Rozprawy doktorskie: „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., i mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools". Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.

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This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools. The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study. Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.

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Doig, Cheryl, i 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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Owen, Siân Maree. "How the Principals of New Zealand Catholic Secondary Schools Understand and Implement Special Character". Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/35a48eeb113a6edee92eb07733a5df8f76387df242fa268f46e8bb08c056665f/2791203/OWEN_Sian_Maree_2018_How_the_principles_of_New_Zealand.pdf.

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The purpose of this study is to explore how Catholic education authorities guarantee the Special Character of New Zealand Catholic schools. Since principals hold primary responsibilities in demonstrating evidence of Special Character of the Catholic school, this study particularly explores how secondary school principals fulfil this responsibility. New Zealand Catholic schools are State integrated schools under the 1975 Private Schools Conditional Integration Act (PSCIA). This Act enabled private schools to be fully government funded, while continuing to maintain and enhance their Special Character. Special Character is important to the Catholic Church because it enables its schools to offer an authentic Catholic education as a State funded school. They are State schools with a Special Character The following specific research questions were generated from the Literature Review to focus the study: 1. What do principals understand by the term Special Character? 2. How do principals implement Special Character in their schools? 3. How do Catholic education authorities understand the role of the Catholic school in mission? An epistemological framework of constructionism underpins this study as it explores the meaning constructed through the experiences of principals. An interpretivist design is adopted, with Symbolic Interactionism providing the particular interpretivist lens. Case study is the methodology chosen to orchestrate the data gathering strategies. The strategies utilised are focus groups, semi-structured interviews and questionnaire. There were 31 participants in the study: 20 principals and 11 members of the National Catholic Special Character review group. The research generates six conclusions that contribute to new knowledge about the Special Character of Catholic schools. First, New Zealand Catholic schools operate in a pluralistic society where the Christian Worldview no longer prevails. This influences the traditional school-family-Church relationships. This lack of clarity of relationships impacts the implementation of Special Character. Second, while Special Character is a term used extensively in New Zealand education, there is a lack of clarity about the precise meaning of this term. Consequently, there is a dissonance between Government and Church expectations of what demonstrates Special Character. Third, principals recognise that the implementation and enhancement of the Special Character of their school is important to both their school identity (Catholic) and purpose (education). Fourth, tensions concerning the status of Religious Education in the timetable have been mitigated with the introduction of Achievement Standards in Religious Education. Religious Education is acknowledged as a primary contributor to demonstrating a Catholic school’s Special Character. Fifth, principals are concerned that Catholic education authorities critique schools’ mission endeavours through evidence concerning students’ personal relationship with Jesus. Principals perceive that Catholic education authorities ‘measure’ this relationship by student attendance at Sunday Mass. Finally, principals are expected to nurture Special Character by assuming the role of faith leader. Principals lack understanding about this role and its practicalities.

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Fernandez, Teresa Sushama. "From the drawing board into schools : an analysis of the development and implementation of a new physics curriculum in New Zealand secondary schools /". The University of Waikato, 2007. http://hdl.handle.net/10289/2551.

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This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as being a useful theoretical approach in analysing and explaining these processes of curriculum change and teacher change because it takes a holistic approach that deals with 'people, places and things' and the discourses involved therein. In particular, Wenger's sociocultural theory was used to study the introduction of a new senior physics curriculum. His terms 'reification' and 'participation' were seen to apply to this research: the curriculum document was taken to be a reified communication artifact, and 'participation' is involved in every stage of its development and implementation. In the context of this theorising, data was procured from in-depth interviews with the three curriculum writers and ten physics teachers in and around a provincial city in New Zealand. The teachers were interviewed three times over a period of three years: before, during and after the first year of implementation; namely 1996 to 1998. The interviews showed that most of these ten physics teachers did not undergo any significant change in their teaching because of the introduction of 'Physics in the New Zealand Curriculum'. The reasons or barriers identified, such as lack of guidelines and clarity, and contentment with their own existing practice, were aligned with factors that have been identified by other researchers as important influences on teachers undergoing change, such as clarity of change and need for change. Three key elements were identified from these issues emerging from the data as necessary conditions or resources for teacher change: knowledge, support and time. In the present study, there was very limited knowledge held by the teachers about 'what', 'how' and 'why' changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had little time to focus on and reflect on the change. A model of curriculum change, incorporating Wenger's notions of 'reification' and 'participation', but extended to include 'dereification' emerged from the data. 'Dereification' highlighted an important stage whereby the curriculum document as an artifact, needed to be incorporated into the plane of lived experiences of teachers. The introduction of the term 'dereification' supported the development of this model of curriculum change incorporating teacher change whereby the model outlined processes of reification and dereification involved in a mandated curriculum change. The model of curriculum change developed here also contained a screen that symbolises the lack of intersubjective linkage between teachers and the designers of the new curriculum. There was no follow-up teachers' guide, not enough explanation of the curriculum document, no direct communication between the writers and the teachers, and insufficient professional development for the teachers using it. The research findings led to three propositions: the curriculum document as a key artifact was not sufficient to effect a curriculum change; the lack of transparency of the curriculum document development was a constraint on teachers' commitment to the curriculum change; and the lack of support for teachers in their dereification of the curriculum document impacted negatively on curriculum change. The key elements of knowledge, support and time identified as crucial for teachers to effect any real change in their practice are critical at different points in the model of curriculum change. It is suggested that using such an interplay between the factors underlying teacher change and the sociocultural analysis of curriculum change, might enable more pro-active intervention at the various stages of the process of a curriculum change to effect a real change.

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Crawshaw, Peter John Roberts. "Computers in education : the "HyperEd NZ" courseware series in some New Zealand schools, 1992". Thesis, University of Canterbury. School of Educational Studies and Human Development, 1993. http://hdl.handle.net/10092/2170.

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This project arose out of a desire to see if computers were starting to fulfil their potential in engaging higher order thinking skills in pupil users. The.choice of educational software to evaluate was prompted by the availability of a wide ranging series of teacher-written, easily-available HyperCard-based courseware collectively called "HyperEd NZ" for the Apple Macintosh computer. These titles have been acclaimed overseas, and there are equivalent HyperCard-like platforms being developed for other computer families. To establish which titles of this series were being used in New Zealand schools in 1992, and to what extent their users thought they were achieving worthwhile learning outcomes a teacher attitude questionnaire was sent out to a number of schools with Macintosh machines. It was seen that 20 titles of the 28 had been used in at least one class. One title, "School Certificate Mathematics" was reported on by seven classes, all to useful effect. Other responses showed that in some cases teacher directed activities through specific tasksheets improved the possibility of positive learning outcomes. A significant number of titles involved the pupils in elements of simulation, transferring of knowledge to other work and other higher order thinking skills. In a few cases less successful learning outcomes could be explained by unfamiliarity with the then-new computer environment or inadequate direction from teachers. Overall, however, the HyperEd series was seen to be well-designed and useful courseware, providing many useful examples of interesting and worthwhile supplements or alternatives to other learning experiences. The titles are good examples of hypertext-based courseware. This feeling was reinforced by pupil attitude questionnaires and a limited case study carried out using "Hype-Poet" with two 6th Fom Certificate English classes using the pre-test and post-test model. Some of the doubts expressed by teachers regarding the use of HyperCardbased software were allayed by the study. For instance, the slow response to buttons noted by many reviewers was not seen as a problem by most pupils, even on the larger titles such as 'Hyperf-oet". This was especially so if they were paired and using a suitable task-sheet. Instructions were sometimes unclear, but never enough to deter learning. The software was generally 'well-behaved' in the hands of pupils and navigation tools were sufficient and suitable. Most pupils were in pairs or greater numbers and in keeping with earlier research the pairs and trios seemed to achieve higher learning outcomes than individuals. Pupils tended to see the courseware as better tha.n an equivalent textbook, . while teachers were more circumspect in this comparison. Some gender differences were found in the copmpletion of tasks and pupils' opinions of the programme. Females tended to complete the tasks set more often and males were more inclined to be critical of the programme look and feel. Both teachers and pupils found the courseware highly motivational - many mentioning the novelty or innovative factors.

