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Artículos de revistas sobre el tema "Secondary schools (New Zealand)"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 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, n.º 2 (6 de mayo de 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

Bennett, Paul Nathan. "Teacher coaching in New Zealand secondary schools: an exploratory study". International Journal of Mentoring and Coaching in Education 8, n.º 2 (3 de junio de 2019): 70–85. http://dx.doi.org/10.1108/ijmce-05-2018-0030.

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Purpose The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools. Design/methodology/approach A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework. Findings The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives. Research limitations/implications A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases. Practical implications This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training. Social implications The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved. Originality/value This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

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3

Hornby, Garry y Chrystal Witte. "Parental involvement in secondary schools in New Zealand: Implications for school psychologists". School Psychology International 31, n.º 5 (octubre de 2010): 495–508. http://dx.doi.org/10.1177/0143034310382611.

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4

Dyson, Lisa. "Data use in New Zealand secondary schools: Tracking, traffic lights, and triage". Assessment Matters 14 (30 de noviembre de 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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Haslip, Alan, Jo Straker y Sarah English. "Contract Instructing within Aotearoa New Zealand’s Secondary Schools". Teachers' Work 11, n.º 2 (23 de febrero de 2018): 232–48. http://dx.doi.org/10.24135/teacherswork.v11i2.236.

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Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders including teachers to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes

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6

Whittfield, J., S. J. Legg y D. I. Hedderley. "Schoolbag weight and musculoskeletal symptoms in New Zealand secondary schools". Applied Ergonomics 36, n.º 2 (marzo de 2005): 193–98. http://dx.doi.org/10.1016/j.apergo.2004.10.004.

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7

Wood, Bronwyn E., Shona McRae y Meredith Raukura. "Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers". Set: Research Information for Teachers, n.º 3 (20 de diciembre de 2021): 21–28. http://dx.doi.org/10.18296/set.0208.

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Increased migration in recent years means that New Zealand classrooms are growing in cultural diversity—and in some communities, the extent and complexity of this has reached levels of “superdiversity”. This article reports on how teachers (n = 23) in four superdiverse secondary schools in New Zealand were responding to the growing cultural diversity in their classrooms. Four key approaches that were used by teachers in all schools to develop supportive relationships and foster greater inclusion are outlined. In addition, several teaching strategies are provided to help support teachers to face the growing complexity of mixed, hybrid, and evolving identities of multi-ethnic students in their classrooms.

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8

Frengley-Vaipuna, Ingrid, Lesieli Kupu-MacIntyre y Tracy Riley. "Successful Tongan Students in New Zealand Secondary Schools: Default or Design?" Kairaranga 12, n.º 2 (1 de julio de 2011): 42–51. http://dx.doi.org/10.54322/kairaranga.v12i2.163.

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This article outlines the use of Gagne’s (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their gifts to talents. The article explains the Tongan way, a conceptual map for developing better understandings of Tongan gifted and talented students in New Zealand. The article concludes that the Differentiated Model of Giftedness and Talent is a framework teachers can use to explore giftedness with Pasifika families, communities, and students to assist in better understanding their special abilities, qualities, and needs.

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9

Arrowsmith, Susan y Bronwyn Wood. "Curriculum integration in New Zealand secondary schools: Lessons learned from four "early adopter" schools". set: Research Information for Teachers, n.º 1 (14 de agosto de 2014): 58–66. http://dx.doi.org/10.18296/set.0009.

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10

Andreassen, Helen. "Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?" Hospitality Insights 2, n.º 1 (18 de junio de 2018): 1–2. http://dx.doi.org/10.24135/hi.v2i1.30.

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The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3]. In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5]. Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity. Corresponding author Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz References (1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018). (2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018). (3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380 (4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018). (5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018). (6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).

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11

Whittfield, J. K., S. J. Legg y D. I. Hedderley. "The weight and use of schoolbags in New Zealand secondary schools". Ergonomics 44, n.º 9 (julio de 2001): 819–24. http://dx.doi.org/10.1080/00140130117881.

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12

MCGEE, ROB y WARREN STANTON. "A smoke-free advertising competition among secondary schools in New Zealand". Health Promotion International 9, n.º 2 (1994): 89–93. http://dx.doi.org/10.1093/heapro/9.2.89.

