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Artykuły w czasopismach na temat "Secondary schools (New Zealand)"
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Davison, Martyn. "Teaching decolonised New Zealand history in secondary schools". Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, nr 2 (6.05.2021): 90–106. http://dx.doi.org/10.52289/hej8.205.
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In September 2019, the New Zealand Prime Minister, Jacinda Ardern, announced that it will be compulsory to teach New Zealand history in all of the nation’s schools from 2022. To some extent the announcement was a surprise because the New Zealand Curriculum (NZC) is far from being prescriptive and allows teachers autonomy to decide what and how history is covered in the classroom. It was also however, a foreseeable outcome of long-standing and common place assumptions that young people know little or nothing of New Zealand’s history (Belich, 2001; Neilson, 2019) and that this can be remedied by making the study of New Zealand history compulsory in schools (Gerritsen, 2019; New Zealand Government, 2019). This article seeks to test these assumptions and in doing so examines the case for teaching New Zealand history, especially from the perspective of a decolonised and inclusive national narrative. It also acknowledges the emergence, within secondary schools, of culturally sensitive and place-based approaches to the teaching of New Zealand history. The article does this by first, describing three recent examples of teaching New Zealand history that adopt these approaches; the last of which, draws upon my classroom practice as a history teacher and teacher-researcher. It then suggests that Te Takanga o te Wāi (Ministry of Education, 2015)[i] provides a useful framework to further ground these practices in a theory that balances Indigenous and western approaches to teaching history. In the wake of Jacinda Ardern’s announcement that New Zealand history will shortly be compulsory in all schools, the article concludes by proposing that a lightly prescribed framework of New Zealand’s colonial history in the curriculum will provide history teachers with a more coherent professional landscape.
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Bennett, Paul Nathan. "Teacher coaching in New Zealand secondary schools: an exploratory study". International Journal of Mentoring and Coaching in Education 8, nr 2 (3.06.2019): 70–85. http://dx.doi.org/10.1108/ijmce-05-2018-0030.
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Purpose The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools. Design/methodology/approach A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework. Findings The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives. Research limitations/implications A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases. Practical implications This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training. Social implications The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved. Originality/value This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.
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Hornby, Garry, i Chrystal Witte. "Parental involvement in secondary schools in New Zealand: Implications for school psychologists". School Psychology International 31, nr 5 (październik 2010): 495–508. http://dx.doi.org/10.1177/0143034310382611.
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Dyson, Lisa. "Data use in New Zealand secondary schools: Tracking, traffic lights, and triage". Assessment Matters 14 (30.11.2020): 89–111. http://dx.doi.org/10.18296/am.0043.
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Secondary schools in New Zealand use assessment data for school selfevaluation, but little research has explored exactly how schools are using these data. This case study of selected high schools explored the perspectives of teachers and school leaders whose schools had recently implemented a student assessment tracking and monitoring “traffic light” tool. Informed by a realist approach, the study involved a series of three focus groups followed by individual interviews with 13 educators at four secondary schools that had been identified as effective at school self-evaluation. The results highlight that data use processes led to changes in practice in teachers’ work and contributed to structural changes in these schools. This study shows that data use can be a powerful force, with the potential for good, but it also raises some concerns about the unintended consequences of the use of assessment data.
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Haslip, Alan, Jo Straker i Sarah English. "Contract Instructing within Aotearoa New Zealand’s Secondary Schools". Teachers' Work 11, nr 2 (23.02.2018): 232–48. http://dx.doi.org/10.24135/teacherswork.v11i2.236.
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Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders including teachers to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes
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Whittfield, J., S. J. Legg i D. I. Hedderley. "Schoolbag weight and musculoskeletal symptoms in New Zealand secondary schools". Applied Ergonomics 36, nr 2 (marzec 2005): 193–98. http://dx.doi.org/10.1016/j.apergo.2004.10.004.