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Pearce, Diane Francis. "Two years of peace?: the Schools Consultative Group and the state in New Zealand". Thesis, University of Canterbury. Education, 1996. http://hdl.handle.net/10092/5917.

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This thesis is an examination of the formation, operation and dissolution of the Schools Consultative Group in New Zealand. In the context of the neo-Liberal restructuring of the state sector that occurred throughout the 1980s, the formation of this group was a political anomaly. The expulsion of 'vested interests' from the education sector, as in other public sectors, was a significant theme of the reorganisation of the administration of education. Yet the Schools Consultative Group, as a collection of education sector interest groups, was invited by the Minister of Education to advise him on matters of policy. While appearing to function as a consultative forum, it is argued in this thesis that the need for such a group arose out of the structural inadequacies of the neo-Liberal state form. More particularly, the struggle in education, which had reached critical proportions by 1992, was precipitated by the structural exclusion of education sector groups as 'vested interests'. The transformation of both modes of interest representation and intervention in the education state generated a structural crisis which was manifested in the form of a political crisis of support for continued educational reform. It is suggested here that the Schools Consultative Group represented a political strategy to contain the education crisis and to remove from the public arena a very public conflict between the Minister of Education and the teachers' unions over the direction of education policy.

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Mutch, Carol Anne, i n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum". Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.

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In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.

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Reynolds, Mary E. "The contribution of knowledge management to learning an exploration of its practice and potential in Australian and New Zealand schools /". Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-07022005-062930/.

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Holmes, Heather Jeanette. "Students with Osteogenesis Imperfecta: A Comparative Intergenerational Study of Inclusive Participation in New Zealand schools". The University of Waikato, 2007. http://hdl.handle.net/10289/2467.

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Osteogenesis imperfecta (OI) is a genetic condition commonly known as Brittle Bones. The purpose of this study was to listen to and document the experiences of those with OI to investigate if there were barriers to inclusive education for students with osteogenesis imperfecta (OI). Persons with OI are often small in stature, have limited strength and varying degrees of mobility. Adventurous behaviour or everyday activities may result in fractures. Often in the world of disability the focus is on the medical condition rather than the personal experiences of those with the condition. This study provided an opportunity to articulate the personal experiences of the participants. In this study two specific aspects of educational experiences were examined. The first aspect explored was the way students managed physically within the educational setting, while the second aspect examined how students coped emotionally. Five major questions were used to determine if special education policies have affected the quality of inclusiveness for students with OI in New Zealand classrooms over a period of forty years. These questions examined what barriers exist in the past and whether the same barriers still exist within today's educational setting. The questions investigated what or who may be the cause of these barriers and what possible effects these barriers might have on the student The present situation was compared with the past and finally how might these barriers be overcome was investigated. This qualitative study focused on three individuals, each representing a different generation. The participants exemplified a particular phenomenon, specifically the daily school lives in New Zealand of those with OI. The difficulties these students faced were explored through semi-structured interviews to encourage the three participants to voice their individual experiences. All three participants gave freely of their thoughts in an articulate, thoughtful and open manner, sharing both their positive and unpleasant experiences. This study revealed that some New Zealand schools have yet to implement recent inclusive education policies set out by the Ministry of Education. The three participants identified barriers to inclusive education from their own personal perspectives. The physical environment of school presented challenges. Distance between classrooms and assembly halls and accessibility to the playground, ramps and toilet facilities created difficulties for students with OI who did not walk independently. Attitudes of parents, teachers, and the wider school community impacted on the self-attitude of students with OI. Over-protection, fear and anxiety were identified as unintentional attitudes that placed limitations on participation of meaningful activities and added to student feelings of isolation and difference. Lack of knowledge of the medical and psychosocial aspects of students with OI could account for the continued barriers imposed by some teachers. Barriers do still exist in some New Zealand schools for students with osteogenesis imperfecta. Improved access could result in more participation. More participation could allow for an improved quality of social interaction and thus result in greater focus on the person and less focus on the disability. Collaboration between all school staff, parents and students with OI is essential to minimise barriers and maximise academic and social opportunities.

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Braatvedt, Sue. "A history of music education in New Zealand state primary and intermediate schools 1878-1989". Thesis, University of Canterbury. Department of Music, 2002. http://hdl.handle.net/10092/3915.

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Music education has been part of the New Zealand curriculum since the nineteenth century yet it has not been perceived as a "mainstream" subject in the school curriculum. This research examines how music has been perceived in the curriculum, and looks at the effectiveness of the teacher in implementing music education programmes during the existence of the Department of Education between 1878 and 1989. While the Education Act of 1877 established the Department of Education, in practical terms the Department only started to function in 1878 and ceased to exist in 1989. External events such as the two economic depressions of the 1890s and the early 1930s, and the two World Wars, had a deleterious effect on music education development. In the local political arena there was inconsistency in attitudes towards the subject that further inhibited growth. The majority of immigrants during the nineteenth century were from Britain. A review of the sight singing movement in England is included in chapter one to determine why singing dominated school music in the New Zealand curriculum. In 1928 the syllabus changed from "singing" to "music." This reflected a wider concept of musical activity, including musical appreciation, movement and the playing of musical instruments. The 1920s represented an era of many new initiatives in school music, dominated by the appointment of the first Supervisor of School Music, E. Douglas Tayler. The subsequent appointments of four British music lecturers to the four Training Colleges augured well for school music. Broadcasts to schools programmes that featured prominently in the lives of many New Zealand school pupils, had begun life with Tayler's music programmes in 1931. The appointment of the National Adviser of Music, W.H. Walden Mills in 1958 represented another important milestone in music education, since no-one had held this position on a national level since Tayler's resignation 27 years earlier. Walden Mills' influence was manifest in the appointments of District Music Advisers during the 1960s who provided a much needed support service to teachers. Further developments in music education occurred during the 1970s with the implementation of special music programmes in certain schools, including the Music Teacher Scheme (MT scheme) and the composers in schools scheme. During the 1970s and 1980s awareness of other cultures became an integral part of school music programmes, and contemporary music of all kinds became an acceptable part of the school environment. Two significant events that reflected changing attitudes towards music education were the publication of the Tait Report in 1970 and the Ritchie Report in 1980. A CD accompanies the thesis giving examples of school songs published in various song books used in New Zealand schools between 1878 and 1980.

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Wanden, Kevin Patrick Win. "Teachers' perception of the purpose of classroom religious education in New Zealand Catholic secondary schools". Thesis, Australian Catholic University, 2009. https://acuresearchbank.acu.edu.au/download/bfad56582f418e3512d81fa976b2bd79d005ccb22db1629b1fad7a1161125e59/2019958/65125_downloaded_stream_350.pdf.

