Two at the top: Power sharing at Selwyn College
School management systems can evolve and change. This is the story of how two principals came to share the power and responsibilities of the top job at Selwyn College, Auckland.
Educational policy; structure and systems
School management systems can evolve and change. This is the story of how two principals came to share the power and responsibilities of the top job at Selwyn College, Auckland.
Schools have adopted different strategies in their attempts to cope with all the recent curriculum changes, and teachers have different views on the new curriculum documents—but how new is new?
Australian schools and teachers have been experiencing a tremendous "climate of change" over the past few years. This survey looked at how much teachers knew about the "key" competencies approach which is new to many of them.
Education vouchers are controversial. Advocates call them a panacea; critics say they exacerbate existing inequalities of education opportunity. What does the research say?
Zoning was abolished in 1991 with the stated aim of increasing choice for parents. Ministry of Education data show a considerable shift of student populations between schools, leading towards a dual system of higher and middle decile schools for the (mostly Pakeha) middle classes, and lower decile schools for the (mostly Maori and Pacific) poorer classes. To change this, we need a system that provides real choices for families, without the damaging social and educational consequences of the present system.
The literature on curriculum delivery in New Zealand for Years 9 and 10 has acknowledged that differences exist between the delivery styles in primary and secondary schools, but it has offered little direction. One study that addressed the preferred form of curriculum delivery was associated with the development of a middle school in Hamilton, New Zealand. The findings clearly favoured an approach where the core subjects are taught in an integrative way, using large units of time, in a flexible manner.
Over forty years of research and experience show that it is the middle school philosophy and approach, rather than grade span or school organisation, which make middle schools educationally effective for students aged 10-15. Educators in all types of school catering for these students should seriously consider implementing middle school philosophy and practice, to help raise and maintain student achievement and motivation, and teacher morale and retention rates, while lowering suspensions, expulsions and negative behaviour.
Over the past 6 years, the National Education Monitoring Project has monitored the educational achievement and attitudes of Year 4 and 8 students in New Zealand schools, covering 15 curriculum areas. This article presents accumulated evidence from these assessments on the relationship between school size and student achievement at these Year levels.
This year marks the centenary of the birth of Dr C.E. Beeby in 1902. Dr McDonald explores some themes from his life and career and relates his reform of education in New Zealand to aspects of her own life.
The review of Special Education 2000 policy highlighted the fragmentation of responsibilities and provision, which undermined the policy’s intentions to improve educational experiences and outcomes for students with special needs. While New Zealand has now started to develop a more systematic approach, the recent Daniells decision could head New Zealand provision for students with special needs in the opposite direction.