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Wood, Bronwyn E., Shona McRae i Meredith Raukura. "Teaching in superdiverse multicultural classrooms: Ideas from New Zealand secondary school teachers". Set: Research Information for Teachers, nr 3 (20.12.2021): 21–28. http://dx.doi.org/10.18296/set.0208.
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Increased migration in recent years means that New Zealand classrooms are growing in cultural diversity—and in some communities, the extent and complexity of this has reached levels of “superdiversity”. This article reports on how teachers (n = 23) in four superdiverse secondary schools in New Zealand were responding to the growing cultural diversity in their classrooms. Four key approaches that were used by teachers in all schools to develop supportive relationships and foster greater inclusion are outlined. In addition, several teaching strategies are provided to help support teachers to face the growing complexity of mixed, hybrid, and evolving identities of multi-ethnic students in their classrooms.
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Frengley-Vaipuna, Ingrid, Lesieli Kupu-MacIntyre i Tracy Riley. "Successful Tongan Students in New Zealand Secondary Schools: Default or Design?" Kairaranga 12, nr 2 (1.07.2011): 42–51. http://dx.doi.org/10.54322/kairaranga.v12i2.163.
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This article outlines the use of Gagne’s (2008) Differentiated Model of Giftedness and Talent (DMGT) as applied to Tongan secondary school students in New Zealand. Two case studies of Tongan young women are shared with a particular emphasis on the influence of catalysts, the chance factor, and developmental processes upon the development of their gifts to talents. The article explains the Tongan way, a conceptual map for developing better understandings of Tongan gifted and talented students in New Zealand. The article concludes that the Differentiated Model of Giftedness and Talent is a framework teachers can use to explore giftedness with Pasifika families, communities, and students to assist in better understanding their special abilities, qualities, and needs.
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Arrowsmith, Susan, i Bronwyn Wood. "Curriculum integration in New Zealand secondary schools: Lessons learned from four "early adopter" schools". set: Research Information for Teachers, nr 1 (14.08.2014): 58–66. http://dx.doi.org/10.18296/set.0009.
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Andreassen, Helen. "Hospitality and tourism as a subject in secondary schools: A worthwhile choice or a ‘dumping ground’?" Hospitality Insights 2, nr 1 (18.06.2018): 1–2. http://dx.doi.org/10.24135/hi.v2i1.30.
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The tourism sector is now New Zealand’s number one export earner, contributing 17.4 percent to New Zealand’s total exports of goods and services [1]. In addition, the sector directly employs 8.4 percent of New Zealand’s workforce and a further 6.1 percent are indirectly employed [2]. Given the obvious importance of hospitality and tourism to both the national economy and local communities, one would expect that a potential career in the industry would be something for a young person to aspire to. Sadly, this is not the case, and recent research has found that much of the poor perception of a career in hospitality and tourism stems from the delivery of hospitality and tourism education in New Zealand secondary schools [3].
In the New Zealand secondary school curriculum, secondary students gain New Zealand’s Certificate of Educational Achievement (NCEA) by working towards a combination of achievement or unit standards. The Ministry of Education is the only developer of achievement standards, which are derived from the achievement objectives of the New Zealand Curriculum. Unit standards are developed by industry training organisations [4]. Both hospitality and tourism are deemed to be ‘vocational’ rather than ‘academic’ subjects in the NCEA structure and are delivered as unit standards. In a review of the list of approved subjects for University Entrance (UE) in 2011, only subjects delivered as achievement standards were eligible, hence the removal of hospitality and tourism after the revisions came into effect in 2014 [5].