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The nature of Religious Education in Catholic secondary schools has generated significant interest since the Second Vatican Council. A number of theoretical approaches to classroom Religious Education have been used in Catholic secondary schools in New Zealand since the mid 1960s (Crawford & Rossiter, 1985; Groome, 1980; van Caster, 1965). The debate regarding the most suitable approach for classroom Religious Education at this level has largely settled on a Subject-Oriented approach (Larkin, 2006). In New Zealand there has been a considerable investment of resources in the development of curricula and textbooks (Finlay, 2000). However there has been little research about teacher beliefs concerning the purpose of the subject. This thesis reports research into teachers' beliefs about the purpose of classroom Religious Education in Catholic secondary schools in New Zealand. The literature was reviewed to identify the range of purposes in the normative Church documents and in the writings of theorists. In addition it examined a number of issues that could have some bearing on teachers' understanding of purposes. A survey that collected both quantitative and qualitative data was distributed to 37 of the 49 Catholic secondary schools in New Zealand that agreed to participate and resulted in 173 responses. This study found that teachers worked out of a Subject-Oriented approach to the teaching of Religious Education that was consistent with the Understanding Faith curriculum. Teachers perceived Religious Education as a complex subject with multiple purposes. The primary purpose was to teach knowledge and understanding of the Catholic faith tradition. The subject also had subsidiary aspirational purposes of faith formation and personal development. The importance of appropriate qualifications and formation of teachers was identified as a challenge facing Religious Education in Catholic secondary schools in New Zealand.;There was a high degree of consensus among respondents related to the purpose of classroom Religious Education. This research contributes to the discourse concerning the purpose of Religious Education. It has implications for theoretical aspects of Religious Education, classroom practice and planning, school based curriculum planning, teacher professional development and curriculum policy.

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Crerar, Andrew Robert Osborne. "The price of free education: an investigation into the voluntary donation funding system in New Zealand state schools". Thesis, University of Canterbury. Psychology, 2011. http://hdl.handle.net/10092/5893.

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This research program aimed to identify the factors that influence the Voluntary Donation payment decision in a cohort of parents (N = 250) with a child (or children) at a New Zealand state school. A voluntary donation is a charitable contribution to the running of the school collected from the parents of the school’s students. A survey questionnaire was constructed to examine the attitudes parents hold towards the voluntary donation funding system, the current New Zealand Government and the school the respondent’s child attends. The parents were ‘naturally’ separated into two conditions based on their last voluntary donation payment decision – Paid versus Not Paid – to compare the differences in attitudes on the various statements from the survey and their demographic composition. The results revealed that payment decision was positively correlated with educational achievement, annual household income and age. Individual contributions exhibited strong positive relationships with beliefs about the contributions of others, which was consistent with previous public goods field experiments. The research extended the existing public goods research by examining the social norms of voluntary donation behaviour and assimilating the results with theories of altruism, conditional cooperation and reciprocity. The strongest overall contribution to the prediction of payment decision was parents’ attitudes towards the current Government and the voluntary donation funding system. The results identified that pressures existed in the voluntary donation environment, a result most prevalent in high decile schools. Additionally, a marginal level of comprehension of the voluntary donations characterised the majority of respondents. Overall, the research found that the best predictor of contribution was attitudes towards the voluntary donation funding system.

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Nyce, Douglas L. "New Zealand primary music education: a promise broken : a comparison of the de jure and de facto philosophies of music education of New Zealand primary, intermediate and middle schools". Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/18071.

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This thesis project is undertaken in order to expose and analyse the philosophies of music education of the New Zealand educational system at the primary level. Research is conducted and presented in the disciplines of philosophy, the philosophy of music, the philosophy of education and the philosophy of music education so that this analysis might be as conceptually broad and deep as possible. Information is also gathered from New Zealand governmental documents on the subject of music educational philosophy and previous surveys of New Zealand music education are explored. Current information is also gathered through the conducting of a survey of 1247 New Zealand schools. This thesis is a vehicle both for the presentation and analysis of data gathered through this survey of New Zealand primary, intermediate and middle school music education and for the presentation and philosophical analysis of the discipline of the philosophy of music education. Using data collected through the survey instrument, the de facto philosophies reported by music educators and principals as operating in New Zealand schools have been established. The data collection involves qualitative questioning regarding the philosophy of music education as well as quantitative questioning regarding philosophy, methods, curriculum and materials utilised. The responses are analysed, as are many other competing philosophical viewpoints for logical validity and empirical relevance. Efforts are also made to place them within the context of the history and philosophy of music education. The conclusions of this exposition and analysis are that there is a discernable philosophy of music education predominantly operating in New Zealand schools as demonstrated by teacher practice (the philosophy of music education de facto) and that this philosophy is in some ways inconsistent with the predominant philosophy of music education as articulated in New Zealand Ministry of Education documents (the philosophy of music education de jure). Based on its validity and efficacy, I recommend that a particular philosophy of music education bridging the two be developed and be adopted, both de jure and de facto, by New Zealand officials and educators.

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Griggs, James. "An evaluation of the Team-Teach behaviour support training programme in New Zealand". Thesis, University of Canterbury. Educational Studies and Human Development, 2011. http://hdl.handle.net/10092/5981.

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This thesis investigates the implementation of the ‘Team-Teach’ behaviour support training programme in New Zealand. This school-wide training package develops generalised skills in behaviour management and de-escalation for students who are exhibiting extreme and violent behaviour. The Team-Teach framework also provides training in physical interventions that are designed for use in schools, and with children. The legal issues associated with the use of physical intervention are also addressed during the training in addition to recommended best practice for the development of policies and procedures. Prior evidence suggests that behaviour support training with a physical intervention overlay can result in increased confidence and safety for staff members and a reduction in the levels of physical intervention and incidents. The purpose of this study was to investigate participant opinion of Team-Teach training immediately after course delivery and further into implementation in addition to an investigation into the barriers and facilitating factors affecting the impact of Team-Teach within two New Zealand special schools. The research employs a mixed method pragmatic paradigm utilising document analysis, questionnaire and interview survey to ascertain the impact and implementation issues related to Team-Teach training. Quantitative analysis of course feedback ratings and attitudinal scales were combined with the qualitative thematic analysis of written comments and interview transcripts to inform the discussion. The results present a positive endorsement of Team-Teach training both immediately after the training course and further into implementation and compare favourably with the findings of previous international studies. Research participants reported a significant increase in personal confidence and a perceived reduction in incidences of extreme behaviour and physical intervention. The perceptions of research participants to initial training in New Zealand varied considerably between training providers and there were also notable differences between groups in different work roles and with different levels of experience. Research participants expressed concern over the lack of adaptation of the Team-Teach syllabus to embrace the New Zealand context. Research participants endorsed use of the ‘positive handling plan’ (PHP) as a way to legitimatise and standardise practice in difficult situations. It was however clear that neither school had developed genuine parental partnerships in either the creation or effective communication of these plans. There was a general agreement that parents should be able to access Team-Teach training but significant concerns were highlighted over how this could be achieved in practice. Research participants endorsed the Team-Teach model of training ‘in-house’ tutors to provide contextual and responsive internal capacity. There was a general agreement that the physical interventions taught were effective and appropriate for use with children. Participants clearly expressed concerns related to the teaching of too many physical interventions that were not required and recommended that training in physical interventions should be in class teams and specific to actual need. There was a clear indication that research participants believed this training should receive official recognition at the highest level as an acknowledgement that physical intervention is sometimes necessary in schools and that there is a legitimate way to achieve this.

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Nordin, Hasniza. "Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand". Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9856.

