curriculum in New Zealand." Citizenship, Social and Economics Education 3, no. 2 (June 1998): 65–79. http://dx.doi.org/10.2304/csee.1998.3.2.65.

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In 1993 The New Zealand Curriculum Framework outlined the key areas of study for all New Zealand schools. One by one curriculum guidelines for the implementation of these key areas were released. The development of the social studies guidelines was a strongly contested process and led to three quite different versions being worked through before the final one was released late 1997. A recent qualitative study shows that this elongated process was not to the detriment of social studies but rather led to a clarification of what is meant by social studies in the New Zealand context. It also raised the profile of social studies and cemented its place in the New Zealand school curriculum.

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Chalmers, Lex. "GIS in New Zealand Schools: Issues and Prospects." International Research in Geographical and Environmental Education 15, no. 3 (August 15, 2006): 268–70. http://dx.doi.org/10.2167/irgee196j.0.

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27

Sullivan, Keith. "Bullying in schools: Issues for New Zealand teachers." Set: Research Information for Teachers, no. 2 (August 1, 2000): 39–43. http://dx.doi.org/10.18296/set.0804.

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Dyson, Ben, Jackie Cowan, Barrie Gordon, Darren Powell, and Boaz Shulruf. "Physical education in Aotearoa New Zealand primary schools." European Physical Education Review 24, no. 4 (April 12, 2017): 467–86. http://dx.doi.org/10.1177/1356336x17698083.

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Whilst globally there has been a great deal of discussion and rhetoric regarding the state of physical education at the primary level, there is a paucity of evidence regarding teachers’ perceptions of quality physical education in practice. Therefore, the purpose of this research was to explore and interpret primary school teachers’ perceptions of physical education in Aotearoa New Zealand (NZ) and identify the influence(s) of education, sport and health policies on these perceptions. This study utilized a mixed methods design, including a questionnaire of 487 classroom teachers from 133 different primary and intermediate schools in five regions (North Auckland, Auckland, Wellington, Canterbury and Southland) across NZ. The research team also interviewed 41 classroom teachers from across the five regions. Three themes were drawn from the teacher surveys and interviews: muddled thinking; teacher levels of confidence; and physical education or sport. The findings suggest that a number of policies and practices have strongly shaped what occurs ‘in the name’ of physical education in primary schools. These have created a ‘perfect storm’ for primary physical education in NZ and there is concern that the reality of what occurs in practice does not meet the expectations of the national curriculum. There is a need to re-shape the principles and ideals of current practice in primary physical education rather than accepting the historical sports, competition, fitness, fundamental sport skills and ‘Kiwisportification’ of physical education.

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Fiske, Edward B., and Helen F. Ladd. "Self-governing schools and accountability in New Zealand." Prospects 31, no. 4 (December 2001): 537–52. http://dx.doi.org/10.1007/bf03220038.

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Sinkinson, Margaret, and Lisette Burrows. "Reframing Health Education in New Zealand/Aotearoa schools." Asia-Pacific Journal of Health, Sport and Physical Education 2, no. 3-4 (December 2011): 53–69. http://dx.doi.org/10.1080/18377122.2011.9730359.

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Wearmouth, Janice, Rawiri Mckinney, and Ted Glynn. "Restorative justice in schools: a New Zealand example." Educational Research 49, no. 1 (February 20, 2007): 37–49. http://dx.doi.org/10.1080/00131880701200740.

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Wearmouth, Janice, Rawiri McKinney, and Ted Glynn. "Restorative justice: two examples from New Zealand schools." British Journal of Special Education 34, no. 4 (January 14, 2008): 196–203. http://dx.doi.org/10.1111/j.1467-8578.2007.00479.x.

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Vandevijvere, Stefanie, Zaynel Sushil, Daniel J. Exeter, and Boyd Swinburn. "Obesogenic Retail Food Environments Around New Zealand Schools." American Journal of Preventive Medicine 51, no. 3 (September 2016): e57-e66. http://dx.doi.org/10.1016/j.amepre.2016.03.013.

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Eley, Elizabeth, and Mere Berryman. "Leading Transformative Education Reform in New Zealand Schools." New Zealand Journal of Educational Studies 54, no. 1 (October 30, 2018): 121–37. http://dx.doi.org/10.1007/s40841-018-0122-7.