Students are often introduced to the study of hospitality and tourism at secondary school and therefore their early perceptions of a potential career are formed at this stage. These perceptions can be influenced by several factors, including the position that studying hospitality and tourism does not prepare students for further or higher education as effectively as other subjects might. Criticisms of hospitality and tourism as secondary school subjects include that the curriculum lacks both serious and relevant content and academic rigour. The idea that hospitality and tourism classes are used as a ‘dumping ground’ for the less academically able students is damning. The attitudes of teachers, career advisors, school management and parents also play a significant role in the development of a positive or negative perception of the industry, with some actively discouraging students’ interest. The removal of hospitality and tourism as UE approved subjects has only contributed to this poor perception both by students and the larger community, including parents [3]. There is an evident disparity between the importance of hospitality and tourism to the economy and local communities, and the perception of a career in the industry. Tourism Industry Aotearoa’s People and Skills 2025 report [6] identifies that an extra 36,000 full-time equivalent workers (approx. 47,000 jobs) could be required to service the visitor economy by 2025. The current delivery of hospitality and tourism education in secondary schools does nothing to enhance the perception of the industry, but instead contributes to its struggle for recognition and credibility. To address this disparity, there is an urgent need for discussion and strategic planning by all stakeholders. The government’s current review of the education system, including NCEA, provides this opportunity.
Corresponding author
Helen Andreassen can be contacted at helen.andeassen@aut.ac.nz
References
(1) Tourism New Zealand. About the Industry, 2018. https://www.tourismnewzealand.com/about/about-the-industry/ (accessed Mar 8, 2018).
(2) Ministry of Business, Innovation & Employment (MBIE). New Zealand Tourism Dashboard, 2018. https://mbienz.shinyapps.io/tourism_dashboard_prod/ (accessed Mar 8, 2018).
(3) Roberts, M. D.; Andreassen, H.; O’Donnell, D.; O’Neill, S.; Neill, L. (2018). Tourism Education in New Zealand’s Secondary Schools: The Teachers’ Perspective. Journal of Hospitality & Tourism Education 2018. https://doi.org/10.1080/10963758.2017.1413380
(4) New Zealand Qualifications Authority (NZQA). Standards, 2018. http://www.nzqa.govt.nz/ncea/understanding-ncea/how-ncea-works/standards/ (accessed Apr 26, 2018).
(5) New Zealand Qualifications Authority (NZQA). Processes for Maintaining the Approved Subjects List for University Entrance. http://www.nzqa.govt.nz/qualifications-standards/awards/university-entrance/processes-for-maintaining-the-approved-subjects-list-for-university-entrance/ (accessed Jun 12, 2018).
(6) Tourism Industry Aotearoa. People & Skills 2025, 2015. http://www.tourism2025.org.nz/assets/Uploads/People-Skills-2025.pdf (accessed Mar 8, 2018).
Rozprawy doktorskie na temat "Secondary schools (New Zealand)"
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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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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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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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Kokay, Christine Margaret. "I.C.T. Decision-Making Processes in Self-Managing Secondary Schools". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365763.
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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.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
Full Text
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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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Taylor, Simon P. G. "Exploration of collaborative learning environments in New Zealand secondary school science". Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1148.
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This thesis is based on a project named Please Let Us Take Off (PLUTO) which recognized the need to further consider students’ attitudes and perceptions of their science experiences at secondary school and to examine their immediate learning environment. Nuthall (2005) spent many years in New Zealand classrooms monitoring and analysing student interactions using microphones that recorded student conversations. His major conclusion related to how little teachers knew about what was going on in classrooms. Nuthall claimed the world of learning from a student’s perspective and the specific evidence of what is happening in the student personal learning space can be unknown to the teacher. Most importantly, the project wanted to encourage teachers to take the opportunity to look closer into the student’s personal viewpoint of learning in science lessons.In the year 2008, New Zealand was introducing a new national curriculum and there was also considerable concern for non-engaged students and for Māori students in their early years of secondary school. There was appreciation of the new curriculum and its principles by schools but still an overwhelming necessity to gain further and deeper understanding of the actual learners’ science experiences. Hence the attention of this study, to gain further knowledge of how students view their science learning, initially by the use of the Constructivist Learning Environment Survey (CLES). A range of qualitative student voice, including learning drawings made by students, were collected and analyzed to gain additional insight into the experiences of secondary science students.This thesis focuses on students entering secondary school and their learning experiences in science in their first two years at years 9 and 10. It was action-research based and it followed 15 classes of students at years 9-10 (13-15 years old) with their corresponding teachers in 12 secondary schools, over three consecutive years, 2009-2011.The selected geographical region of research incorporated a range of rural and urban secondary schools in the central North island of New Zealand. The study measured students’ attitudes and perceptions of their experiences of the classroom and it intended to generate an opportunity for teachers to discuss and reflect on the research data gathered.The students were surveyed using the Constructivist Learning Environment Survey over two years. The data were analysed using SPSS and comparisons were made between actual and preferred learning environment results. Variations between each year, gender differences and ethnicity differences were also measured and evaluated. Student learning drawings were adopted in the year 2011 to gather qualitative voice and the drawings were analysed by considering the choices that the students made in their drawing. The student audio interviews also added a wealth of student voice to further explore the students’ perceptions of their learning in science lessons. The five scales used in the CLES survey were used in the analysis of the student learning drawings and the nature of the interview questions posed to the students.The PLUTO project endeavoured to support teacher professional learning and act as a catalyst to encourage ongoing professional discourse. It offered the opportunity to make measurements of the learning environment and at the same time help provide reasons to use different teaching methods in the science classes that may have not been used before.
