Selection of School Counsellors in New Zealand.

ERIC Educational Resources Information Center

Manthei, R. J.

This paper presents the views of the New Zealand Counselling and Guidance Association regarding the need for changes in the system of selecting individuals for training as school counselors in New Zealand. A number of options are offered for improving the mechanics of selection, recommending selection criteria, and suggesting procedures for…

Transformation of Professional Identity in an Experienced Primary School Principal: A New Zealand Case Study

ERIC Educational Resources Information Center

Robertson, Sylvia

2017-01-01

School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led…

Bullying among Primary School Children in New Zealand: Relationships with Prosocial Behaviour and Classroom Climate

ERIC Educational Resources Information Center

Raskauskas, Juliana L.; Gregory, Janet; Harvey, Shane T.; Rifshana, Fathimath; Evans, Ian M.

2010-01-01

Background: Bullying is a problem for schools in many countries, especially, according to various surveys, in New Zealand. Students' involvement in bullying as bullies, victims or bystanders has serious implication for emotional, social and academic development. Purpose: The purpose of this research was to examine the relationships between…

Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools

ERIC Educational Resources Information Center

Gordon, Barrie; Dyson, Ben; Cowan, Jackie; McKenzie, Allison; Shulruf, Boaz

2016-01-01

This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved…

School Property Funding in New Zealand

ERIC Educational Resources Information Center

PEB Exchange, 2004

2004-01-01

New Zealand's special funding system allows state schools a greater level of independence in managing their property compared to most other countries. Schools receive a fixed budget as an entitlement from the three "pots" of the educational property funding structure. The government's unique use of accrual accounting together with a new…

The Word Witch at Work in New Zealand's "School Journal," 1960s-1980s: Margaret Mahy's Writing as a Reflection of Pedagogy and the Spirit of the Times

ERIC Educational Resources Information Center

van Rij, Vivien

2016-01-01

Between 1961 and 1984 the renowned New Zealand writer, Margaret Mahy, wrote over seventy-five pieces for the "School Journal" (a graded reading book provided free to New Zealand primary schools since its inception in 1907). It was a liberal humanist period in New Zealand education during which the 1940s' and 1950s' rolling reforms…

An Evaluation of Characteristics of Environmental Education Practice in New Zealand Schools

ERIC Educational Resources Information Center

Eames, Chris; Cowie, Bronwen; Bolstad, Rachel

2008-01-01

This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002-2003. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand schools and case studies of environmental…

Fractures in New Zealand Elementary School Settings

ERIC Educational Resources Information Center

Rubie-Davies, Christine M.; Townsend, Michael A. R.

2007-01-01

Background: There is a need for greater international understanding of student safety in schools. This New Zealand study investigated the causes and school location of fractures sustained by students attending elementary school, with special emphasis on the types of fractures sustained following falls from playground equipment of various heights.…

Baseline Survey of Sun Protection Policies and Practices in Primary School Settings in New Zealand

ERIC Educational Resources Information Center

Reeder, A. I.; Jopson, J. A.; Gray, A.

2009-01-01

The SunSmart Schools Accreditation Programme (SSAP) was launched as a national programme in October 2005 to help reduce the risk of excessive child exposure to ultraviolet radiation. As part of the need for evaluation, this paper reports the findings of a national survey of a randomly selected sample of approximately 12% of New Zealand primary…

Findings from the 2013 NZCER Primary and Intermediate Schools National Survey

ERIC Educational Resources Information Center

New Zealand Council for Educational Research, 2014

2014-01-01

The New Zealand Council for Educational Research (NZCER) primary and intermediate schools national survey was carried out in July-August 2013. NZCER questioned principals, teachers and trustees at a representative sample of schools, and sought the views of a random sample of 1 in 4 parents in 36 of these schools. In all, the survey gathered data…

Bicentenary 2016: The First New Zealand School

ERIC Educational Resources Information Center

Jones, Alison; Jenkins, Kuni Kaa

2016-01-01

Maori leaders visiting Australia invited a Pakeha (in this case, English) teacher to come to New Zealand to teach the children to read and write. On 12th August 1816, 200 years ago this year, the first school in New Zealand opened. Twenty-four Maori children came on that day, and each had his or her name written down. The teacher Thomas Kendall…

Teacher Transition between Year Levels in Primary Schools: An Opportunity for Continuing Professional Development

ERIC Educational Resources Information Center

Carlyon, Tracey

2015-01-01

Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

Contribution of free play towards physical activity guidelines for New Zealand primary school children aged 7-9 years.

PubMed

McGall, S E; McGuigan, M R; Nottle, C

2011-02-01

the objectives of this study were to investigate children's physical activity patterns to gain comparisons between home and school and to determine whether the current physical activity guidelines of 60 min of moderate to vigorous physical activity (MVPA) daily were being met. participants were recruited from two New Zealand primary schools (60 children, mean age (SD) 8.3 (0.7) years). Physical activity was measured for seven consecutive days using Actigraph accelerometers. Total activity and average counts were determined for school playtime, after school and weekends. Differences between average counts for these intervals were compared using the t statistic. Time and percentage of time spent were categorised into the activity thresholds: sedentary (<100), light (101-299), moderate (3000-5200) and vigorous (>5200). Total activity for each day was also determined. no child met the recommended 60 min of MVPA daily during the investigation. Compared to school playtime, activity counts were lower by 36% (CI 25% to 45.5%, p<0.001, effect size (ES)=-1.29) after school, 50.1% (CI 37% to 60.5%, p<0.001, ES=-2.01) on Saturday and 57.4% (CI 46.3% to 66.3%, p<0.001, ES=-2.47) on Sunday. Mean results showed children spent 91-96% of their time engaged in light or sedentary activities. Even during school playtime, where the children were most active, only 8 of 80 min were spent engaged in MVPA. this study found activity levels were considerably lower than the recommended guidelines, and children were more active during school playtime compared to after school and weekends.

GIS in New Zealand Schools: Issues and Prospects

ERIC Educational Resources Information Center

Chalmers, Lex

2006-01-01

There are undoubtedly many parallels between Australia and New Zealand in the history of geographic information system (GIS) in schools. These parallels occur in the social, institutional, professional development, and curricula areas, and each of these topics is considered in this article. In New Zealand at least, there is still a lot that needs…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Assessing New Zealand High School Science Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris

2015-01-01

Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…

Health Promoting Schools: A New Zealand Perspective

ERIC Educational Resources Information Center

Cushman, Penni

2008-01-01

In the last 20 years the health promoting schools movement has gained momentum internationally. Without strong national leadership and direction its development in New Zealand has been ad hoc and sporadic. However, as the evidence supporting the role of health promoting schools in contributing to students' health and academic outcomes becomes more…

Primary Prevention of Sexual Violence in Aotearoa New Zealand.

PubMed

Dickson, Sandra; Willis, Gwenda M

2017-03-01

The extensive and sometimes profoundly damaging effects of sexual violence and large numbers of victims necessitate dedicated attention to primary prevention efforts. Few studies have examined the scope of current prevention activities or their fit with empirical research into effective prevention strategies. The current article presents findings from a survey of primary prevention activities in non-Māori and bicultural communities within Aotearoa New Zealand. Forty-four respondents representing 42 agencies responded to a comprehensive survey that canvased types of sexual violence primary prevention activities undertaken, sexual violence primary prevention programs, and barriers and supports to sexual violence prevention work. Consistent with findings from previous international surveys, the focus of primary prevention work in New Zealand was on sexual violence education and increasing awareness. Findings are discussed in the context of the sexual violence prevention literature and what works in prevention more broadly to help identify promising initiatives as well as gaps in current practices. Recommendations for advancing sexual violence primary prevention research are also provided.

