Rozprawy doktorskie na temat „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.
Pełny tekst źródłaCouch, Michael Peter. "Philosophy in New Zealand schools : is it possible?" Thesis, University of Canterbury. Department of Education, 2004. http://hdl.handle.net/10092/3824.
Pełny tekst źródłaCollins, 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.
Pełny tekst źródłaDoig, 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.
Pełny tekst źródłaPatrick, Rachel. "Teaching the storied past : history in New Zealand primary schools 1900-1940 /". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7057.
Pełny tekst źródłaBy 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.
Lillard, Dorry. "UNDERSTANDING THE PURPOSE OF RESTORATIVE PRACTICES FOR SCHOOLS: A NEW ZEALAND PERSPECTIVE". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/589.
Pełny tekst źródłaLynes, 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.
Pełny tekst źródłaNaysmith, 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.
Pełny tekst źródłaCody, 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.
Pełny tekst źródłaLynch, 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.
Pełny tekst źródłaOwen, 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.
Pełny tekst źródłaFernandez, 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.
Pełny tekst źródłaCrawshaw, 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.
Pełny tekst źródłaPearce, 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.
Pełny tekst źródłaMutch, 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.
Pełny tekst źródłaReynolds, 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/.
Pełny tekst źródłaHolmes, 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.
Pełny tekst źródłaBraatvedt, 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.
Pełny tekst źródłaWanden, 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.
Pełny tekst źródłaCrerar, 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.
Pełny tekst źródłaNyce, 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.
Pełny tekst źródłaGriggs, 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.
Pełny tekst źródłaNordin, 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.
Pełny tekst źródłaKokay, 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.
Pełny tekst źródłaPomeroy, 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.
Pełny tekst źródłaToubat, 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.
Pełny tekst źródłaStorer, 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.
Pełny tekst źródłaLogan, 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.
Pełny tekst źródłaLogan, 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.
Pełny tekst źródłaA 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.
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.
Pełny tekst źródłaQuinlivan, 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.
Pełny tekst źródłaBrudevold-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.
Pełny tekst źródłaHurford, 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.
Pełny tekst źródłaReynolds, 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.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2006.
Curriculum Studies
MEd
Unrestricted
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.
Pełny tekst źródłaJacobs, 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.
Pełny tekst źródłaPeck, 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.
Pełny tekst źródłaFerguson, 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.
Pełny tekst źródłaCoffey, 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.
Pełny tekst źródłaSolomon, 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.
Pełny tekst źródłaHealey-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.
Pełny tekst źródłaWaters, 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.
Pełny tekst źródłaDiaconu, 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.
Pełny tekst źródłaThere 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
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.
Pełny tekst źródłavan, 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.
Pełny tekst źródłaLangley, 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.
Pełny tekst źródłaAndersen, 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.
Pełny tekst źródłaSkally, 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.
Pełny tekst źródłaJulian, 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.
Pełny tekst źródłaHawk, 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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