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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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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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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.
Książki na temat "Secondary schools (New Zealand)"
1
Gawith, Gwen. Managing the school library: A practical guide for New Zealand primary and secondary schools. Newmarket, Auckland: Kohia Teachers Centre, 1991.
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David, Hood. The rhetoric and the reality: New Zealand schools and schooling in the 21st century. Masterton: Fraser Books, 2015.
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David, Hood. Our secondary schools don't work anymore: Why and how New Zealand schooling must change for the 21st century. Auckland, N.Z: Profile Books, 1998.
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Harcourt, Michael, i Mark Sheehan. History matters: Teaching and learning history in New Zealand secondary schools in the 21st century. Redaktor New Zealand Council for Educational Research. Wellington, New Zealand: NZCER Press, 2012.
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Meaningful inconsistencies: Bicultural nationhood, the free market, and schooling in Aotearoa/New Zealand. New York: Berghahn Books, 2009.
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Those who can teach: A history of secondary education in New Zealand from the union perspective. Wellington, N.Z: Steele Roberts, 2003.
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Jones, Alison. "At school I've got a chance": Culture/privilege : Pacific Islands and Pakeha girls at school. Palmerston North [N.Z.]: Dunmore Press, 1991.
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Madjar, Irena. Understanding NCEA: A relatively short and very useful guide for secondary school students and their parents. Wellington: NZCER Press, 2011.
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Bishop, Russell. Culture speaks: Cultural relationships and classroom learning. Wellington, N.Z: Huia Publishers, 2006.
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"At school I've got a chance": Culture/privilege : Pacific Islands and Pakeha girls at school. Palmerston North [N.Z.]: Dunmore Press, 1991.
Znajdź pełny tekst źródłaCzęści książek na temat "Secondary schools (New Zealand)"
1
Munro, R. G. "A Case Study of School-based Training Systems in New Zealand Secondary Schools". W Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol221:93—Vol221:107. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-67.
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Eddy, Stephanie A., i Anne F. Olsen. "New Zealand: Pioneer Teachers and the Implementation of GIS in Schools". W International Perspectives on Teaching and Learning with GIS in Secondary Schools, 179–89. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2120-3_20.
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Holland, Kate. "Celebrating the Voices of Students with Hearing Impairments in New Zealand Secondary Schools". W Disability Studies, 43–56. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-199-1_3.
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Middleton, Stuart. "Secondary/Tertiary High School, Changing Student Experiences Through VET". W Reshaping Vocational Education and Training in Aotearoa New Zealand, 191–207. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12168-5_11.
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Le Heron, Richard, Nick Lewis i Amy Harris. "Contradictory Practices and Geographical Imaginaries in the Rolling Out of Education for Sustainability in Auckland New Zealand Secondary Schools". W Schooling for Sustainable Development:, 65–86. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2882-0_5.
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Rawlins, Peter, Carrol Walkley i Lone Jorgensen. "New Zealand". W Issues in Upper Secondary Science Education, 137–59. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137275967_9.