What Informs Primary School Principals' Decision-Making in Relation to Teacher Placement in Class Levels?

ERIC Educational Resources Information Center

Carlyon, Tracey; Fisher, Anthony

2012-01-01

One of the most challenging decisions for primary school principals is to decide what class level each of their teachers will teach. It seems there is very little research on the way principals go about making these decisions. Government reforms have had significant impact on the role of the primary school principal in New Zealand, and a trend has…

Quality Out-of-School Care in Aotearoa/New Zealand

ERIC Educational Resources Information Center

Walter, Christine

2007-01-01

Research shows that New Zealand has an approximate population of 600,000 children between the ages of five and fourteen years, and that approximately 80,000 of those children attend an out-of-school-care service each year. The New Zealand government allocates approximately $20 million to suitably approved programs, funding for families of lower…

Reframing Health Education in New Zealand/Aotearoa Schools

ERIC Educational Resources Information Center

Sinkinson, Margaret; Burrows, Lisette

2011-01-01

Health education in New Zealand schools has a chequered history, peppered with controversy since its inclusion as a school subject in the early nineteenth century. In this paper we examine the trials and challenges faced by health education teachers over time, pointing to the particular components of this subject that are regarded as controversial…

Architectures of Practice: Constraining or Enabling PE in Primary Schools

ERIC Educational Resources Information Center

Petrie, Kirsten

2016-01-01

To the outside observer, physical education in many primary schools, both in Aotearoa New Zealand and internationally, continues be practised in ways that students of the 1970s would recognise. The only significant change would arguably be the introduction of an increased regime of testing, and a narrower focus on physical health agendas. This is…

Boys Only: One Co-Educational Primary School's Experience of a Classroom for Boys

ERIC Educational Resources Information Center

Price, Christopher D.

2011-01-01

Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a "boys-only class". This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents,…

What Are New Zealand Children Eating at School? A Content Analysis of "Consumed versus Unconsumed" Food Groups in a Lunch-Box Survey

ERIC Educational Resources Information Center

Dresler-Hawke, Emma; Whitehead, Dean; Coad, Jane

2009-01-01

Eating patterns among school-aged children continue to be highly reliant on frequent consumption of food items that are perceived to have low or poor nutritional value. This has become a serious public health concern. In this New Zealand-based study, primary school children's food consumption behaviour was investigated via two sources: a…

Somali Students' Perceptions of a New Zealand Primary School

ERIC Educational Resources Information Center

Smyth, Heather

2013-01-01

Cultural diversity is growing in New Zealand and deserves to be celebrated for the richness and opportunities for understanding it brings to our lives. Culturally-responsive approaches to education accept diversity and enable students to draw on their unique cultural capital as a learning resource. The aim of this study was to contribute to the…

Primary School Sun Protection Policies and Practices 4 Years after Baseline--A Follow-Up Study

ERIC Educational Resources Information Center

Reeder, Anthony I.; Jopson, Janet A.; Gray, Andrew

2012-01-01

Before the 2005 launch of the New Zealand SunSmart Schools Accreditation Programme (SSAP), 242 randomly sampled primary schools completed a mail survey about sun protection policies, practices, curriculum and environment. A 2009 follow-up included 189 (78%) and their mean Total Accreditation Score (TAS = total SSAP requirements met, range 0-12),…

School Culture Meets Sport: A Case Study in New Zealand

ERIC Educational Resources Information Center

Burrows, Lisette; McCormack, Jaleh

2011-01-01

This article draws on ethnographic work undertaken with 21 students and several members of staff at an elite girls' school in New Zealand to investigate the relation between school culture, pedagogical practices and discourses of physical education and school sport. It explores what and who contours the participation of these young women in sport,…

Cultural democracy: the way forward for primary care of hard to reach New Zealanders.

PubMed

Finau, Sitaleki A; Finau, Eseta

2007-09-01

The use of cultural democracy, the freedom to practice one's culture without fear, as a framework for primary care service provision is essential for improved health service in a multi cultural society like New Zealand. It is an effective approach to attaining health equity for all. Many successful health ventures are ethnic specific and have gone past cultural competency to the practice of cultural democracy. That is, the services are freely taking on the realities of clients without and malice from those of other ethnicities. In New Zealand the scientific health service to improve the health of a multi cultural society are available but there is a need to improve access and utilization by hard to reach New Zealanders. This paper discusses cultural democracy and provide example of how successful health ventures that had embraced cultural democracy were implemented. It suggests that cultural democracy will provide the intellectual impetus and robust philosophy for moving from equality to equity in health service access and utilization. This paper would provide a way forward to improved primary care utilization, efficiency, effectiveness and equitable access especially for the hard to reach populations. use the realities of Pacificans in New Zealand illustrate the use of cultural democracy, and thus equity to address the "inverse care law" of New Zealand. The desire is for primary care providers to take cognizance and use cultural democracy and equity as the basis for the design and practice of primary health care for the hard to reach New Zealanders.

Health-Promoting Schools and Mental Health Issues: A Survey of New Zealand Schools

ERIC Educational Resources Information Center

Cushman, Penni; Clelland, Tracy; Hornby, Garry

2011-01-01

In New Zealand, schools are implementing a variety of strategies in an attempt to address factors that adversely influence students' learning. The purpose of this article is to present the findings of a study that sought to determine the extent to which schools were able not only to identify health issues influencing learning, but also to use a…

Ethics Education in New Zealand Medical Schools.

PubMed

McMillan, John; Malpas, Phillipa; Walker, Simon; Jonas, Monique

2018-07-01

This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand's medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the "professionalism" and "professional development" in medical curricula.

Reforming primary health care: is New Zealand's primary health care strategy achieving its early goals?

PubMed

Cumming, Jacqueline; Mays, Nicholas; Gribben, Barry

2008-11-06

In 2001, the New Zealand government introduced its Primary Health Care Strategy (PHCS), aimed at strengthening the role of primary health care, in order to improve health and to reduce inequalities in health. As part of the Strategy, new funding was provided to reduce the fees that patients pay when they use primary health care services in New Zealand, to improve access to services and to increase service use. In this article, we estimate the impact of the new funding on general practitioner and practice nurse visit fees paid by patients and on consultation rates. The analyses involved before-and-after monitoring of fees and consultation rates in a random sample of 99 general practices and covered the period from June 2001 (pre-Strategy) to mid-2005. Fees fell particularly in Access (higher need, higher per capita funded) practices over time for doctor and nurse visits. Fees increased over time for many in Interim (lower need, lower per capita funded) practices, but they fell for patients aged 65 years and over as new funding was provided for this age group. There were increases in consultation rates across almost all age, funding model (Access or Interim), socio-demographic and ethnic groups. Increases were particularly high in Access practices. The Strategy has resulted in lower fees for primary health care for many New Zealanders, and consultation rates have also increased over the past few years. However, fees have not fallen by as much as expected in government policy given the amount of extra public money spent since there are limited requirements for practices to reduce patients' fees in line with increases in public funding for primary care.

Externalities and School Enrollment Policy: A Supply-Side Analysis of School Choice in New Zealand

ERIC Educational Resources Information Center

Thomson, Kat Sonia

2010-01-01

This article is an in-progress examination of the current landscape of school choice in a well-known case of universal decentralization: New Zealand's public school system. Using a supply-side analysis of the implications of a specific policy--school enrollment schemes--this author seeks to test hypotheses about zoning and self-preservation using…

The Opportunities to Build on Existing Expertise in Writing Classrooms: A Study of Writing Lessons in New Zealand Primary Schools

ERIC Educational Resources Information Center

Jesson, Rebecca N.; Cockle, Victoria

2016-01-01

The present study investigated 15 Year 4-6 classrooms in two multicultural schools in New Zealand to understand what opportunities students had to draw on their diverse experiences of texts. A mixed-methods approach was taken, including classroom observations and student interviews. Results suggested that lessons were characterised by a consistent…

How spirituality is understood and taught in New Zealand medical schools.