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Tooley, Stuart y James Guthrie. "REPORTING PERFORMANCE BY NEW ZEALAND SECONDARY SCHOOLS: AN ANALYSIS OF DISCLOSURES". Financial Accountability & Management 23, n.º 4 (noviembre de 2007): 351–74. http://dx.doi.org/10.1111/j.1468-0408.2007.00433.x.

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14

Togiatama-Otto, Pennie. "Through my brown eyes: Niuean school boys’ experiences in two New Zealand secondary schools". Set: Research Information for Teachers, n.º 3 (20 de diciembre de 2019): 12–18. http://dx.doi.org/10.18296/set.0147.

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15

Kool, Bridget, David Thomas, Dennis Moore, Angelika Anderson, Phillipa Bennetts, Karlynne Earp, Dianne Dawson y Nicky Treadwell. "Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools". Australian and New Zealand Journal of Public Health 32, n.º 2 (abril de 2008): 177–80. http://dx.doi.org/10.1111/j.1753-6405.2008.00197.x.

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16

Marsh, Louise, Rob McGee y Sheila Williams. "Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View". Australian Journal of Education 53, n.º 3 (noviembre de 2009): 245–60. http://dx.doi.org/10.1177/000494410905300304.

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Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers. An online survey assessed students' self-reports of physical fighting and weapon carrying. The findings show that, while teachers did not consider physical aggression a major problem in their schools, they did report frequent occurrences of physical fighting. Some teachers also reported experiencing significant physical aggression towards them by students. Student aggression was not significantly associated with teachers' perceptions of physical aggression in their schools. Teachers are facing physical aggression in their workplace, making schools a stressful working and learning environment.

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17

Crowe, Ada. "Guidance and Counseling in Aotearoa, New Zealand, Secondary Schools: Revisiting the Issues". Journal of Asia Pacific Counseling 4, n.º 2 (31 de diciembre de 2014): 199–215. http://dx.doi.org/10.18401/2014.4.2.10.

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18

Reinsfield, Elizabeth. "Time to Re-Conceptualize the Role of Secondary Schools in New Zealand". International Journal of Adult Education and Technology 11, n.º 2 (abril de 2020): 40–56. http://dx.doi.org/10.4018/ijaet.2020040104.

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Technology education in New Zealand has evolved from a subject with technical beginnings, to be a learning area with the potential to develop the types of knowledge and capabilities that students are likely to need in a technologically mediated future. The recent review of the technology education curriculum, and proposed changes for our schooling assessment framework, presents opportunities for teachers to develop or embed their curriculum practices. This article reports on findings from an interpretivist, qualitative study, which considered secondary technology education teachers' perceptions and practice. The findings suggest that participants viewed their subject as a means to predominately develop student skills and specialist content knowledge, and practice was impacted by teacher ability to make meaning of curriculum intent. There is an urgent need to challenge some established teachers' views and teaching practices, which negate or marginalise curriculum policy and intent. Recommendations are made to support the alignment of technical and technological ways of thinking and practice, for those teachers who are motivated by the curriculum, which aims to develop student technological literacy.

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19

Collins, C., R. Richards, A. I. Reeder y A. R. Gray. "Food for thought: edible gardens in New Zealand primary and secondary schools". Health Promotion Journal of Australia 26, n.º 1 (19 de marzo de 2015): 70–73. http://dx.doi.org/10.1071/he14082.

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Grant, Bevan C. "Integrating Sport Into the Physical Education Curriculum in New Zealand Secondary Schools". Quest 44, n.º 3 (diciembre de 1992): 304–16. http://dx.doi.org/10.1080/00336297.1992.10484057.

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Furbish, Dale y Lynette Reid. "Best practices in career education and development in New Zealand secondary schools". Australian Journal of Career Development 22, n.º 1 (abril de 2013): 14–20. http://dx.doi.org/10.1177/1038416213480952.

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Reeder, A. I., B. M. McNoe y E. E. Iosua. "Sun protection practices in New Zealand secondary schools: a 2014 baseline study". Preventive Medicine Reports 3 (junio de 2016): 257–63. http://dx.doi.org/10.1016/j.pmedr.2016.03.001.

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Malik, Arshad Ashfaque, Howard Davey y Martin Kelly. "Performance Measurement of State Secondary Schools of New Zealand: The Teachers’ Perspective". International Journal of Learning: Annual Review 16, n.º 12 (2010): 205–28. http://dx.doi.org/10.18848/1447-9494/cgp/v16i12/46783.