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Hawkridge, David. "In Secondary Schools". W New Information Technology in Education, 99–112. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-11.
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Wanden, Fr Kevin, i Lyn Birch. "Catholic Schools in New Zealand". W International Handbooks of Religion and Education, 847–70. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5776-2_45.
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Openshaw, Roger. "To Suit a Political Purpose? Reinterpreting the Educational Reforms". W Reforming New Zealand Secondary Education, 3–18. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100701_1.
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Openshaw, Roger. "Almost Alone in the World, 1942–1968". W Reforming New Zealand Secondary Education, 19–39. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230100701_2.
Pełny tekst źródłaStreszczenia konferencji na temat "Secondary schools (New Zealand)"
1
Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates". W Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.
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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Forbes, Sharleen. "Statistics education in new zealand, and its influence on the iase". W Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.13403.
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For some time, New Zealand has been leading the world in terms of the focus and scope of its statistics curriculum in schools. The curriculum is characterised by its data handling, and in more recent years, data visualisation approach. In 2013 bootstrapping and randomisation will be added to the curriculum achievement objectives for the senior secondary school (Ministry of Education, 2012). This paper gives an historical perspective of the people and groups that have influenced the development of the New Zealand curriculum and outlines the influence and impact of some of these New Zealanders, such as Professors David Vere-Jones and Chris Wild together with Maxine Pfannkuch and John Harraway, on the International Association for Statistical Education (IASE). The roles of both the IASE and the local professional statisticians’ association, the New Zealand Statistical Association (NZSA), are discussed together with the possible long-term impact of new statistical literacy based school curriculum in New Zealand on tertiary statistics teaching.
3
Thompson, David, i Tim Bell. "Adoption of new computer science high school standards by New Zealand teachers". W the 8th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2532748.2532759.
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Samarasekara, Chamindi K., Claudia Ott i Anthony Robins. "A Decade of CS Education in New Zealand’s High Schools: Where Are We At?" W WiPSCE '21: The 16th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3481312.3481321.
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Renelle, Amy, Stephanie Budgett i Rhys Jones. "New Zealand teachers’ perceptions when hearing waiting-time distributions". W New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/srap.20403.
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The use of sounds to explore statistical concepts is a novel approach, not yet fully explored. The purpose of this paper is to consider the feasibility of using sounds to represent waiting-time distributions. As a potentially advantageous element of a prototype statistical learning tool, we endeavour to determine if relating sounds to distributions is valuable. Extending on pilot study findings, preliminary data collected from an online anonymous questionnaire sent to New Zealand secondary school teachers is presented. Results show that the majority of teachers who responded to the questionnaire selected the correct distribution. This suggests that the use of sounds to represent waiting-time distributions may be a beneficial component of the statistical learning tool that challenges participants to apply their understanding of distributions in new ways. This might grow to be a new skill in a changing world, as a previously unexplored use of technology and the auditory capabilities it provides.
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McGuinness, Gareth, i Lesley Hooper. "The role of national statistics institutions in the use and understanding of official statistics in the compulsory education sector". W Statistics Education and the Communication of Statistics. International Association for Statistical Education, 2005. http://dx.doi.org/10.52041/srap.05302.
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Statistics New Zealand, like many national statistics institutions (NSIs), is charged with increasing the use and understanding of official statistics in the wider community. This seemingly insignificant outcome is driving radical changes in the way NSIs communicate their statistics to their audiences. One area where NSIs are increasingly working to communicate statistics is the compulsory education sector. Helping primary and secondary school students use and understand statistics is regarded as one of the best ways to promote the long- term use and understanding of official statistics. While there are many ways to build this statistical capability in young people, an emerging policy strand suggests that it is not realistic for NSIs such as Statistics New Zealand to embark on statistical education programmes of their own. Instead, it is argued that they should focus on three planks: encouraging agencies for education policy to place a high value on statistics education; influencing curriculum development (in statistics and other subjects) to include significant official statistics components; and providing targeted official statistics resources to support curricular components. This paper critically examines this approach to achieving the desired relationship between NSIs and the compulsory education sector, from a New Zealand perspective.