PubMed

Lambie, D; Egan, R; Walker, S; MacLeod, R

2015-02-01

The objective of this research was to explore how spirituality is currently understood and taught in New Zealand Medical Schools. A mixed methods study was carried out involving interviews (n = 14) and a survey (n = 73). The first stage of the study involved recorded semi-structured interviews of people involved in curriculum development from the Dunedin School of Medicine (n = 14); which then informed a cross-sectional self-reported electronic survey (n = 73). The results indicate that spirituality is regarded by many involved in medical education in New Zealand as an important part of healthcare that may be taught in medical schools, but also that there is little consensus among this group as to what the topic is about. These findings provide a basis for further discussion about including spirituality in medical curricula, and in particular indicate a need to develop a shared understanding of what 'spirituality' means and how it can be taught appropriately. As a highly secular country, these New Zealand findings are significant for medical education in other secular Western countries. Addressing spirituality with patients has been shown to positively impact a range of health outcomes, but how spirituality is taught in medical schools is still developing across the globe.

Principals' and Teachers' Views of Spirituality in Principal Leadership in Three Primary Schools

ERIC Educational Resources Information Center

Gibson, Alaster

2014-01-01

This article discusses key findings from my doctoral research involving a qualitative case study inquiring into the lived experiences of spirituality in principal leadership and its influence on teachers and their teaching within three public primary school contexts in New Zealand. Spirituality is understood in this article as a complex and…

Using a Learning Management System to Personalise Learning for Primary School Students

ERIC Educational Resources Information Center

Edmunds, Bronwyn; Hartnett, Maggie

2014-01-01

This paper reports on one aspect of a descriptive multiple-case study which set out to explore the role of a learning management system (LMS) in personalising learning for students from the perspective of three teachers in one primary school in New Zealand. The intention was to provide insight into the role the LMS could play in classrooms when…

Follow-up data on the effectiveness of New Zealand's national school based child protection program.

PubMed

Briggs, F; Hawkins, R M

1994-08-01

In 1987, in response to concerns relating to the high incidence of (reported) child sexual abuse, the Ministry of Education and New Zealand Policy jointly introduced a national school-based personal safety program, Keeping Ourselves Safe. In December 1990, 252 children were interviewed in eight primary schools, selected as representative of the ethnic, economic, and social diversity of New Zealand society (Briggs 1991). The interview schedule was designed on problem-solving lines to establish whether children could identify and respond safely to a wide range of potentially unsafe situations. One year later, 117 of the children were available for interview using the same questionnaire. Children exposed to Keeping Ourselves Safe had retained and increased their safety strategies during that time. The variables of gender, age, race, and academic level did not affect improvement but the number of initial gains by children with highly committed teachers was almost double the number achieved by teachers classified as having low levels of commitment. Prior to using the program, children from low socioeconomic groups had significantly lower knowledge and skill levels than their middle-class contemporaries. Middle-class children also gained more from the program. The difference in gains achieved is explained in terms of parental participation in the school program.

Reforming primary health care: is New Zealand's primary health care strategy achieving its early goals?

PubMed Central

Cumming, Jacqueline; Mays, Nicholas; Gribben, Barry

2008-01-01

Background In 2001, the New Zealand government introduced its Primary Health Care Strategy (PHCS), aimed at strengthening the role of primary health care, in order to improve health and to reduce inequalities in health. As part of the Strategy, new funding was provided to reduce the fees that patients pay when they use primary health care services in New Zealand, to improve access to services and to increase service use. In this article, we estimate the impact of the new funding on general practitioner and practice nurse visit fees paid by patients and on consultation rates. The analyses involved before-and-after monitoring of fees and consultation rates in a random sample of 99 general practices and covered the period from June 2001 (pre-Strategy) to mid-2005. Results Fees fell particularly in Access (higher need, higher per capita funded) practices over time for doctor and nurse visits. Fees increased over time for many in Interim (lower need, lower per capita funded) practices, but they fell for patients aged 65 years and over as new funding was provided for this age group. There were increases in consultation rates across almost all age, funding model (Access or Interim), socio-demographic and ethnic groups. Increases were particularly high in Access practices. Conclusion The Strategy has resulted in lower fees for primary health care for many New Zealanders, and consultation rates have also increased over the past few years. However, fees have not fallen by as much as expected in government policy given the amount of extra public money spent since there are limited requirements for practices to reduce patients' fees in line with increases in public funding for primary care. PMID:18990236

Survey of conditions in New Zealand primary school classrooms and research on mechanisms influencing speech perception for children

NASA Astrophysics Data System (ADS)

Dodd, George

2005-04-01

A survey of 122 classrooms in New Zealand supports the need for low reverberation time and low background noise if classrooms are to be satisfactory. The RT of ``poor'' and ``good'' classrooms was found to be 0.6 s and 0.4 s respectively. Six ``poor'' classrooms were modified to reduce their RT to 0.4 s which changed them to ``good'' as judged by the users. The need for this low RT may result from children having a small integration time. A novel technique of reversed-segmented speech has verified that this is significantly smaller for children compared with adults. Activity noise in classrooms exhibits the cafe effect-a rising noise level as children compete to be heard-and we suggest this is caused by the Lombard effect. Values of the Lombard effect that we measured in a cohort of primary school children predict classroom levels similar to those observed. Present theory does not predict that reducing the RT from 0.6 to 0.4 s should significantly influence the cafe effect. Further work is planned to refine the theory and to identify if there are mechanisms not accounted for.

A Survey of Parental Involvement in Middle Schools in New Zealand

ERIC Educational Resources Information Center

Hornby, Garry; Witte, Chrystal

2010-01-01

This article reports the results of a survey of parental involvement (PI) policy and practice in middle schools in a large New Zealand city. Principals at all 11 middle schools in the city were contacted and agreed to be interviewed. Interviews were conducted using a schedule that focuses on 11 aspects of PI: encouraging parents into school,…

Trends in incidence of primary brain cancer in New Zealand, 1995 to 2010.

PubMed

Kim, Stella J-H; Ioannides, Sally J; Elwood, J Mark

2015-04-01

Case-control studies have linked mobile phone use to an increased risk of glioma in the most exposed brain areas, the temporal and parietal lobes, although inconsistently. We examined time trends in the incidence rates of brain malignancies in New Zealand from 1995 to 2010. Data from the New Zealand Cancer Registry was used to calculate incidence rates of primary brain cancer, by age, gender, morphology and anatomical site. Log-linear regression analysis was used to assess trends in the annual incidence of primary brain cancer; annual percentage changes and their 95% confidence intervals were estimated. No consistent increases in all primary brain cancer, glioma, or temporal or parietal lobe glioma were seen. At ages 10-69, the incidence of all brain cancers declined significantly. Incidence of glioma increased at ages over 70. In New Zealand, there has been no consistent increase in incidence rates of primary brain cancers. An increase in glioma at ages over 70 is likely to be due to improvements in diagnosis. As with any such studies, a small effect, or one with a latent period of more than 10 to 15 years, cannot be excluded. © 2015 Public Health Association of Australia.