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ASTLE, ALECM. "The Numbers Game-The Promotion of Geography in New Zealand Secondary Schools". New Zealand Journal of Geography 73, n.º 1 (15 de mayo de 2008): 17–20. http://dx.doi.org/10.1111/j.0028-8292.1982.tb00712.x.

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Wilson, Aaron, Stuart McNaughton y Tong Zhu. "Subject area literacy instruction in low SES secondary schools in New Zealand." Australian Journal of Language and Literacy 40, n.º 1 (febrero de 2017): 72–85. http://dx.doi.org/10.1007/bf03651985.

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White, Carolyn y Alison Kearney. "The Use of Stand-downs in New Zealand Schools: What are the Issues?" Kairaranga 16, n.º 1 (1 de enero de 2015): 27–36. http://dx.doi.org/10.54322/kairaranga.v16i1.196.

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In 2013, schools in New Zealand stood-down nearly 12,000 students as a result of behavioural difficulties. Research indicates that rather than improving behaviour, stand-downs can reinforce inappropriate behaviour and potentially put students at-risk. This paper overviews the use of stand-downs in New Zealand schools, discussing the nature and extent of their use. Using examples from a small case study based around two secondary school students who had recently been stood-down, the potential adverse effects and impacts of school stand-down are discussed, and arguments put forward for finding alternatives to the practice.

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McCulloch, Gary. "Constructing the Community: Secondary Schools and Their Neighbourhoods in 20th Century Auckland". Australian Journal of Education 36, n.º 2 (agosto de 1992): 143–56. http://dx.doi.org/10.1177/000494419203600203.

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This paper examines the relationships between secondary schools and their local neighbourhoods in the developing urban and suburban contexts of Auckland, New Zealand, during the 20th century. It discusses the problematic and changing characteristics of school neighbourhoods, especially those relating to physical location, transport facilities, and social geography. The construction of school communities and neighbourhoods is seen as political in its character, involving clear awareness of the effects of social class and, more recently, ethnic differences upon the academic attributes and reputation of the school, even when ‘equality of opportunity’ has represented the main official ideal of schooling. Detailed examples of the patterns of secondary education are employed to help explain the ingrained assumptions of schools and local communities and to provide a historical context to major national schooling policy changes in New Zealand in the late 1980s and early 1990s.

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Kirkley, William W. "Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools". Asia Pacific Journal of Innovation and Entrepreneurship 11, n.º 1 (3 de abril de 2017): 17–37. http://dx.doi.org/10.1108/apjie-04-2017-018.

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Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

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Thornton, Kate. "Leading through COVID-19: New Zealand secondary principals describe their reality". Educational Management Administration & Leadership 49, n.º 3 (8 de enero de 2021): 393–409. http://dx.doi.org/10.1177/1741143220985110.

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School principals were required to engage in crisis leadership throughout New Zealand’s first seven-week COVID-19 lockdown in March 2020. Eighteen school principals from a range of secondary schools were interviewed about their experiences. The challenges they faced included preparing students and teachers for online teaching and learning for an unknown length of time, supporting student and staff wellbeing, and communicating clearly and compassionately to all stakeholder groups. Their opportunities related to strengthening digital teaching and learning, distributing leadership and resetting direction. This study identifies a number of implications for future crisis leadership practice including: preparing, attending to wellbeing, communicating effectively, leading collaboratively and taking opportunities.

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Terruhn, Jessica y Paul Spoonley. "Multilingual realities/monolingual ideologies: Connecting the dots between schools’ language practices and international student well-being". Transitions: Journal of Transient Migration 4, n.º 2 (1 de octubre de 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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Smith, Jill Elizabeth. "Empowering Pasifika Students to Express their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-descendent Teachers". International Journal of Multicultural Education 18, n.º 2 (20 de junio de 2016): 85. http://dx.doi.org/10.18251/ijme.v18i2.1148.

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The greatest numbers of young people in New Zealand are from Pasifika peoples’ ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides “snapshots” of how four European-New Zealand art teachers, who work in schools where Pasifika students comprise the largest ethnic group, are empowering them to express themselves within their cultural milieu. Articulated through the voices of the art teachers, the stories of these students are visualized through examples of their art works.

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Chote, Brittany, Pippa McKelvie-Sebileau, Boyd Swinburn, David Tipene-Leach y Erica D’Souza. "Culture of Healthy Eating and Food Environments, Policies, and Practices in Regional New Zealand Schools". International Journal of Environmental Research and Public Health 19, n.º 11 (31 de mayo de 2022): 6729. http://dx.doi.org/10.3390/ijerph19116729.