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Renelle, Amy, i Rhys Jones. "Multisensory Learning for Students With Disabilities". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t11a1.
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Multisensory learning is an educational approach whereby a variety of sensory cues provide learners with alternative experiences of concepts. In exploring New Zealand secondary school mathematics and statistics teachers’ use of multisensory learning, the impact of teaching students with a range of disabilities is considered. The use of multisensory elements appears to be dependent on the senses being utilised and the kind of disabilities these students have. A teacher’s preference towards multisensory learning is therefore influenced by these factors. When considering the extent of multisensory elements to be included in task design, it is important to consider the intended users and accessibility of these features. Because statistics is a visually-dependant subject, there is a need for more research into how we can expand inclusivity in statistics education.
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Black, Hona. "Mātauranga Tiriti: Treaty Education in New Zealand Schools". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583592.
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NAAMAN, Shimon. "THE EDUCATION REFORM: A TEACHERS’ PERSPECTIVE". W International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.06.
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Teachers are the stalwart of the education system and the most significant factor affecting its success and achievements, and their commitment to the social, moral and academic education of students is therefore a prerequisite to the success of the education system as a whole. Unfortunately, teachers’ professional status has declined over the years; the system and its teachers yearn for reforms as a means of adapting the system to the twenty-first century. This research examined teachers’ attitudes towards the reforms, a decade after their introduction. Its goal is to discover whether the latest reforms in Israel achieved their goals and improved teachers’ status? This was explored from the teachers’ perspective – professional status, their perceptions of self as teachers. A New Zealand study on teachers’ status notes three primary components: power, money, and fame. Teachers are considered to be of low status, despite the existence of the secondary factors in the professional aspect. They are professionally trained, skilled, and significantly impact the future of society. Nevertheless, none of these factors independently lead to a high professional status. We surveyed 359 middle and high school teachers in Israel and performed a stepwise regression analysis which revealed the presence of three explaining variables. Teacher status can thus be explained through salary, improved image, and empowerment [F(3,296)=61.85, P<0.05]. Predicting variables explained 67.8% of teacher status variance, with the most significant variable explaining teacher status variance being salary – 52.1%.
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Bucior, Grzegorz, i Ewa Spigarska. "METHODOLOGY OF TEACHING FINANCIAL ACCOUNTING SUBJECTS TO THE STUDENTS OF SECONDARY ECONOMIC HIGH SCHOOLS (POST-SECONDARY SCHOOLS)". W 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1296.
Pełny tekst źródłaRaporty organizacyjne na temat "Secondary schools (New Zealand)"
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Alansari, Mohamed, Cathy Wylie, Rose Hipkins, Sinead Overbye, Renee Tuifagalele i Sophie Watson. Secondary teachers' Perspectives from NZCER's 2021 National Survey of Secondary Schools. NZCER, czerwiec 2022. http://dx.doi.org/10.18296/rep.0022.
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The long-running National Survey of Schools project is part of the New Zealand Council for Educational Research’s (NZCER’s) Te Pae Tawhiti programme of research. NZCER has run a national survey of secondary schools every 3 years since 2003. For the 2021 National Survey of Secondary Schools, we surveyed a sample of 5,376 teachers, randomly chosen from a stratified sample of Years 9–13 and Years 7–13 secondary schools to ensure national representation of schools across all deciles. A total of 1,093 teachers responded to the survey over two data collection waves, giving a nationally representative picture in terms of school decile.
2
Connor, Helene, i Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, lipiec 2017. http://dx.doi.org/10.34074/rsrp.metro12017.
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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
3
Hall, David. Adaptation Finance: Risks and Opportunities for Aotearoa New Zealand. Mōhio Research and Auckland University of Technology (AUT), listopad 2022. http://dx.doi.org/10.24135/10292/15670.