Reply to O'Neill: The Privatisation of Public Schooling in New Zealand

ERIC Educational Resources Information Center

Strathdee, Rob

2011-01-01

In a recent contribution to this journal, John O'Neill (2011) argues that recent privatisation practices in New Zealand public schooling are evidence of a small, but growing, influence of neo-liberalism on New Zealand's public education. The focus in his paper is on the active enablement of non-government provision of public education through, for…

Four Considerations Regarding the Viability of Small Rural Schools in New Zealand.

ERIC Educational Resources Information Center

Stevens, Ken

1993-01-01

Reviews a New Zealand report titled, "Report of the Economic and Educational Viability of Small Schools Review." Discusses the four aspects of small schools considered in the report: (1) educational viability; (2) economic viability; (3) relationships of small schools with their communities; and (4) conflict between availability and…

Primary and Secondary Virtual Learning in New Zealand: Examining Barriers to Achieving Maturity

ERIC Educational Resources Information Center

Barbour, Michael; Davis, Niki; Wenmoth, Derek

2016-01-01

This paper describes the organisational development of virtual learning in networked rural schools in New Zealand, specifically the obstacles that e-learning clusters of rural schools face in their journey to sustainability and maturity through the lens of the Ministry's Learning Communities Online Handbook. Analysis of a nationwide purposeful…

Ten Ideas Worth Stealing from New Zealand.

ERIC Educational Resources Information Center

Jarchow, Elaine

1992-01-01

New Zealand educators have some ideas worth stealing, including morning tea-time, the lie-flat manifold duplicate book for recording classroom observation comments, school uniforms, collegial planning and grading of college assignments, good meeting etiquette, a whole-child orientation, portable primary architecture, group employment interviews…

Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice

ERIC Educational Resources Information Center

Hogg, Linda

2016-01-01

In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on…

Parent Involvement in Rural Elementary Schools in New Zealand: A Survey

ERIC Educational Resources Information Center

Hornby, Garry; Witte, Chrystal

2010-01-01

We surveyed rural elementary schools in New Zealand regarding their practice of parent involvement (PI). Interviews were conducted at 22 schools using a schedule which focused on eleven aspects of PI: policy formation, acting as a resource, collaborating with teachers, sharing information on children, channels of communication, liaison with school…

Bystander Intervention, Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools

ERIC Educational Resources Information Center

Denny, Simon; Peterson, Elizabeth R.; Stuart, Jaimee; Utter, Jennifer; Bullen, Pat; Fleming, Theresa; Ameratunga, Shanthi; Clark, Terryann; Milfont, Taciano

2015-01-01

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for…

A survey of general surgery clerkships in Australian and New Zealand medical schools.

PubMed

Yu, Tzu-Chieh; Wheeler, Benjamin Robert Logan; Hill, Andrew Graham

2010-12-01

Surgical clerkships facilitate development of knowledge and competency, but their structure and content vary. Establishment of new medical schools and raising student numbers are new challenges to the provision of standardized surgical teaching across Australasian medical schools. A survey was conducted to investigate how Australian and New Zealand medical schools structure their general surgery clerkships. Between April and August 2009, a 30-item web-based survey was electronically sent to academic and administrative staff members of 22 Australian and New Zealand medical schools. Eighteen surveys were returned by 16 medical schools, summarizing 20 clerkships. Ten schools utilize five or more different clinical teaching sites for general surgery clerkships and these include urban and rural hospitals from both public and private health sectors. Student teaching and assessment methods are similar between clerkships and standardized across clinical sites during 10 and 16 of the clerkships, respectively. Only eight of the surveyed clerkships use centralized assessments to evaluate student learning outcomes across different clinical sites. Four clerkships do not routinely use direct observational student assessments. Australian and New Zealand medical schools commonly assign students to multiple diverse clinical sites during general surgery clerkships and they vary in their approaches to standardizing curriculum delivery and student assessment across these sites. Differences in student learning are likely to exist and deficiencies in clinical ability may go undetected. This should be a focus for future improvement. © 2010 The Authors. ANZ Journal of Surgery © 2010 Royal Australasian College of Surgeons.

Changing Workloads of Primary School Teachers: "I Seem to Live on the Edge of Chaos"

ERIC Educational Resources Information Center

Bridges, Sue; Searle, Annette

2011-01-01

The roles and workloads of teachers have been widely noted as changing considerably over recent decades. In this 2009 replication of a 1992 study, 379 New Zealand primary school educators are surveyed regarding their workloads, how these changed and their perceived sustainability. It investigates how respondents believe that educational reforms…

Sleep disorders among high school students in New Zealand.

PubMed

Fernando, Antonio T; Samaranayake, Chinthaka B; Blank, Christopher J; Roberts, Gareth; Arroll, Bruce

2013-12-01

Adolescents are known to have high risk factors for sleep disorders, yet the youth rates of sleep disturbances are unknown. This study aimed to determine the prevalence of sleep disorders among New Zealand high school students. The Auckland Sleep Questionnaire (ASQ) was administered to high school students at six schools in the North Island. Schools were chosen to reflect a range of ethnicities and school deciles, which identify the socioeconomic status of households in the school catchment area. A total of 1388 students completed the ASQ. The median age was 17 years (range 14-23) and females represented 43.5% (n=604) of the total group. A total of 37.2% of the students surveyed reported having significant sleep symptoms lasting longer than one month. Depression and anxiety were present in 51.7% and 44.8% of students reporting a sleep problem, respectively. A moderate correlation was observed between sleep problems and depression (r=0.34, p<0.01), and sleep problems and anxiety (r=0.31, p<0.01). Problem alcohol use and other substance use were more common in students with sleep symptoms (12.2% and 5.5% respectively). No difference was found in the rate of sleep problems reported by different ethnic groups. A considerable proportion of students surveyed reported significant sleep symptoms. This study has the potential to aid physicians within New Zealand in better appreciating the burden of sleep disorders faced by young people and in effectively assessing and managing different causes of sleep symptoms in this demographic.

Risk factors associated with back pain in New Zealand school children.

PubMed

Trevelyan, Fiona C; Legg, Stephen J

2011-03-01

This study investigated risk factors associated with back pain in 245 New Zealand intermediate school children aged 11-14 years in a cross-sectional survey, using a self-completion questionnaire for demographic details, pain prevalence, psychosocial parameters, school and leisure activities and family characteristics. The strongest relationships were between back pain and common childhood complaints (stomach ache, headache and sore throats) (p < 0.01) and psychosocial factors (conduct and hyperactivity) (p < 0.01). For physical factors, there was a significant relationship between neck and low back pain and attributes of chairs. Low back pain was significantly related to low desk height (as reported by students) (p < 0.05). School bag weight was not significantly related to low back pain but carrying the bag on one shoulder was (p < 0.05). It is concluded that, amongst these intermediate school children, psychological, social and emotional factors had a stronger relationship with back pain than physical factors. STATEMENT OF RELEVANCE: This study investigated risk factors associated with back pain amongst New Zealand intermediate school children. It showed that psychological, social and emotional factors may have a stronger relationship with back pain than physical factors.

The Impact of Short-Term Food Regulations in New Zealand Schools

ERIC Educational Resources Information Center

Cushman, Penni

2012-01-01

Purpose: In New Zealand, legislation was introduced to regulate the types of food sold and promoted in schools but 15 months later, part of the legislation was repealed. The purpose of this paper is to determine the extent to which a sample of schools implemented positive changes when the legislation was introduced and the extent to which they…

Arts Shoved Aside: Changing Art Practices in Primary Schools since the Introduction of National Standards

ERIC Educational Resources Information Center

Irwin, Michael Ray

2018-01-01

This article reports on the understandings and practices of primary teachers in implementing the arts curriculum since the 2010 introduction of National Standards in Numeracy and Literacy within the New Zealand Education system. The ever-mounting pressure on schools to perform to these standards has resulted in a reduction of emphasis and time…

Maintaining the balance: New Zealand secondary school nurses' perceptions of skin infections in young people--a grounded theory.