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

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Wheeler, Charmaine y Helen Simmons. "‘Loitering with intent’ – a model of practice for working in a New Zealand secondary school". Aotearoa New Zealand Social Work 21, n.º 3 (17 de julio de 2017): 38–45. http://dx.doi.org/10.11157/anzswj-vol21iss3id274.

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

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Fitzpatrick, Katie, Hayley McGlashan, Vibha Tirumalai, John Fenaughty y Analosa Veukiso-Ulugia. "Relationships and sexuality education: Key research informing New Zealand curriculum policy". Health Education Journal 81, n.º 2 (10 de noviembre de 2021): 134–56. http://dx.doi.org/10.1177/00178969211053749.

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

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Yates, Anne y Megan Bruce. "The future of career education in New Zealand secondary schools: A review of the literature". Australian Journal of Career Development 26, n.º 2 (julio de 2017): 62–70. http://dx.doi.org/10.1177/1038416217700421.

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Traditionally career education in New Zealand secondary schools has been provided by a dedicated career advisor, but the effectiveness of this model is increasingly being questioned. This review examined approaches to career education in order to recommend a more appropriate model for the future. A review of 14 articles revealed that career education is increasingly important for secondary school students and that advantages exist in an integrated whole-school approach. The authors argue that such an approach is desirable, but acknowledge the issues to be addressed to ensure success. These include professional development for career advisors, principals and teachers, changing entrenched attitudes, reimagining the role of the career advisor and providing increased resourcing. While this review is focussed on New Zealand, it is apparent that other countries are grappling, similarly, with the issue of career education for secondary school students.

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McAllum, Mary-Anne. "“Bisexuality Is Just Semantics…”: Young Bisexual Women's Experiences in New Zealand Secondary Schools". Journal of Bisexuality 14, n.º 1 (enero de 2014): 75–93. http://dx.doi.org/10.1080/15299716.2014.872467.

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Hargreaves, Amanda. "The perceived value of Health Education in schools: New Zealand secondary teachers’ perceptions". Journal of Curriculum Studies 45, n.º 4 (agosto de 2013): 560–82. http://dx.doi.org/10.1080/00220272.2012.675356.

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Tooley, Stuart y James Guthrie. "Budgeting in New Zealand secondary schools in a changing devolved financial management environment". Journal of Accounting & Organizational Change 3, n.º 1 (27 de marzo de 2007): 4–28. http://dx.doi.org/10.1108/18325910710732830.

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Ashton, Karen. "Exploring teacher views of multi-level language classes in New Zealand secondary schools". Teaching and Teacher Education 69 (enero de 2018): 104–18. http://dx.doi.org/10.1016/j.tate.2017.10.002.

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Schoone, Adrian. "Alternative education in Aotearoa New Zealand". New Zealand Annual Review of Education 26 (1 de julio de 2021): 109–15. http://dx.doi.org/10.26686/nzaroe.v26.6899.

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Secondary students who become disenfranchised from mainstream schools are directed to attend Alternative Education (AE) centres. AE was a grassroots’ initiative in the 1990s led by youth organisations, iwi, community social service agencies and churches to meet the education and pastoral needs of rangatahi. Due to the tenuous links held between AE and the mainstream system and with no government policy work occurring within the sector for the decade prior to 2009, the sector struggled for adequate resourcing and professional recognition. Through a poetic inquiry approach this paper explores three key AE government policy directions over a ten-year period, from 2009 to 2019. Unbuckling prose found within official documents, concrete (visual) poems were created to perform a critical reading of policy. The policy poems form a narrative arc that show the discrediting of AE providers and demonising of students in AE has recently given way to more hopeful directions in policy.

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Clark-Howard, Kayleen. "Inclusive Education: How do New Zealand Secondary Teachers Understand Inclusion and how does this Understanding Influence their Practice?" Kairaranga 20, n.º 1 (6 de enero de 2020): 46–57. http://dx.doi.org/10.54322/kairaranga.v20i1.309.

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Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online the survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.

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Koziol-McLain, Jane, Denise Wilson, Alain C. Vandal, Moana Eruera, Shyamala Nada-Raja, Terry Dobbs, Michael Roguski y Te Wai Barbarich-Unasa. "Evaluation of a Healthy Relationship Smartphone App With Indigenous Young People: Protocol for a Co-designed Stepped Wedge Randomized Trial". JMIR Research Protocols 10, n.º 12 (30 de diciembre de 2021): e24792. http://dx.doi.org/10.2196/24792.