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Methodology: This report was developed through the co-design process of Mōhio’s Climate Innovation Lab, a fixed-term initiative which works with stakeholders to envision financial instruments to mobilise capital for climate-aligned projects and activities. A working paper was prepared through international market scanning and a review of primary and secondary literature on climate adaptation. This working paper became the basis for a workshop with local experts and stakeholders to test the viability of potential instruments in light of Aotearoa New Zealand’s unique cultural, biophysical and regulatory context. The workshop included participants from finance services, insurance, institutional investment, academia and local and central government observers. These insights were reincorporated into this final concept paper. Mōhio would like to thank the workshop participants for their time and expertise.
4
Watson, Sophie. Student activism: Learning through doing. NZCER, maj 2022. http://dx.doi.org/10.18296/rep.0020.
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What do we know about student activism in Aotearoa New Zealand? How do schools view and respond to student activism? And, in what ways does the New Zealand Curriculum support student activism? This paper uses recent literature and media reports to examine the relationship between activism and formal education, including the benefits and challenges associated with in-school activism. Recent examples of out-of-school youth activism are analysed, giving insight to youth activism participation and expression. Adult responses to youth activism, the framing of youth activism and the agency, and ideas about the educational potential of student activism are also discussed.
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Alansari, Mohamed, Melinda Webber, Sinead Overbye, Renee Tuifagalele i Kiri Edge. Conceptualising Māori and Pasifika Aspirations and Striving for Success. NZCER, kwiecień 2022. http://dx.doi.org/10.18296/rep.0019.
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The COMPASS project is part of NZCER’s Te Pae Tawhiti Government Grant programme of research. It is also aligned to the broad goals and aspirations of NZCER, in that its overarching purpose is to give effect to Te Tiriti o Waitangi and the notion of Whakatere Tōmua—Wayfinding. The COMPASS project has examined the ways kaiako, ākonga, and whānau navigate educational experiences and contexts. Using quantitative and qualitative data, the report focuses on examining the social-psychological conditions for school success from the perspectives of Māori and Pasifika students (n = 5,843), Pasifika whānau members (n = 362), and Māori kaiako (n = 311) from 102 schools across Aotearoa New Zealand.
6
Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
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What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
7
Bano, Masooda. Narratives of Success against the Odds: Why Some Children in State Schools Go Far in Life—Evidence from Pakistan. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/104.
Pełny tekst źródłaStreszczenie:
What makes some children succeed despite studying in failing education systems? Are these children exceptionally gifted, or do other psychological or sociological factors and family circumstances contribute to success? To address the learning crisis in state schools in developing countries, development agencies have primarily focused on identifying inputs that can improve state education provision. Yet, even from low-performing state schools, some children do manage to successfully complete primary and secondary education cycles, pursue higher education, and record upward social mobility, but we know very little about the factors that facilitate this success. This paper addresses this gap in the literature. Tracing life histories of successful alumni of state schools supported by CARE, an education foundation in Pakistan, this paper identifies children’s motivation to succeed as having a major impact on educational performance. However, for most this motivation is not a product of an innate desire to excel, it is a product of contextual factors: parental encouragement; an acute desire to make parents happy and to alleviate their sufferings; the company of friends, cousins, and peers who are keen on education and thus help to create an aspiring, competitive spirit; encouragement given by good teachers; and exposure to new possibilities and role models that raise aspirations by showing that what might appear to the child unachievable is in fact attainable. High motivation in turn builds commitment to work hard. Equally important, however, is the provision of financial support at critical points, especially when transitioning from secondary school to college and university. Without financial support, which could be in the form of scholarships, loans, or income from part-time work, at critical junctures, even highly motivated children in state schools cannot succeed. The paper thus argues that rather than being focused solely on education inputs, development agencies should also seek to explore and understand the factors that can motivate children in state schools to aim high and work hard to succeed.
8
Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, październik 2020. http://dx.doi.org/10.18296/rep.0006.
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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Pełny tekst źródłaStreszczenie:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma i Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), kwiecień 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
Pełny tekst źródłaStreszczenie:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.