PubMed

Lambe, Catherine I; Hoare, Karen J

2016-01-01

The objective of this study was to explore the perceptions of New Zealand secondary school nurses regarding skin infections in young people aged 14-18 years. A constructivist grounded theory method was adopted. Ten non-structured interviews were conducted with secondary school nurses working in Auckland, New Zealand, between January and July 2013. Interviews were audiotaped, transcribed and analysed using all tenets of grounded theory that included writing memos, theoretical sampling and the constant comparative method. Analysis revealed the core category Maintaining the balance, which is presented as a grounded theory model. It represents the constant state of balancing the school nurse undergoes in trying to counter the risk to the student. The nurse attempts to tip the balance in favour of action, by reducing barriers to healthcare, providing youth-friendly, affordable and accessible healthcare, and following up until resolution is achieved. The nurse is aware that failing to monitor until resolution can again tip the fulcrum back to inaction, placing the young person at risk again. It is concluded that nurses are knowledgeable about the risks present in the communities they serve and are innovative in the methods they employ to ensure satisfactory outcomes for young people experiencing skin infections. School nursing is an evolving model for delivering primary healthcare to young people in New Zealand. The grounded theory model 'Maintaining the balance' describes a model of care where nursing services are delivered where young people spend time, and the nurse is immersed in the community. This model of care may be transferable to other healthcare situations. © 2015 John Wiley & Sons Ltd.

Knowledge Equivalence Discourse in New Zealand Secondary School Science

ERIC Educational Resources Information Center

Rata, Elizabeth; Taylor, Anita

2015-01-01

The theoretical inquiry undertaken in this paper examines the discourse of knowledge equivalence used to justify conflating academic and non-academic subjects in New Zealand secondary school science. The purpose is to open up a critical discussion of the discourse and its influence on curriculum and pedagogy. Using a conceptual methodology, we…

The New Zealand Playground Safety Manual: A Report on Its Development, Implementation, and Success.

ERIC Educational Resources Information Center

Jambor, Tom

"The New Zealand Playground Safety Manual" was designed for early childhood services, primary and intermediate schools, and park administrators. The manual was developed with the input of practitioners who attended seminars held throughout New Zealand and who reviewed all segments of the manual. Part 1 of the manual presents five steps…

Obesogenic Retail Food Environments Around New Zealand Schools: A National Study.

PubMed

Vandevijvere, Stefanie; Sushil, Zaynel; Exeter, Daniel J; Swinburn, Boyd

2016-09-01

This is the first nationwide spatial analysis of retail food environments around more and less socioeconomically deprived schools in New Zealand. Addresses from all food outlets were retrieved from 66 City and District Councils in 2014. All fast food, takeaway, and convenience outlets (FFTCs) were geocoded and (spatially) validated in 2015. Density and proximity of FFTCs around/from all schools were stratified by urban/rural area and quintile of school socioeconomic deprivation. About 68.5% urban and 14.0% rural schools had a convenience store within 800 m; 62.0% urban and 9.5% rural schools had a fast food or takeaway outlet within 800 m. Median road distance to the closest convenience store from urban schools was significantly higher for the least (617 m) versus the most deprived (521 m) schools (p<0.001); the opposite was found for rural schools. Median FFTC density was 2.4 (0.8-4.8) per km(2) and maximum density was 85 per km(2) within 800 m of urban schools. Median density of convenience stores around the least deprived urban schools was significantly lower than around the most deprived schools (p<0.01). Access to unhealthy foods through FFTCs within walking distance from urban schools is substantial in New Zealand, and greater for the most versus the least deprived schools. Health promoters should work with retailers to explore feasible actions to reduce children's exposure to unhealthy foods before and after school, and provisions to allow Councils to restrict new FFTCs in school neighborhoods could be included in the Local Government Act. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Hand sanitiser provision for reducing illness absences in primary school children: a cluster randomised trial.

PubMed

Priest, Patricia; McKenzie, Joanne E; Audas, Rick; Poore, Marion; Brunton, Cheryl; Reeves, Lesley

2014-08-01

The potential for transmission of infectious diseases offered by the school environment are likely to be an important contributor to the rates of infectious disease experienced by children. This study aimed to test whether the addition of hand sanitiser in primary school classrooms compared with usual hand hygiene would reduce illness absences in primary school children in New Zealand. This parallel-group cluster randomised trial took place in 68 primary schools, where schools were allocated using restricted randomisation (1:1 ratio) to the intervention or control group. All children (aged 5 to 11 y) in attendance at participating schools received an in-class hand hygiene education session. Schools in the intervention group were provided with alcohol-based hand sanitiser dispensers in classrooms for the winter school terms (27 April to 25 September 2009). Control schools received only the hand hygiene education session. The primary outcome was the number of absence episodes due to any illness among 2,443 follow-up children whose caregivers were telephoned after each absence from school. Secondary outcomes measured among follow-up children were the number of absence episodes due to specific illness (respiratory or gastrointestinal), length of illness and illness absence episodes, and number of episodes where at least one other member of the household became ill subsequently (child or adult). We also examined whether provision of sanitiser was associated with experience of a skin reaction. The number of absences for any reason and the length of the absence episode were measured in all primary school children enrolled at the schools. Children, school administrative staff, and the school liaison research assistants were not blind to group allocation. Outcome assessors of follow-up children were blind to group allocation. Of the 1,301 and 1,142 follow-up children in the hand sanitiser and control groups, respectively, the rate of absence episodes due to illness per 100

The Critical Success Factors for School and Community (Joint Use) Libraries in New Zealand

ERIC Educational Resources Information Center

Matthews, Vivienne Kaye D.; Calvert, Philip J.

2007-01-01

Joint use libraries in New Zealand are generally found in the form of School and Community Libraries, primarily in rural areas, but there is little information available about their effectiveness or success. Research was undertaken by surveying all identified joint use libraries in New Zealand and then following this with detailed Case Studies of…

The "Making of a Soldier": Masculinity and Soldierhood as Portrayed in the "New Zealand School Journal," 1907-1925

ERIC Educational Resources Information Center

Bingham, Rosemary Jean

2017-01-01

This article discusses how early curriculum resources available to all school children in New Zealand attempted to shape children's attitudes to the First World War. The study reviewed issues of the "New Zealand School Journal" between the years 1907 and 1925. It found evidence of overt and covert attempts to influence children's…

Managing Temporary School Closure Due to Environmental Hazard: Lessons from New Zealand

ERIC Educational Resources Information Center

Stuart, Kathy L.; Patterson, Lesley G.; Johnston, David M.; Peace, Robin

2013-01-01

The February 2011 Canterbury earthquake was a dramatic reminder of the need for schools to have emergency management plans in place. A number of other disaster and hazard events have historically caused New Zealand schools to close temporarily, and often within a short time frame. At such times principals must act decisively and communicate…

Innovation and effectiveness: changing the scope of school nurses in New Zealand secondary schools.

