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Educational policy; structure and systems
In this article Cathy Wylie, a chief researcher at the New Zealand Council for Educational Research, provides an account of New Zealand’s education system from the introduction of self-managing schools under Tomorrow’s Schools through to the present day. Dr Wylie draws on her recent book Vital Connections to critically examine the assumptions and structures that have underpinned self-managing schools. Her book describes the many ways in which schools are disconnected from the Ministry of Education and from one another.
This is the first of two articles about student inquiry and curriculum integration. These articles aim to help educators to consider the ideas about learning that underpin different integrated and inquiry approaches and their fit with ideas in The New Zealand Curriculum. This first article (Part A) defines student inquiry and curriculum integration and then explores the characteristics and origins of five different integrated and inquiry approaches that are used in schools.
How much of a child's development is influenced by the school he attends? Barbara Maughan and Janet Ouston- two of the research workers involved in the publication of the widely acclaimed Fifteen Thousand Hours: Secondary Schools and their Effects on Children- consider the question and assess the implications of their findings for schools.
A look at some factors in the selection and training of primary teachers, with some suggestions for a radical change in approach.
There is a growing number of students born in the various countries in Asia enrolling in New Zealand schools. These students include recent permanent residents as well as fee paying, exchange, and scholarship students. In order to help schools place these students within the New Zealand system, this article offers some basic information about the educational systems they may have experienced.