School governance and management

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.

Vertical grouping in secondary schools usually involves a 'house' system, where the school population is divided into roughly equal cross-sections, and within each house are an equal number of smaller class-sized groups also composed of vertical cross-sections. These groups, called 'house groups' or 'tutor groups' are an alternative to, and have many of the functions of, the traditional 'form' groups, which are (horizontally) composed of age-peers.

It describes different types of solvent abuse, lists some of the signs and symptoms of sniffing, and makes some practical suggestions about ways of dealing with sniffing 'epidemics'. It is intended primarily for teachers and principals, but other professionals, including  those in health areas, may find it useful as background, especially in advising and counselling worried parents.

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.