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Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of initiatives have been made in the development of ICT related training in Initial Teacher Education (ITE) programmes. These initiatives aim to develop future teachers’ ability to teach and deliver the school curriculum, including using ICT in the classroom. Sufficient field experience is essential since the process of undergoing such placements would prepare them in creating new ideas and implementing strategic ways as to how they can effectively incorporate the use of ICT in their lesson plan, class management, and in teaching. The key research question in this study is “Do pre-service teachers in a New Zealand and a Malaysian ITE programme use their field experience to develop their potential to integrate ICT in schools and, what are the similarities and differences between these case studies?” Effective use of ICT in teaching and learning requires the teacher to understand how ICT weaves with pedagogy and content. The Technological, Pedagogical Content Knowledge (TPACK) theoretical framework introduced by Mishra and Koehler (2006) clarifies the need to understand and develop TPACK to inform integration of ICT in teaching. This research provides two case studies of ICT in ITE in the Asia Pacific region, one in a developed country, New Zealand, and the other in a developing country, namely Malaysia. Both case studies are of ICT in an ITE programme with a particular focus on field experience in secondary schools, within which there are embedded cases of ITE students. This study illustrates how pre-service teachers’ experience and development of ICT knowledge and skill and their understanding of TPACK can support an increase in their teaching competencies. This research provides evidence that field experience is important to support pre-service teachers to develop their teaching competencies with ICT and understanding of TPACK in ways that are transferable into their own practice. This study has also contributed to increased reliability and validity of TPACK instrumentation. The comparative findings of the New Zealand and Malaysian case studies indicate the importance of a range of contextual factors, which suggest that the Initial Teacher Education programme, school curriculum and ICT availability as well as student maturity contribute to the development of TPACK.

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Kokay, Christine Margaret, i n/a. "I.C.T. Decision-Making Processes in Self-Managing Secondary Schools". Griffith University. School of Cognition, Language and Special Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060802.170325.

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This study examines decision-making processes involved in the development, integration and management of Information and Communication Technology (ICT) in self-managing secondary schools and influences that affect these processes. To obtain an holistic view of ICT decision-making processes, a case study is undertaken of three co-educational, state secondary schools within a regional New Zealand city, thereby establishing a multiple case study. The principal, network manager and three staff nominated by the principal as playing an active role in ICT decision-making processes were interviewed using an open-ended interview. Five frequently cited generic decision-making models, developed by theorists to describe specific features of the decision-making process, are examined to provide a theoretical platform against which the interview data are analysed and interpreted. The study concludes that ICT decision-making in the case study schools is influenced particularly by technical knowledge and understandings. Such decision-making tends to be ad-hoc, isolated from other important influences particularly in relation to teaching and learning issues, and 'bounded' because of limited information, the limitations of existing technology, and the inability of schools to keep abreast of technological changes. Six implications are therefore put forward to inform future ICT decision-making in schools. They are: 1. Schools should develop a strategic plan that is underpinned with technical planning requirements; 2. Technical advice and professional development should be provided for principals; 3. Principals should consult outside the school environment for technical advice to assist with decisions; 4. The role of the ICT committee should be redefined to include planning and development of ICT; 5. Principals should ensure that staff receive professional development; and 6. Schools should consider student access and the best way of integrating ICT into teaching and learning. The study highlights the need for schools to develop strategic plans that address teaching and learning issues in the development, integration and management of ICT in self-managing secondary schools. Technical decisions should be made in support of these.

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Pomeroy, David Charles Hay. "Enabling mathematical minds : how social class, ethnicity, and gender influence mathematics learning in New Zealand secondary schools". Thesis, University of Cambridge, 2016. https://www.repository.cam.ac.uk/handle/1810/277623.

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The wide and enduring educational disparities between European and Asian heritage New Zealanders on the one hand, and indigenous Māori and Pacific Islanders on the other, have been a national education policy priority for some time. Such is the degree of focus on ethnic inequalities that very little attention is devoted to sources of privilege and disadvantage related to socio-economic status (SES) and gender, despite international scholarship showing that both of these profoundly influence experiences of schooling. The current study explores the ways in which SES, ethnicity, and gender influence students’ experiences of learning mathematics in New Zealand schools. Mathematics is a ‘gatekeeper’ subject for a range of highly lucrative career pathways dominated by European and Asian heritage men, making access to mathematical success a social justice issue with powerful material consequences. This thesis describes a mixed methods study of 425 Year Nine (age 13-14) students in three New Zealand state secondary schools, which investigated • the relationships between SES, ethnicity, gender, and success in mathematics, • cultural ideas about what types of people have mathematical ability, and • the effect of ability grouping on attainment disparities. European and Asian students had higher mathematics attainment than Māori and Pacific students. Pacific students reported enjoying mathematics despite their low attainment, whereas Māori students had very negative attitudes towards mathematics. Consistent with international studies, girls had lower confidence than boys in their mathematical abilities, despite having equal attainment. Interview data suggested that these differences in perceptions of mathematics were related to cultural ideas of mathematics as a ‘brain’ activity and therefore a natural fit for socially privileged men. Such ideas were further reinforced by ability grouping, which provided successful students with additional enrichment and withheld from low-attaining students the intellectual challenges that could have facilitated a shift to more successful learning trajectories.

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Toubat, Hasan Mohammad. "The use of computer technology in secondary mathematics teaching in New Zealand schools : a survey of teachers". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2767.

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Information technology development has driven many New Zealand educational initiatives. Projects have been undertaken, and strategies released to integrate computers into classroom teaching and learning processes. Pre-eminent among them was Interactive Education: An Information and Communication Technologies Strategy for Schools setting out a 'National Strategy' for integrating computer technology in schools. Other initiatives included: (a) The New Zealand Curriculum Framework, released in 1993, defining official policy for teaching, learning and assessment in New Zealand schools. (b) The statement of Mathematics in New Zealand Curriculum (MiNZC) (c) Information Technology Professional Development (ITPD) initiative to fund schools to organise and manage their own training and development. (d) Financial Assistance Scheme (PAS) to provide schools with at least half of the cost of approved cabling projects for local area networking, and (e) NetDay to provide practical help for schools wanting to create local area network. Extensive funds were allocated to implement these and other projects and initiatives. However there is a need for further research to reveal to what extent teachers of mathematics and other subjects are actually making use of computers. This is because since the release of the National Strategy no nationwide studies, specifically related to mathematics, have been carried out to investigate the achievement of its goals in the field of secondary mathematics teaching. Now, three years later, this present research attempts to fill that gap, and to provide government, educators, and all concerned people with deeper insight into current practice and application of computer use in the daily teaching of secondary mathematics. This research aims to contribute towards a solid foundation for further research and future planning. This research attempts to answer these questions: - To what extent and for what purposes are computers being used in secondary mathematics teaching? - How do teachers envision the use of computers in the classroom teachinglearning process? This research explores consistency between computer usage and Ministry goals as stated in MiNZC and other official statements on Information and Communication Technologies in teaching and learning. This research reveals that actual use of computers in classroom processes for the teaching and learning of mathematics remains small, comprising less than 1% of actual teaching time. Their use tends to be devoted to extending or practising pre-taught material, and serves mostly the statistics strand within the curriculum. Students seem to have unequal opportunities for use of computers. Junior students' teachers are, in general, more likely to use computers than senior students' teachers. The higher thinking mathematical process skills such as reasoning, exploring and discovering are unlikely to playa vital role in the use of computers. Results also indicate that a large majority of teachers have positive attitudes and perceive a constructive role for computers in the teaching of classroom mathematics. However, they remain cautious and are mindful of barriers to computer usage such as hardware availability, accessibility, software suitability, and professional training. The Ministry of Education hopes to achieve several goals from its computer initiatives. The most important of these is to provide opportunities for students to gain confidence and become competent users of computers in mathematical contexts to prepare them for a technology permeated future. On present evidence this goal is not currently being achieved in many classrooms. In summary, this research indicates that the use of computers in classroom teaching of mathematics is not fully meeting the governments' goals. To clarify and overcome obstacles, and to align classroom practice in using computers to teach mathematics with government goals, still requires further research, debate, cooperation, and determination.