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Stewart, Georgina, and Leon Benade. "Spatial Biculturalism for Schools in Aotearoa New Zealand." New Zealand Journal of Educational Studies 55, no. 1 (April 24, 2020): 129–31. http://dx.doi.org/10.1007/s40841-020-00169-x.

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Editors. "How we kill creativity in New Zealand schools." New Zealand Science Review 76, no. 4 (August 17, 2022): 111. http://dx.doi.org/10.26686/nzsr.v76i4.7810.

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Campbell, Alison, and Kathrin Otrel-Cass. "Teaching Evolution in New Zealand’s Schools—Reviewing Changes in the New Zealand Science Curriculum." Research in Science Education 41, no. 3 (April 21, 2010): 441–51. http://dx.doi.org/10.1007/s11165-010-9173-6.

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Terruhn, Jessica, and Paul Spoonley. "Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being." Transitions: Journal of Transient Migration 4, no. 2 (October 1, 2020): 183–201. http://dx.doi.org/10.1386/tjtm_00021_1.

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The globalization of the knowledge economy and a concomitant increase in educational mobility have seen greater numbers of international students take up studies in Aotearoa/New Zealand’s education system. As a result of increased educational mobility, alongside other types of migration, ethno-cultural and linguistic diversity has become more common in New Zealand schools. This internationalization of Aotearoa/New Zealand’s education sector has been met with government policies and strategies to ensure the well-being of international students. In these strategies, well-being is indicated by economic security, health and safety, as well as high-quality education and a welcoming and inclusive experience in Aotearoa/New Zealand. Drawing on data from a research project that examined how school policies and practices shape international English for speakers of other languages (ESOL) students’ sense of belonging, inclusion and well-being at a New Zealand secondary school, this article illuminates how school language practices impact on international students’ well-being. Specifically, the article highlights a profound mismatch between the diversification of the student body and the privileging of monolingual English-only practices in the classroom as well as the disparity between intentions and effects of the school’s pull-out ESOL class programme, in which ESOL-designated students are taught separately from ‘mainstream’ students. The discussion highlights the detrimental and discriminatory impacts such language practices had on international students. Based on this analysis, we argue that strategies that are designed to ensure international student well-being need to put greater emphasis on the instructional needs of culturally and linguistically diverse learners by advocating for linguistically responsive practices and that schools need to normalize multilingual practices to ensure international student well-being and to work towards equitable and just education.

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Ladd, Helen F., and Edward B. Fiske. "Does Competition Improve Teaching and Learning? Evidence from New Zealand." Educational Evaluation and Policy Analysis 25, no. 1 (March 2003): 97–112. http://dx.doi.org/10.3102/01623737025001095.

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Central to the argument for more competition in education is that it will induce schools to provide higher quality education at no greater cost. This article sheds new light on this issue by measuring how competition among New Zealand’s schools affected student learning as perceived by teachers and principals. The analysis builds on the fact that New Zealand’s introduction of full parental choice in 1992 increased competitive pressures more for some schools than for others. With careful attention to various potential threats to validity, we conclude that competition—as perceived by teachers—generated negative effects on the quality of student learning and other aspects of schooling in New Zealand’s elementary schools.

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Hornby, Garry, and Chrystal Witte. "Parental involvement in secondary schools in New Zealand: Implications for school psychologists." School Psychology International 31, no. 5 (October 2010): 495–508. http://dx.doi.org/10.1177/0143034310382611.

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Bolstad, Rachel. "How can New Zealand schools respond to climate change?" Set: Research Information for Teachers, no. 3 (December 20, 2020): 30–39. http://dx.doi.org/10.18296/set.0184.

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International climate agreements say education can play a key role in responding to the global challenge of climate change. My team and I are currently carrying out research to help build a national picture of educational responses to climate change. Our research suggests that New Zealand’s educational policies and strategies currently provide a diffuse framework for responding to climate change, and there is a lack of coherent messaging “from the top” about what could or should be expected of schools. Yet some innovative practices and approaches are visible across the school network. This article describes what we currently know about climate and sustainability thinking and practice across English-medium schools, and what further actions and supports may be needed across the system.

