This is the second report in the Competent Children longitudinal study.
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This research was designed to provide evaluative data to the Ministry of Education on models which would enhance further programmes for developing liaison between schools and Pacific Islands parents.
This was planned to be the final report in the New Zealand Council for Educational Research’s series of national surveys monitoring the impact of the Tomorrow’s Schools reforms, which began in 1989. These reforms shifted substantial financial and administrative responsibilities from the former Department of Education and Education Boards to staff and trustees at individual schools. The aim of the series has been to describe the experiences of people in primary schools, to find out what difference the reforms have made to New Zealand schools.
School-Wide Assessment: Evidence of Student Achievement focuses on processes for gathering, analysing, and using evidence of student learning in portfolio systems - both student-centred and school/department standards-referenced. Types of portfolios are described and supported by case studies of portfolio development from primary, intermediate, and secondary schools.
Visions for Mäori Maori Education brings together a mosaic of views and thoughts on Mäori Maori education for the future. It offers a range of perspectives from a number of contributors including parents, politicians, and teachers.
Issues of tino rangatiratanga, Mäori Maori pedagogy, and the responsibilities of Mäori Maori educators and politicians are discussed. Highlighting these and other relevant issues will contribute to strategies that break through barriers and support positive initiatives.
This report for the Ministry of Education describes the results of a broad survey for the Competent Children project.
By telephone, 767 parents or caregivers were asked about the early childhood education experiences, home experiences, and home resources of children who turned five between late 1993 and mid 1994.
This report covers the findings of the 1996 survey on the impact of the 1989 educational reforms.
- The continuing high workload required to make the reforms work was lowering morale.
- Dissatisfaction with resourcing had grown, despite increased school fund-raising. A majority of both principals and trustees now said that funding was inadequate.
- Parental and community support could not bridge the resource gaps, especially for schools with low income or high Mäori enrolment.
This report gives the results of a national survey of members of school boards of trustees. The New Zealand School Trustees' Association commissioned the survey to find out how trustees saw their role, after eight years of experience of school-based management.
Responses came from 1130 school boards, just under half the total number. Boards wanted more resourcing, not more responsibilities. The teamwork, partnership, and mutual support between boards and school staff contrasted sharply with their estrangement from central government.
In 1996 the New Zealand Principals' Federation sent a questionnaire to principals of schools which had recently been reviewed by the Education Review Office (ERO). This report analyses the answers to provide a representative picture of the impact of ERO reviews on New Zealand primary schools.