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Storer, Giselle J. "The special education needs coordinator in New Zealand schools (SENCO) : who is this person and what's inolved?" Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2842.

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Recent changes to special education in New Zealand schools have required schools to make adjustments to the ways in which they manage and provide special education programmes and services (Quinn & Ryba, 2000). In response to these changes, the role of the Special Education Needs Coordinator (SENCO) has developed in many schools. This study focuses on the SENCO's role and provides a profile of the key tasks and people who work as SENCOs in New Zealand schools. Schools throughout New Zealand were randomly selected to respond to a nation-wide study of the role of the SENCO. A written questionnaire was used to ascertain the parameters and responsibilities of the position. Both quantitative and qualitative data were analysed to identify and illustrate the underpinning issues of the SENCOs role. It was evident that SENCOs are apparent across all school types and settings. The majority of SENCOs in the study combine their role with a number of other roles and responsibilities, and consider the time allocated to perform the SENCO's duties as insufficient. Overall, the general tenor of feeling toward the role of SENCO tends to be negative. However, a significant number find specific aspects of the role satisfying and pleasurable. Most SENCOs are employed as permanent, fulltime teachers, however few are fulltime SENCOs. Few are members of the senior management team or hold a management unit. Most are female, have had more than 10 years teaching experience, and have undertaken the role of SENCO in the last 10 years. A considerable number of SENCOs consider more time, funding, and resources are the significant factors that would assist them in their role. To this end many SENCOs have personally committed time and resources to further their knowledge, skills and efficiency.

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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/730.

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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

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Logan, Kerina Ann. "The culture of computer classrooms in single-sex and mixed-sex secondary schools in Wellington, New Zealand". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15049.

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The participation by females in computing education has become an issue in the Western world. Fewer females than males are observed at all levels of computer education. As the level becomes more advanced the loss of females is both cumulative and progressive. Reports from the United Kingdom, the United States, and New Zealand indicate that at secondary level boys significantly outnumber girls in higher-skill computing courses and at tertiary level the numbers of females enrolling has declined over the past decade. The motivation for this research was a desire to understand why females were not enrolling in computing classes, and when they did, why their retention was poor. A review of the literature regarding females and computing indicated that there were certain features evident in the computing classroom believed to contribute to a unique culture existing in the computing learning environment. These included the context in which computing is historically embedded, the lack of female teachers as role models and the nature of the classroom itself, where male attitudes towards computers and games play a critical role. Throughout the literature the culture of computing was shown to be strongly embedded in male values, and unattractive to many females. For this reason, some researchers suggest that single-sex classrooms or schools may provide a more supportive learning environment for both female and male students. Therefore this study explored the computer classroom learning environment of senior secondary school students at three different types of school, single-sex girls' and boys' schools and mixed-sex schools. A mixed-method research design was adopted to investigate the nature of the classroom learning environment in which computing is situated and to determine ways by which it might be made more equitable.
A questionnaire with seven subscales was used to measure students' perceptions of the computer classroom learning environment. Data were collected from senior students taking computing at seven secondary schools in the central Wellington area, and the differences between the perceptions of girls and boys at single-sex and mixed-sex schools were analysed. The results suggested that, on a number of subscales, students from single-sex schools were more satisfied with their learning environment than students from mixed-sex schools, and that girls were less satisfied than boys. These findings suggested that the sex of the student and the type of school attended were associated with students' perceptions of the computer classroom. The questionnaire data were supported by interviews with students and their teachers and by observations of some of the classes. The analysis of the qualitative data confirmed many of the concerns expressed in the research literature, and revealed significant differences in the behaviour of boys and girls in the computer classroom, thus leading to the proposition that both sexes might benefit from single-sex classes. The results also highlight the critical role played by the teacher in the transfer of cultural values in the classroom through the teaching style and organisation of class activities. Taken together, the findings from the study, in the context of the research literature, enabled recommendations to be made for providing a more equitable computer learning environment for both girls and boys. Suggestions for future research, particularly in light of the changing national computing curriculum, are made.

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McKean, John Charles, i n/a. "The Maori schools of New Zealand, 1930-1945 : a critical examination of the policies which lead [i.e., led] to their renewal". University of Otago. Faculty of Education, 1987. http://adt.otago.ac.nz./public/adt-NZDU20070619.120057.

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The chief argument of this study of major reforms within Maori schools is that while their curriculum was updated and morale restored, all educational developments were predicated upon the Maori people remaining a rural, dependent people. In the background to schooling changes were two expressions of nationalism within New Zealand: Attempts of the Dominion, at an official level, to assert its independence, moves made more urgent by the Depression, and secondly, the growing sense of the Maori people of their racial and cultural heritage. These significant changes were joined by a clutch of moves which propelled the Maori people into the national economy. The chief architects of schooling changes would have considered their work made a major break with the past. In reality it continued a tradition embedded in the nineteenth century in which education was regarded as a means of social control. As such, this paternalistic stance originated from British colonial theory, and from the purposes defined for education of the so-called lower classes. Partial reinterpretations of the tradition emerged in the growing practice of setting aside reserves for native education, from E G Wakefield�s theories, and the highly influential stance of John Thornton, Headmaster of Te Aute Collage. In a theory novel for the nineteenth century, Thornton held that Maoris should be so educated that they might fill any job or profession. Douglas Ball, appointed Inspector in 1928, was a domineering presence within Maori Schools. The substantial support of unique, creative government projects to make productive farms of Maori traditional lands were joined to Ball�s promotion of the tenets of Progrssive Education, and the then-novel introduction of Maoritanga in the curricululum. Education and social philosophies so espoused were derivative; the former from the �child-centredness� of Progressive Education, the latter, from the late colonial theory of adaptionism. Schooling renewal and land development attracted bi-partisan support. Ball received further support from international colleagues. It was the demise of the Proficiency Examinaton, however, that enabled education to be pressed into a vocational pattern, and with it, moves to link school and community. This renewal received limited challenge until officials pressed for reforms and expansion of secondary education on a vocational basis. Pressure on Denominational Schools to virtually abandon academic courses was exceedingly unpopular, as were the turns the development of the Native District High Schools took: Maori families had become aware that a good life on the land was not possible for all. They also felt the vocational slant was an insult to Maori aspiration for better jobs and recognized status within New Zealand. Maori opposition to this form of education was an appropriate response to its limitations. This study concludes, however, given the paucity of articulate critics a no-contest situation emerged in face of strongly-held stereotypes and the bureaucratic vigour of an Education Department bent on implementing �progressive� policies.

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Quinlivan, Kathleen Anne. "On dangerous ground: working towards affirming representations of sexual diversity for students in two New Zealand secondary schools". Thesis, University of Canterbury. Education, 2002. http://hdl.handle.net/10092/5918.