PubMed

Kool, Bridget; Thomas, David; Moore, Dennis; Anderson, Angelika; Bennetts, Phillipa; Earp, Karlynne; Dawson, Dianne; Treadwell, Nicky

2008-04-01

To describe the changing role of school nurses in eight New Zealand (NZ) secondary schools from low socio-economic areas with high Pacific Island and Māori rolls. An evaluation of a pilot addressing under-achievement in low-decile schools in Auckland, NZ (2002-05). Annual semi-structured school nurse interviews and analysis of routinely collected school health service data were undertaken. Two patterns of school nurse operation were identified: an embracing pattern, where nurses embraced the concept of providing school-based health services; and a Band-Aid pattern, where only the basics for student health care were provided by school nurses. School nurses with an embracing pattern of practice provided more effective school-based health services. School health services are better served by nurses with structured postgraduate education that fosters the development of a nurse-practitioner role. Co-ordination of school nurses either at a regional or national level is required.

School Inspection as a Method of Accountability: Lessons from New Zealand 1989-1999.

ERIC Educational Resources Information Center

Kenen, Marc

2000-01-01

During the first 10 years of reforms, New Zealand schools had two kinds of inspections: assurance (compliance) audits and effectiveness reviews to measure academic performance and contributing factors. In 1998, accountability reviews were introduced to judge whether schools were satisfying their charter (contract) objectives. The program is…

Toward a Pedagogical Framework: New Zealand Induction

ERIC Educational Resources Information Center

Main, Squirrel

2007-01-01

Educators in New Zealand (NZ) stand poised to shift from a humanistic to a pedagogical viewpoint in their induction practices. Survey results discussed in this research brief are part of the first study to combine qualitative and quantitative methods in low-socio-economic primary schools. As part of her research for the New Teachers Center in…

Multimorbidity, clinical decision making and health care delivery in New Zealand Primary care: a qualitative study.

PubMed

Stokes, Tim; Tumilty, Emma; Doolan-Noble, Fiona; Gauld, Robin

2017-04-05

Multimorbidity is a major issue for primary care. We aimed to explore primary care professionals' accounts of managing multimorbidity and its impact on clinical decision making and regional health care delivery. Qualitative interviews with 12 General Practitioners and 4 Primary Care Nurses in New Zealand's Otago region. Thematic analysis was conducted using the constant comparative method. Primary care professionals encountered challenges in providing care to patients with multimorbidity with respect to both clinical decision making and health care delivery. Clinical decision making occurred in time-limited consultations where the challenges of complexity and inadequacy of single disease guidelines were managed through the use of "satisficing" (care deemed satisfactory and sufficient for a given patient) and sequential consultations utilising relational continuity of care. The New Zealand primary care co-payment funding model was seen as a barrier to the delivery of care as it discourages sequential consultations, a problem only partially addressed through the use of the additional capitation based funding stream of Care Plus. Fragmentation of care also occurred within general practice and across the primary/secondary care interface. These findings highlight specific New Zealand barriers to the delivery of primary care to patients living with multimorbidity. There is a need to develop, implement and nationally evaluate a revised version of Care Plus that takes account of these barriers.

Supporting and Encouraging Young Adolescents in New Zealand to Be Effective Readers

ERIC Educational Resources Information Center

Fletcher, Jo

2018-01-01

Young adolescents are at a critical age in their schooling as they transition from primary schooling into secondary education. The reading development of these young adolescents in New Zealand occurs within a variety of contexts. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the…

OUTLINE OF VOCATIONAL TRAINING IN NEW ZEALAND.

ERIC Educational Resources Information Center

Australian Dept. of Labour and National Service, Perth.

NEW ZEALAND HAS A POPULATION OF 2.6 MILLION AND AN ECONOMY BASED UPON AGRICULTURAL EXPORTS. THE DEPARTMENT OF EDUCATION IS RESPONSIBLE FOR PRIMARY AND SECONDARY SCHOOLS. EDUCATION IS FREE, COMPULSORY, AND SECULAR FOR ALL TO AGE 15, AND FREE TO AGE 19. IN THE FIRST 2 YEARS OF SECONDARY EDUCATION, BEGINNING AT AGE 13, STUDY IS IN GENERAL SUBJECTS…

Restorative Practice in New Zealand Schools: Social Development through Relational Justice

ERIC Educational Resources Information Center

Drewery, Wendy

2016-01-01

This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Maori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary…

How Australian and New Zealand schools of optometry prepare students for culturally competent practice.

PubMed

Truong, Mandy; Bentley, Sharon A; Napper, Genevieve A; Guest, Daryl J; Anjou, Mitchell D

2014-11-01

This study is an investigation of how Australian and New Zealand schools of optometry prepare students for culturally competent practice. The aims are: (1) to review how optometric courses and educators teach and prepare their students to work with culturally diverse patients; and (2) to determine the demographic characteristics of current optometric students and obtain their views on cultural diversity. All Australian and New Zealand schools of optometry were invited to participate in the study. Data were collected with two surveys: a curriculum survey about the content of the optometric courses in relation to cultural competency issues and a survey for second year optometry students containing questions in relation to cultural awareness, cultural sensitivity and attitudes to cultural diversity. Four schools of optometry participated in the curriculum survey (Deakin University, Flinders University, University of Melbourne and University of New South Wales). Sixty-three students (22.3 per cent) from these four schools as well as the University of Auckland participated in the student survey. Cultural competency training was reported to be included in the curriculum of some schools, to varying degrees in terms of structure, content, teaching method and hours of teaching. Among second year optometry students across Australia and New Zealand, training in cultural diversity issues was the strongest predictor of cultural awareness and sensitivity after adjusting for school, age, gender, country of birth and language other than English. This study provides some evidence that previous cultural competency-related training is associated with better cultural awareness and sensitivity among optometric students. The variable approaches to cultural competency training reported by the schools of optometry participating in the study suggest that there may be opportunity for further development in all schools to consider best practice training in cultural competency. © 2014 The

Hand Sanitiser Provision for Reducing Illness Absences in Primary School Children: A Cluster Randomised Trial

PubMed Central

Audas, Rick; Poore, Marion; Brunton, Cheryl; Reeves, Lesley

2014-01-01

Background The potential for transmission of infectious diseases offered by the school environment are likely to be an important contributor to the rates of infectious disease experienced by children. This study aimed to test whether the addition of hand sanitiser in primary school classrooms compared with usual hand hygiene would reduce illness absences in primary school children in New Zealand. Methods and Findings This parallel-group cluster randomised trial took place in 68 primary schools, where schools were allocated using restricted randomisation (1∶1 ratio) to the intervention or control group. All children (aged 5 to 11 y) in attendance at participating schools received an in-class hand hygiene education session. Schools in the intervention group were provided with alcohol-based hand sanitiser dispensers in classrooms for the winter school terms (27 April to 25 September 2009). Control schools received only the hand hygiene education session. The primary outcome was the number of absence episodes due to any illness among 2,443 follow-up children whose caregivers were telephoned after each absence from school. Secondary outcomes measured among follow-up children were the number of absence episodes due to specific illness (respiratory or gastrointestinal), length of illness and illness absence episodes, and number of episodes where at least one other member of the household became ill subsequently (child or adult). We also examined whether provision of sanitiser was associated with experience of a skin reaction. The number of absences for any reason and the length of the absence episode were measured in all primary school children enrolled at the schools. Children, school administrative staff, and the school liaison research assistants were not blind to group allocation. Outcome assessors of follow-up children were blind to group allocation. Of the 1,301 and 1,142 follow-up children in the hand sanitiser and control groups, respectively, the rate of

Third sector primary health care in New Zealand.