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Thomsen, Patrick Saulmatino, Litia Tuiburelevu, Moeata Keil, Marcia Leenen-Young, Sisikula Palu Sisifa, Karamia Müller, Analosa Veukiso-Ulugia, Sam Manuela, and Sereana Naepi. "Practising Pacific pedagogies during New Zealand's level four lockdown: Pacific early career academics and COVID-19." Waikato Journal of Education 26 (July 5, 2021): 149–61. http://dx.doi.org/10.15663/wje.v26i1.754.

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During New Zealand’s unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand’s largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the vā/wā with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.

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Baragwanath, David. "A Capital Opportunity: Creating a New Zealand Jurisprudence in Public and International Law." Victoria University of Wellington Law Review 41, no. 4 (December 6, 2010): 703. http://dx.doi.org/10.26686/vuwlr.v41i4.5211.

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This is the written form of a lecture delivered at the Law Faculty on 28 April 2010 by Justice Baragwanath as part of a series of lectures delivered the various New Zealand law schools, to mark the judge's retirement from the New Zealand Court of Appeal. In this lecture the judge argues for the creation of a New Zealand public law that both acknowledges the special nature of New Zealand society and recognises the global context within which all New Zealand law must now fit and to some extent must be judged.

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Dyson, Lisa. "Data use in New Zealand secondary schools: Tracking, traffic lights, and triage." Assessment Matters 14 (November 30, 2020): 89–111. http://dx.doi.org/10.18296/am.0043.

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Secondary schools in New Zealand use assessment data for school selfevaluation, but little research has explored exactly how schools are using these data. This case study of selected high schools explored the perspectives of teachers and school leaders whose schools had recently implemented a student assessment tracking and monitoring “traffic light” tool. Informed by a realist approach, the study involved a series of three focus groups followed by individual interviews with 13 educators at four secondary schools that had been identified as effective at school self-evaluation. The results highlight that data use processes led to changes in practice in teachers’ work and contributed to structural changes in these schools. This study shows that data use can be a powerful force, with the potential for good, but it also raises some concerns about the unintended consequences of the use of assessment data.

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Martin, Jan. "Staffing Issues in Remote Rural Schools - What Can New Zealand Learn from the Australian Experience?" Australian and International Journal of Rural Education 4, no. 2 (July 1, 1994): 29–30. http://dx.doi.org/10.47381/aijre.v4i2.389.

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Isolated rural schools in New Zealand have always had difficulty attracting and retaining appropriate staff but under the "Tomorrow's School's" regime, the situation has become much worse. Schools in New Zealand are governed by a Board of Trustees, comprising members of the local community and these Boards are charged with the responsibility of employing staff and monitoring their performance. There are few incentives to attract and retain teachers in remote areas and so the fields of applicants are often small and finding a suitable applicant can be a real problem. Appointing suitable applicants is difficult but retaining them in rural areas is even more of a problem and monitoring performance is almost impossible for a Board of Trustees with little or no expertise in the area of performance appraisal. The Education Review Office carries out school reviews every two to three years and reports to the Minister of Education on the performance of the Board of Trustees.

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Newman, Hamish J., Amanda J. Meyer, and Sandra E. Carr. "Neuroanatomy Teaching in Australian and New Zealand Medical Schools." World Neurosurgery 149 (May 2021): e217-e224. http://dx.doi.org/10.1016/j.wneu.2021.02.048.

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Ng, Susan, Mary Hill, and Catherine Rawlinson. "Twice-exceptional learners in New Zealand schools: Teacher perspectives." set: Research Information for Teachers, no. 3 (December 15, 2017): 3–8. http://dx.doi.org/10.18296/set.0085.

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Eames, Chris, and Bronwen Cowie. "Environmental education in New Zealand schools: Characteristics and achievements." Set: Research Information for Teachers, no. 2 (August 2, 2004): 19–24. http://dx.doi.org/10.18296/set.0640.

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Cowie, Bronwen, and Chris Eames. "Environmental education in New Zealand schools: Challenges for sustainability." Set: Research Information for Teachers, no. 3 (November 1, 2004): 19–23. http://dx.doi.org/10.18296/set.0650.

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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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