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This thesis explores what's possible in terms of affirming sexual diversity in two New Zealand case study schools, Takehe High School and Kereru Girls' College, between 1996 and 1998. The research process was characterised by a number of shifts that arose in the interests of theoretical width and also because of methodological necessity. Initially the research project was developed within an affirmative action model. However over time, the study increasingly became informed by Foncauldian, queer and feminist post-structural frameworks. These theoretical paradigms provided a way to move beyond framing lesbian and gay students in schools as a disadvantaged minority group with personal deficits. The frameworks were also helpful in focusing on the ways in which heteronormative discourses are produced and destabilised within the two case study schools. In addition, Foucauldian, queer and feminist post-structural frameworks provided ways to explore the complex and mutable nature of sexuality, and possible pedagogical directions for students to be able to explore the discursive construction of sexuality and gender in the classroom. Foucauldian analytical tools such as genealogy also proved helpful in accounting for the constraints that arose in the second case study school because of the presence of the project in the school. The final stage of the research process led to what I am describing as an informed action approach. Foucauldian, queer and feminist post-structural frameworks may provide helpful (if challenging) directions in terms of addressing sexual diversity within the formal curriculum. However, I also suggest that affirming sexual diversity in schools should also involve having an understanding of the ideological, structural and micro and macro contextual constraints that will arise when issues of sexual diversity are explored within school contexts. This joint approach may go some way to ensuring that action to affirm sexual diversity in schools can be well informed.

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Brudevold-Iversen, Tessa. "��It��s finding the balance between everything��: understanding adolescent perspectives on the Key Competencies in New Zealand secondary schools". Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/19483.

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its new 2007 curriculum, New Zealand introduced key competencies (KCs) that are intended to ensure students' future participation in both the economy and the community In addition to core subjects such as mathematics, English, and science, the KCs introduce additional metacognitive and socioemotional dimensions that students are expected to attain before they complete their compulsory time in school. They include 1) Managing Self, 2) Relating to Others, 3) Participating and Contributing, 4) Thinking, and 5) Using Language, Symbols, and Texts. One of the goals of the new curriculum is to help students develop into ��confident, connected, actively involved, lifelong learners�� (Ministry of Education, 2007b, 2007c), and it is hoped that the KCs will contribute to this goal. The KCs also have important implications for contributing to students�� long-term wellbeing and resilience. However, the KCs are open to interpretation and schools have conceptualised, implemented, and are teaching them in different ways and to varying degrees. This presents challenges across a number of dimensions. In line with suggestions in the literature for KC development, this thesis aimed to investigate students�� views on the KCs. Students from five schools were interviewed in focus groups and individually to explore whether or not they thought they are valuable to learn, and how they thought they might be taught. Thematic analysis was used to analyse the data from ten focus groups and twelve individual interviews that were conducted with students from five schools in the Auckland region. Results show that participants value the KCs and connect them to success in learning and in their future careers. They interpreted the KCs in a variety of ways, though they often failed to discuss the interconnection between the KCs or identify socioemotional aspects of the KCs. Implications for future research and for learning the KCs in school are discussed.

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Hurford, Leigh Hannah Margaret. "‘Holding the torch’ for gifted and talented students in New Zealand primary schools: Insights from gifted and talented coordinators". Thesis, University of Canterbury. Teacher Education, 2013. http://hdl.handle.net/10092/8670.

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The New Zealand Government recognises the importance of supporting all students in their learning to assist them to reach their full potential. This recognition is inclusive of gifted and talented students. Furthermore, boards of trustees, through their principal and staff, are required under the National Administration Guidelines, to demonstrate how they are catering for gifted and talented students. Notwithstanding this requirement, The Education Review Office (2008) report entitled Schools’ Provision for Gifted and Talented Students, confirms that a major challenge for school leadership is sustaining momentum of gifted and talented provisions and programmes. Despite this mandated intent, what happens in practice at the school level remains problematic. Teachers and schools welcomed the Talent Development Initiative (TDI), a Ministry of Education (MOE) Initiative, as it held some promise for developments in gifted and talented education. The first round of the initiative ran between 2003 and 2005 and the second from 2006 to 2008. Funding to support innovation and special developments in gifted education has been provided to 38 programmes nationwide. This initiative serviced some schools and educational bodies but a large number of others were left without an extra layer of support beyond their schools’ leadership actions. This study focuses on the school level, in particular teachers who are given additional responsibility, namely those with a coordination role. Moreover, my thesis is about how work to meet the needs of gifted and talented students can be sustained in schools to ensure the gifted and talented ‘torch’ can continue to ‘burn brightly’ over time. To gain an understanding of coordinators’ insights on what it takes to overcome the problem of sustaining provisions and programmes, this study adopts a qualitative, case study approach. I selected a purposive sample of six teachers with experience working in a gifted and talented coordinator role. The main source of data collection was individual semi-structured interviews (refer to Appendix A). I asked them questions about their role and how provisions were made for gifted and talented students at their schools. Further questions were asked about the support they received for their roles, particularly professional learning and development to enhance their practice. My findings show the responses from participants highlighted the important connection between leadership and learning. Knowledge and passion to do their best for gifted and talented students, although important, was not sufficient. The leadership actions and support provided by others in their setting and beyond their setting were likewise needed. My analysis revealed a range of strategies was deemed necessary to support the leadership of learning in classrooms, specifically the need for dialogue amongst teachers about identification, planning and evaluating provisions and programmes. All too often these gifted and talented coordinators worked alone in their roles, in isolation from others, and at times without the support they needed. Thus the success or failure of provisions and programmes for gifted and talented students rested on their ongoing commitment and drive. My study includes recommendations for practice. These recommendations suggest that provisions for gifted and talented students must be integrated into curriculum delivery and learning areas and be part of schools’ cultures in order for them to take hold and be sustained over time. Furthermore, there is a need to develop clarity of these provisions through job descriptions and for schools to undertake regular if not annual reviews of written documentation to guide ongoing work in gifted and talented education.

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Reynolds, Mary Elizabeth. "The Contribution of Knowledge Management to Learning : an Exploration of its Practice and Potential in Australian and New Zealand Schools". Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/25994.

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The purpose of this qualitative research was to investigate the relatively new concept of knowledge management as it applies to schools as learning organisations. Literature on knowledge management abounds and is covered by authors in a wide variety of fields. However, literature relating to knowledge management in schools is limited, particularly literature by in-school practitioners. The study provides a teacher-librarian’s view gleaned largely from interactions with colleagues in the profession. The fieldwork for the study was undertaken in a small cross-section of Australian and New Zealand schools in 2001. Semi-structured interviews yielded answers to questions on how teachers shared their knowledge, on how ICTs enabled knowledge management, the implications of knowledge management for teacher-librarians and the concept of the knowledge-enabled school. The findings relate to the structuring of human resources and decision making processes, information literacy and knowledge construction, the critical learning community that optimises learning, the parallel development of social and ICT infrastructures, information management tools, the role of the teacher-librarian and the incorporation of knowledge management into systemic reforms. The study recommends that the ways in which teachers share knowledge requires further scrutiny, that research should establish the capacity for knowledge management in schools, that tools and systems are integrated as a KM Toolbox and that one particularly successful model of systemic reform based on knowledge management principles be piloted in South African schools. The study provides a singular record of knowledge management practice and potential in schools.
Dissertation (MEd)--University of Pretoria, 2006.
Curriculum Studies
MEd
Unrestricted

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Soutter, Anne Kathryn. "What does it mean to be well in schools? an exploration of multiple perspectives on student wellbeing in a New Zealand secondary school context". Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7774.

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Despite recognition that wellbeing and academic achievement are compatible educational goals, few education systems have clearly established how wellbeing can be meaningfully and purposefully implemented in educational experiences. The overarching aims of this thesis were to examine the relationships between wellbeing and senior secondary educational experiences, to develop a conceptual framework based on an extensive, multi-disciplinary literature review, to refine the framework through document analysis and experimental study, and to propose a model of student wellbeing that could support both researchers in the development of indicators to monitor student wellbeing and educators seeking to plan for and assess wellbeing-enhancing educational experiences. Implications for the use of the Student Wellbeing Model for the design and review of educational experiences at the classroom level are discussed.