PubMed

Crampton, P; Dowell, A C; Bowers, S

2000-03-24

To describe key organisational characteristics of selected third sector (non-profit and non-government) primary health care organisations. Data were collected, in 1997 and 1998, from 15 third sector primary care organisations that were members of a network of third sector primary care providers, Health Care Aotearoa (HCA). Data were collected by face-to-face interviews of managers and key informants using a semi-structured interview schedule, and from practice computer information systems. Overall the populations served were young: only 4% of patients were aged 65 years or older, and the ethnicity profile was highly atypical, with 21.8% European, 36% Maori, 22.7% Pacific Island, 12% other, and 7.5% not stated. Community services card holding rates were higher than recorded in other studies, and registered patients tended to live in highly deprived areas. HCA organisations had high patient to doctor ratios, in general over 2000:1, and there were significant differences in management structures between HCA practices and more traditional general practice. Third sector organisations provide services for populations that are disadvantaged in many respects. It is likely that New Zealand will continue to develop a diverse range of primary care organisational arrangements. Effort is now required to measure quality and effectiveness of services provided by different primary care organisations serving comparable populations.

"Tomorrow's Schools" in New Zealand: From Social Democracy to Market Managerialism

ERIC Educational Resources Information Center

Court, Marian; O'Neill, John

2011-01-01

This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, "self-managed" schools were promoted ostensibly to allow parents more say in their children's education and…

Policies and Practices of Ability Grouping in New Zealand Intermediate Schools

ERIC Educational Resources Information Center

Hornby, Garry; Witte, Chrystal; Mitchell, David

2011-01-01

There is an extensive international research literature on the impact of ability grouping (e.g. streaming or banding) on children's academic and behavioural outcomes. However, it is questionable to what extent the findings of research on this topic have influenced the practice of pupil ability grouping in New Zealand intermediate schools. Nine…

Through the Lens: Accessing Children's Voices in New Zealand on Well-Being

ERIC Educational Resources Information Center

Kellock, Anne

2011-01-01

This article illustrates the story of a primary school in South Auckland, New Zealand, considering the state of well-being of its pupils. Situated in a deprived area with many people living in poverty, parts of the community caught in inter-gang rivalry, some children consider the school environment to be a safer place to be. Elements of the early…

Assessing the Mathematical Thinking of Young Children in New Zealand: The Initial School Years

ERIC Educational Resources Information Center

Young-Loveridge, Jenny

2011-01-01

This paper provides an overview of assessment policy and practice in mathematics for early years classrooms in New Zealand between 1993 and the present day. It describes the introduction of school entry assessment for children starting school at age five. A numeracy initiative, the Numeracy Development Projects (NDP), for students in Years 1-10…

Markets in Education: The Impact of School Choice Policies in One Market Context in New Zealand

ERIC Educational Resources Information Center

Stubbs, Tim; Strathdee, Rob

2012-01-01

The publication of "Trading in Futures" and "When Schools Compete" helped give empirical support to the view that choice policies increased differences between schools. However, dispute about this research and changes in policy mean that our understanding of the impact of school choice policies in New Zealand remains partial.…

Comparative Study of Children's Current Health Conditions and Health Education in New Zealand and Japan

ERIC Educational Resources Information Center

Watanabe, Kanae; Dickinson, Annette

2015-01-01

In New Zealand (NZ) and Japan, despite comprehensive national health and physical education (HPE) curriculums in schools, there continues to be significant health issues for children. A qualitative interpretative descriptive research method was used to compare how primary school teachers taught HPE in both countries. In NZ, there is some freedom…

Examining the interaction between food outlets and outdoor food advertisements with primary school food environments.

PubMed

Walton, Mat; Pearce, Jamie; Day, Peter

2009-09-01

Schools are commonly seen as a site of intervention to improve children's nutrition, and prevent excess weight gain. Schools may have limited influence over children's diets; however, with home and community environments also exerting an influence within schools. This study considered the environment of food outlets and outdoor food advertisements surrounding four case study primary schools in New Zealand, and the impact of that external environment on within-school food environments. The shortest travel route between school and home addresses, and the number of food outlets and advertisements passed on that route, was calculated for each student. Interviews with school management were conducted. The schools with a higher percentage of students passing food outlets and advertisements considered that their presence impacted on efforts within schools to improve the food environment. Limiting students' exposure to food outlets and outdoor food adverts through travel route planning, reducing advertising, or limiting the location of food outlets surrounding schools could be explored as intervention options to support schools in promoting nutrition.

Employment and Adjustment of School-Leavers with Mild Retardation in New Zealand.

ERIC Educational Resources Information Center

Wilton, Keri; And Others

1988-01-01

Three studies analyzing the employment status and opportunities of mildly retarded school leavers in West Auckland, New Zealand, indicated that a substantial proportion of subjects were not obtaining/retaining employment, and the situation was attributed to unavailability of jobs rather than lack of awareness of employment opportunities or…

Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

ERIC Educational Resources Information Center

Sexton, Steven S.

2018-01-01

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…

Implementing Education Reforms in New Zealand, 1987-97: A Case Study. The Education Reform and Management Series, Vol. 1, No. 1.

ERIC Educational Resources Information Center

Perris, Lyall

In 1987 New Zealand faced multiple economic problems and high unemployment. A flexible and responsive education system was needed to produce the skills, attitudes, and learning required for New Zealand's future. The primary objective was decentralizing authority to school level. This book emphasizes the process of successful reform, rather than…

Upper Secondary School Physical Science Curricula in New Zealand after the National Qualifications Framework Reforms

ERIC Educational Resources Information Center

Vlaardingerbroek, Barend; Taylor, T. G. Neil

2007-01-01

The recent structural reforms in New Zealand education have given schools and teachers unprecedented freedom in curricular design and delivery. Using official educational award statistics for 2004 and data arising from a study of 23 schools' upper secondary science curricula in the same year, this study represents an early monitoring of the impact…

Building Capacity in a Self-Managing Schooling System: The New Zealand Experience

ERIC Educational Resources Information Center

Robinson, Viviane M. J.; McNaughton, Stuart; Timperley, Helen

2011-01-01

Purpose: The purpose of this paper is to evaluate two recent examples of the New Zealand Ministry of Education's approach to reducing the persistent disparities in achievement between students of different social and ethnic groups. The first example is cluster-based school improvement, and the second is the development of national standards for…

Teachers' Perceptions of Physical Aggression among Secondary School Students: A New Zealand View

ERIC Educational Resources Information Center

Marsh, Louise; Williams, Sheila; McGee, Rob

2009-01-01

Previous research has found differences between adults' and students' perceptions of adolescents' aggressive behaviour. This study examines teachers' perceptions of physical aggression among New Zealand secondary school students. A survey assessed teachers' perceptions of problematic behaviour, and physical aggression by students towards teachers.…

Educational Psychology in New Zealand: Results of the 2006 International School Psychology Survey

ERIC Educational Resources Information Center

Jimerson, Shane R.; Annan, Jean; Skokut, Mary; Renshaw, Tyler L.

2009-01-01

The International School Psychology Survey (ISPS) was used to gather information about New Zealand educational psychologists' characteristics, training, roles, activities, preferences, research interests and the challenges they experienced in their work. The results of this survey were considered in relation to the social and cultural context of…

Managing Internal Marketing in a New Zealand Language School: Some Important Lessons for All Educational Leaders

ERIC Educational Resources Information Center

Stachowski, Christopher Allen

2008-01-01

In New Zealand, private language schools, although controversial, are popular for international travellers who want to study and travel simultaneously. These alternative schools are run in a business-like fashion and their educational administrators have embraced the use of marketing as part of their everyday educational management practice. Even…

Enhancing the Middle in a New Zealand Secondary School: Integration, Experiential Learning, and Computer Use

ERIC Educational Resources Information Center

Nolan, C. J. Patrick; McKinnon, David H.