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Background We co-designed a smartphone app, Harmonised, with taitamariki (young people aged 13-17 years) to promote healthy intimate partner relationships. The app also provides a pathway for friends and family, or whānau (indigenous Māori extended family networks), to learn how to offer better support to taitamariki. Objective The aim of our taitamariki- and Māori-centered study is to evaluate the implementation of the app in secondary schools. The study tests the effectiveness of the app in promoting taitamariki partner relationship self-efficacy (primary outcome). Methods We co-designed a pragmatic, randomized, stepped wedge trial (retrospectively registered on September 12, 2019) for 8 Aotearoa, New Zealand, secondary schools (years 9 through 13). The schools were randomly assigned to implement the app in 1 of the 2 school terms. A well-established evaluation framework (RE-AIM [Reach, Effectiveness, Adoption, Implementation, Maintenance]) guided the selection of mixed data collection methods. Our target sample size is 600 taitamariki enrolled across the 8 schools. Taitamariki will participate by completing 5 web-based surveys over a 15-month trial period. Taitamariki partner relationship self-efficacy (primary outcome) and well-being, general health, cybersafety management, and connectedness (secondary outcomes) will be assessed with each survey. The general effectiveness hypotheses will be tested by using a linear mixed model with nested participant, year-group, and school random effects. The primary analysis will also include testing effectiveness in the Māori subgroup. Results The study was funded by the New Zealand Ministry of Business, Innovation, and Employment in October 2015 and approved by the Auckland University of Technology Ethics Committee on May 3, 2017 (application number: 17/71). Conclusions This study will generate robust evidence evaluating the impact of introducing a healthy relationship app in secondary schools on taitamariki partner relationship self-efficacy, well-being, general health, cybersafety management, and connectedness. This taitamariki- and indigenous Māori–centered research fills an important gap in developing and testing strengths-based mobile health interventions in secondary schools. Trial Registration Australian New Zealand Clinical Trials Registry ACTRN12619001262190; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=377584 International Registered Report Identifier (IRRID) RR1-10.2196/24792

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Cardno, Carol y Joanne Robson. "Realising the Value of Performance Appraisal for Middle Leaders in New Zealand Secondary Schools". Research in Educational Administration & Leadership 1, n.º 2 (15 de diciembre de 2016): 229–54. http://dx.doi.org/10.30828/real/2016.2.3.

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Barbour, Bob. "Enhancing the BBC Domesday videodisc as a learning environment for New Zealand secondary schools". British Journal of Educational Technology 21, n.º 2 (mayo de 1990): 142–43. http://dx.doi.org/10.1111/j.1467-8535.1990.tb00286.x.

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Lai, Kwok-Wing y Keryn Pratt. "Positive to a Degree: The Effects of ICT Use in New Zealand Secondary Schools". Computers in the Schools 24, n.º 3-4 (diciembre de 2007): 95–109. http://dx.doi.org/10.1300/j025v24n03_07.

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Archard, Nicole. "Student leadership development in Australian and New Zealand secondary girls’ schools: a staff perspective". International Journal of Leadership in Education 15, n.º 1 (enero de 2012): 23–47. http://dx.doi.org/10.1080/13603124.2011.605472.

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Ryan, Greg. "Cricket and the Moral Curriculum of the New Zealand Elite Secondary Schools C1860–C1920". Sports Historian 19, n.º 2 (noviembre de 1999): 61–79. http://dx.doi.org/10.1080/17460269909445820.

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Coxhead, Averil, Paul Nation y Dalice Sim. "Measuring the Vocabulary Size of Native Speakers of English in New Zealand Secondary Schools". New Zealand Journal of Educational Studies 50, n.º 1 (13 de marzo de 2015): 121–35. http://dx.doi.org/10.1007/s40841-015-0002-3.

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Kitchen, Margaret. "Is Asia represented in New Zealand secondary school curricula?" Curriculum Matters 5 (1 de junio de 2009): 60–76. http://dx.doi.org/10.18296/cm.0108.

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Tait, Edna. "Culture and learning in a New Zealand secondary school". Prospects 25, n.º 4 (diciembre de 1995): 749–60. http://dx.doi.org/10.1007/bf02334149.

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