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Jacobs, Kerry. "The impact of accounting led reform in the New Zealand public sector : an empirical study of schools and GP practices". Thesis, University of Edinburgh, 1998. http://hdl.handle.net/1842/21324.

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There has been considerable interest in the public sector changes in New Zealand, as they were seen as characterising an international reform trend. This thesis employs a critical change model to evaluate the development and impact of accounting-led reform in the New Zealand public sector. By combining an analysis of the reform initiatives in health and education, and longitudinal-case studies of schools and GP practices, this study examines the question of how teachers and the doctors managed new forms of financial control and visibility. The critical theoretical model used here was derived from the Laughlin and Broadbent research on the accounting-led reform within the UK. The generalisability of their UK research was evaluated by applying their theory and methodology in the New Zealand context. Although New Zealand now constitutes an important site for research, much of the existing literature has focused on the policy proposals for the reform of health and education. There have been few evaluations of the changes in accounting practices and forms of accountability that were implemented. Based on the Laughlin and Broadbent theoretical model it was expected that the New Zealand reforms would be seen as a threat to the autonomy of GPs and teachers and would consequently, be absorbed, protecting the core values and real work of the organisation. The case studies revealed that there were strong similarities between the UK and the New Zealand experiences. However, the findings suggested that the theoretical framework needed modification in a number of ways. Laughlin and Broadbent's conclusion that small groups absorb change was found to be too simple and was extended in the study to recognise that change can also be absorbed at the institutional level. The concept of institutional absorbing structures is and important theoretical contribution of this study and also provides a link between the organisational focus of the Laughlin and Broadbent studies and the supra-organisational level. Another important finding was that while the financial and administrative reforms were absorbed, changes in the core work structures and practices could not be absorbed, indicating that the nature of the change process is under-theorised in the current framework and further work is required.

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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system". The University of Waikato, 2009. http://hdl.handle.net/10289/2794.

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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.

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Ferguson, Graeme William. "'I don't want to be a freak!' An Interrogation of the Negotiation of Masculinities in Two Aotearoa New Zealand Primary Schools". Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9650.

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Increasingly since the 1990s those of us who are interested in gender issues in education have heard the question: What about the boys? A discourse has emerged in New Zealand, as in other countries including Australia, Canada, the United States and the United Kingdom, that attention spent on addressing issues related to the educational needs of girls has resulted in the neglect of boys and problems related to their schooling. Positioned within this discourse, boys are depicted as disadvantaged, victims of feminism, underachieving or failing within the alienating feminised schooling environment and their struggles at school are seen as a symptom of a wider ‘crisis of masculinity'. This anxiety about boys has generated much debate and a number of explanations for the school performance of boys. One concern, that has remained largely unexamined in the Aotearoa New Zealand context, is that the dominant discourse of masculinity is characterised by a restless physicality, anti-intellectualism, misbehaviour and opposition to authority all of which are construed as antithetical to success at school. This thesis explores how masculinities are played out in the schooling experiences of a small group of 5, 6 and 7 year old boys in two New Zealand primary schools as they construct, embody and enact their gendered subjectivities both as boys and as pupils. This study of how the lived realities of schooling for these boys are discursively constituted is informed by feminist poststructuralism, aspects of queer theory and, in particular, draws on the works of Michel Foucault. The research design involved employing an innovative mix of data generating strategies. The discursive analysis of the data generated in focus group discussions, classroom and playground observations, children’s drawings and video and audio recording of the normal classroom literacy programmes is initially organised around these sites of learning in order to explore how gender is produced discursively, embodied and enacted as children go about their work and their play. The research shows that although considerable diversity was apparent as the boys fashioned their masculinities in these different sites, ‘doing boy’ is not inimical to ‘doing schoolboy’ as all the boys, when required to, were able to constitute themselves as ‘intelligible’ pupils (Youdell, 2006). The research findings challenge the notion of school as a feminised and alienating environment for them. In particular, instances of some of the boys disrupting the established classroom norms, as recorded by feminist researchers more than two decades ago, are documented. Concerns then, that “classroom practices reinforced a notion of male importance and superiority while diminishing the interests and status of girls” (Allen, 2009, p. 124) appear to still be relevant, and the postfeminist discourse “that gender equity has now been achieved for girls and women in education” (Ringrose, 2013, p. 1) is called into question. Amid the greater emphasis on measuring easily quantifiable aspects of pupils’ educational achievement, what this analysis does is to recognize the processes of schooling as highly complex and to offer a more nuanced response to the question of boys and their schooling than that offered by, for example, men’s rights advocates. It suggests that if we are committed to improving education for all children, the question needs to be re/framed so as not to lose sight of educational issues related to girls and needs to ask just which particular groups of boys and which particular groups of girls are currently being disadvantaged in our schools.

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Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.

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Solomon, Tereapii Elinora. "A Life-history Analysis of Achievement of Māori and Pacific Island Students at the Church College of New Zealand". The University of Waikato, 2008. http://hdl.handle.net/10289/2272.

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The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints. Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori. The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly. Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s. A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal. For some students, Church College provided an environment that validated what students were being taught in their own homes. For others, it provided a refuge from a conflicted home. With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of the Church College was a key factor in providing stability and security for some students at the College. On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

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Healey-Hughes, Sarah Eve. "Compassion in the Curriculum: Exploring the Social Acceptability of teaching an Empathy Development Programme (EDP) within the context of New Zealand Primary Schools". Thesis, University of Canterbury. Educational Studies & Leadership, 2014. http://hdl.handle.net/10092/9343.

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Empathy development programmes (EDP) are currently implemented in several New Zealand primary schools. Research has indicated a variety of potentially beneficial outcomes to these programmes yet a gap in literature is evident in New Zealand regarding the social acceptability of school-based EDP’s. As social acceptability of any programme influences its efficacy and sustainability, this gap in literature indicates an apparent oversight for the successful implementation of these programmes. To address this gap in literature, 68 students training for a teaching career rated the acceptability of a scenario which outlined a hypothetical EDP implemented in a hypothetical class. Results of this study indicated that students found the notion of implementing an EDP in primary schools highly acceptable. Using the same hypothetical EDP, 33 parents of primary school-aged children rated the acceptability of two different scenarios outlining implementation in two age-specified hypothetical classes. Results of this study indicated that parents found the notion of implementing an EDP in both age-specified classes highly acceptable, although implementation in the younger class was found to be more acceptable than in the older class. As suggested by the results of both studies, the degree of acceptability was related to participant perceptions of the programme’s goals, procedures and potential outcomes, therefore implying that these meet the social needs of the public.

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Waters, Bernard Francis. "The canonical status of diocesan and parochial schools in New Zealand, with particular reference to the Diocese of Auckland, in the light of the Private Schools Conditional Integration Act 1975". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0018/NQ46552.pdf.

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Diaconu, Dana V. "Modeling Science Achievement Differences Between Single-sex and Coeducational Schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, AND 2003". Thesis, Boston College, 2012. http://hdl.handle.net/2345/2740.

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Thesis advisor: Henry Braun
There is a broad interest in narrowing achievement gaps among all groups of students and improving education by scientifically sound methods. On October 25, 2006, the United States Department of Education published new regulations allowing single-sex education in public schools whenever schools think it will improve student achievement. Thus far, studies comparing single-sex with coeducational schools have been carried out at the national level mostly in England, Australia and Jamaica, while US' studies were limited to Catholic schools. Few studies reported descriptive statistics or effect sizes and most studies differ in the criteria and statistical controls they use to compare single-sex and coeducation. This dissertation presents models for science achievement and attitudes towards science for 8th -grade students attending either single-sex or coeducation schools in Hong Kong and New Zealand, using the Trends in Mathematics and Science Study (TIMSS) datasets from 1995, 1999, and 2003. To properly account for the nested structure of data, an HLM model was estimated for each sex, for each of the two jurisdictions at three time points, corresponding to the three TIMSS administrations. The within - country results were compared to see if differences between single-sex and coed schools were consistent over time. In addition, this dissertation proposed an approach to examine the sensitivity of the estimated effects of school-type on student outcomes to the presence of unmeasured variables which may introduce hidden selection bias, using a modification of the method proposed by Rosenbaum and Rubin (1983). Based on its conditional distribution with an instrumental variable, chosen based on the review of single-sex literature, the Monte Carlo simulated values of the unobserved variable were used as level-1 predictors in a one-way ANCOVA with random effects. The sensitivity analysis was limited to science achievement of Hong-Kong's girls in TIMSS 2003. Findings show that single-sex education contributed to girls' science performance and attitudes in NZL 1999 and HKG 1999 and 2003, and low sensitivity for school-type contrast
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation

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Matthews, Nathan W., i n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education". University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.

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Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.

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van, der Nest Theo. "Reconceptualising the preservation of special character in Catholic secondary schools: An investigation of the role of the Director of Religions Studies in Catholic secondary schools in the Hamilton Diocese, Aotearoa New Zealand". Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/4fa73659af78f6d08891561a07275344a3e17d14d6ecc6afcf3f03166125d3a8/7778194/201511_Van_der_Nest..pdf.

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Since the enactment of the Private Schools Conditional Integration Act in New Zealand in 1975, leadership in Catholic schools has become increasingly complex. Under the legislation Catholic schools are required to develop and maintain the special character of the school. In recent times the position of Director of Religious Studies (DRS) has become a prominent leadership position with a key responsibility to ensure the structural transmission of the special character of the school. Financial or State-aid is dependent upon each school’s ability to develop and maintain its special character. The challenges and demands placed on DRSs to develop and maintain the special character of the Catholic school has impacted perceptions of the role of the DRS to the point where it has become necessary to reconceptualise the role. This study provides insights into the central responsibilities and characteristics of the DRS which are vital to any considerations pertaining to reconceptualising the DRS role for contemporary leadership.

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Langley, Dene John. "Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools". The University of Waikato, 2009. http://hdl.handle.net/10289/2796.

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Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning or normal development; is harmful to the child, other children or adults; or puts a child in a high risk category for later social problems or school failure. The purpose of this study was to gain an understanding of the link between undesirable behaviours of students and their effect on classroom learning culture, as one of the key factors in behaviour management is in understanding why challenging behaviour occurs. The qualitative nature of this research allowed for the exploration of both teacher and student narratives by learning from their experiences regarding challenging behaviour and its effect on a classroom learning culture. The literature review revealed that it is important, that teachers have a personal definition of challenging behaviour and reflect on their own personal beliefs and the beliefs of others regarding the understanding of challenging behaviours. Research, reviewed in Chapter 2 has indicated that challenging behaviour is strongly context dependent as seen particularly in the impact of different cultural contexts on that behaviour, that learning and behaviour are socially and culturally acquired and that academic learning and social learning are interconnected. It is the teachers' responsibility to initiate a classroom culture that recognises the connections between learning and behaviour, especially when there are a number of cultures represented. This type of classroom culture must be acceptable to, and shared by both students and teachers, must recognise and respond to cultural difference, and must avoid deficit thinking about minoritized cultures. To achieve this, teachers need to be the ones that change the most as they are the ones who hold the power to do so. Successful teachers need to place a high value on forming mutually respectful, trusting and positive relationships with their students which will create classrooms and schools that are safe and caring and allow a stronger focus on realising potential and encourage learning. The most effective way of forming such relationships is to learn to listen to and respect student voice. The outcomes of this study confirm findings in literature by demonstrating, that a close, positive and supportive relationship between teacher and students are essential for developing learning potential and for responding appropriately to challenging behaviour. Recognition of student voice is central to achieving these aims. Teachers also need to be aware of cultural difference and be prepared to make shifts in their thinking so that their own culture does not totally dominate in the classroom. In this study, the student and teacher participants were representative of both Māori and European ethnicity and the findings suggest that their assertions regarding how challenging behaviours affects learning were noticeably similar. This suggests perhaps that the participants in this study felt they were in a culturally safe environment where the teachers' culture did not always dominate.

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Andersen, Rachel Joy. "A new model of students' perceptions of the primary school classroom emotional environment : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University, Palmerston North, New Zealand". Massey University, 2009. http://hdl.handle.net/10179/1017.

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94 items was developed that encapsulate what children notice in their classrooms as affecting the emotional environment and the language they use to describe it. Study 3 had 63 adults use a modified decision task to sort the 94 items into groups of their selection of similarity and dissimilarity. The analysis of these data revealed 11 clusters of items and 3 underlying dimensions - Teacher Affect, Teacher Expectations and Style, and Classroom Dynamics. Each dimension has two opposing ends, and each of the 94 items can be viewed on a three dimensional map showing their relationship to each of the other 93 items along these 3 underlying dimensions. The visual graphic makes these dimensions easy to interpret for those who are likely to be organising classroom environments. This research shows that when given a chance to talk about their experiences in classrooms, students can explain what they value in a classroom, what they will remember about school, and what influences them and their learning.

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Skally, Mary Helen. "An exploration of the preparation of New Zealand nurse educators for their role in teaching postgraduate clinical nursing courses : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /". ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/337.

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Julian, Elizabeth. "Reading the landscapes of their lives an exploration of and resource for the spirituality of women teachers in Catholic schools in the Archdiocese of Wellington, Aotearoa New Zealand /". Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Hawk, Kay. "School decline : predictors, process and intervention : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Education at Massey University, Auckland, New Zealand". Massey University, 2008. http://hdl.handle.net/10179/1176.

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The ramifications of school decline are profoundly serious for the students, staff and community of a school. School decline is the steady downwards spiral that some schools experience when a complex set of influences interact with negative and unresolved outcomes. This study explored the largely unresearched area of school decline and developed a set of potential predictors of decline that could assist in understanding, preventing or dealing effectively with school decline in the future. Grounded theory, selected as a methodology appropriate for exploratory research, was used to guide the process of data collection and theory development. Three schools, labeled by agencies and the media as being in serious decline or “failing”, were selected for the study. Adults who were in significant roles in the schools during the decline periods were interviewed about their experiences. As part of the data analysis and interpretation a set of propositions was drafted and was sent to these interviewees and to fourteen educational advisors who work with schools at risk and in decline. The advisors’ feedback on the propositions, analysis of school related documents, Education Review Office reports and Ministry of Education file documents provided rich additional data. The factors associated with the lead up to school decline, and the process of decline, are multilayered, contextual and complex. Each study school’s experience of decline involved a unique combination and order of occurrence of common factors and influences. Many of the issues that predispose schools towards decline are associated with, and are exacerbated by, unethical or unprofessional attitudes or behaviour by individuals, and unprofessional practices within the schools and between neighbouring schools. Once decline begins it escalates and is difficult to stop. This thesis contributes towards the development of a theory of school decline by identifying potential predictors of school decline and by describing how decline begins and escalates. It also identifies factors that are associated with interventions being insufficient or ineffective. The theory of school decline provides insights for school leaders and educational agencies that may assist in the prediction and prevention of school decline in the future.

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