2003-01-01

New Zealand school education through the middle years appears to be in crisis. Sutton (2000) reports that students in the age range from 13-15 years (Years 9 and 10 of schooling) experience the crisis most poignantly. Their teachers increasingly say children in this age range are difficult to motivate, that they present them with their greatest…

"An integral part of the children's education": placing sun protection in Auckland primary schools.

PubMed

Collins, Damian C A; Kearns, Robin A; Mitchell, Hannah

2006-12-01

Links between ozone depletion, sun exposure and the incidence of melanoma in later life have focussed public health attention on risk management, including attempts to curtail children's exposure to sunlight. Schools are potentially valuable sites in sun protection efforts, as they may combine behavioural messages with protective environments. In this paper, we outline the sun-related attitudes and policies of a random sample of 20 Auckland primary schools, and situate them within the framework of the new public health. We observe that while the state requires schools to provide students with a safe environment, there is no explicit guidance on what this means in terms of sun protection. Accordingly, schools' responses vary according to the perceptions and priorities of individual principals. We conclude that while school spaces are being transformed through the public health focus on the risks of UV exposure, the neoliberal educational landscape in New Zealand appears ambiguous in its support for health promotion.

Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealand.

PubMed

Fleming, Theresa M; Merry, Sally N; Robinson, Elizabeth M; Denny, Simon J; Watson, Peter D

2007-03-01

To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

Brief Report: Text Bullying and Traditional Bullying among New Zealand Secondary School Students

ERIC Educational Resources Information Center

Marsh, Louise; McGee, Rob; Nada-Raja, Shyamala; Williams, Sheila

2010-01-01

This descriptive study examined text and traditional bullying in New Zealand (NZ), and the relationship between text bullying and traditional bullying, and feeling unsafe at school. A self-report online survey assessed the frequency of bullying among 1169 15 year old secondary students, for five categories of bullying: text messages, rumors,…

Children's Knowledge of Fire Safety. Stage 2. The Final Report for the New Zealand Fire Service.

ERIC Educational Resources Information Center

Dunn, Karyn; Renwick, Margery

In 1991 the New Zealand Fire Service planned a primary school fire-safety education program for children from new entrants to form 2. The program introduces a new module to the children each year of their primary education. This study was undertaken in an attempt to measure the effectiveness of the program. A sample of 1,089 children completed…

New Zealand Teachers' Understanding of Childhood Mild Traumatic Brain Injury: Investigating and Enhancing Teacher Knowledge and Practice

ERIC Educational Resources Information Center

Case, Rosalind Jane Leamy; Starkey, Nicola J.; Jones, Kelly; Barker-Collo, Suzanne; Feigin, Valery

2017-01-01

This two-phase study investigated New Zealand primary school teachers' knowledge and perceptions of childhood mild Traumatic Brain Injury (mTBI), and evaluated the effectiveness of a professional development workshop for enhancing teacher knowledge regarding mTBI. In phase one, 19 teachers from schools in the Waikato and Bay of Plenty engaged in…

Meeting the Needs of English Language Learners in Aotearoa New Zealand Schools

ERIC Educational Resources Information Center

Kitchen, Margaret; Gray, Susan

2013-01-01

This case study of New Zealand teachers' thinking and learning focuses on the relationship between theory and practice for teachers who become agents of change in their contexts, improving teaching and learning for students from diverse linguistic and cultural backgrounds. We rewrote an assignment for the primary and secondary teachers who taught…

Technology for School-Based Assessment and Assessment for Learning: Development Principles from New Zealand

ERIC Educational Resources Information Center

Hattie, John A. C.; Brown, Gavin T. L.

2008-01-01

National assessment systems can be enhanced with effective school-based assessment (SBA) that allows teachers to focus on improvement decisions. Modern computer-assisted technology systems are often used to deploy SBA systems. Since 2000, New Zealand has researched, developed, and deployed a national, computer-assisted SBA system. Eight major…

Complementary Evaluation: The Development of a Conceptual Framework to Integrate External and Internal Evaluation in the New Zealand School Context

ERIC Educational Resources Information Center

Mutch, Carol

2012-01-01

One of the themes of current school evaluation research and debate is the extent to which it is possible to integrate internal and external evaluation and accountability and improvement. In this article, the author outlines how New Zealand has attempted to reconcile these differing perspectives and aims. New Zealand has a national system of school…

Culturally Responsive Instructional Leadership: A Conceptual Exploration with Principals of Three New Zealand Mainstream Schools

ERIC Educational Resources Information Center

Mugisha, Vincent M.

2013-01-01

Principals of many New Zealand (NZ) mainstream schools navigate a complex intercultural educational policy environment to address the academic challenges of Maori and Pasifika students. This inquiry sought to explore the concept of "culturally responsive instructional leadership" by studying the knowledge, actions, motives, perceptions,…

Personal Financial Literacy among High School Students in New Zealand, Japan and the USA

ERIC Educational Resources Information Center

Cameron, Michael P.; Calderwood, Richard; Cox, Ashleigh; Lim, Steven; Yamaoka, Michio

2013-01-01

Personal financial literacy is becoming increasingly important in the modern world, especially for young people. In this article, the authors compare the financial literacy of high school students in Hamilton, New Zealand, with samples from Japan and the USA. The authors compare not only overall financial literacy, but also literacy across five…

Student Leadership Development in Australian and New Zealand Secondary Girls' Schools: A Staff Perspective

ERIC Educational Resources Information Center

Archard, Nicole

2012-01-01

This paper reports on a qualitative study regarding the phenomenon of student leadership development as reported by staff members in girls' schools located in Australia and New Zealand. Electronic survey was used as the method of data collection, facilitating both closed and open-ended responses. Using staff responses, the understanding and type…

Making the Difference for Minority Children: The Development of an Holistic Language Policy at Richmond Road School, Auckland, New Zealand.

ERIC Educational Resources Information Center

May, Stephan A.

1991-01-01

Discusses the development of a holistic language policy, which recognized and included minority languages within the curriculum, at the Richmond Road school in New Zealand. The policy illustrates how the formulation and implementation of school-based curriculum development can be effectively achieved by the school. (25 references) (JL)

Response to "Reply to O'Neill: The Privatisation of Public Schooling in New Zealand"

ERIC Educational Resources Information Center

O'Neill, John

2011-01-01

This article presents the author's response to Strathdee's "Reply to O'Neill: The privatisation of public schooling in New Zealand." Strathdee has alerted the editors to a basic arithmetic error in the author's paper (O'Neill 2011, 24). He also makes substantive criticisms. Strathdee's criticisms focus on the two cases that are used to…

Strength of primary care service delivery: a comparative study of European countries, Australia, New Zealand, and Canada.

PubMed

Pavlič, Danica R; Sever, Maja; Klemenc-Ketiš, Zalika; Švab, Igor; Vainieri, Milena; Seghieri, Chiara; Maksuti, Alem

2018-05-01

AimWe sought to examine strength of primary care service delivery as measured by selected process indicators by general practitioners from 31 European countries plus Australia, Canada, and New Zealand. We explored the relation between strength of service delivery and healthcare expenditures. The strength of a country's primary care is determined by the degree of development of a combination of core primary care dimensions in the context of its healthcare system. This study analyses the strength of service delivery in primary care as measured through process indicators in 31 European countries plus Australia, New Zealand, and Canada. A comparative cross-sectional study design was applied using the QUALICOPC GP database. Data on the strength of primary healthcare were collected using a standardized GP questionnaire, which included 60 questions divided into 10 dimensions related to process, structure, and outcomes. A total of 6734 general practitioners participated. Data on healthcare expenditure were obtained from World Bank statistics. We conducted a correlation analysis to analyse the relationship between strength and healthcare expenditures.FindingsOur findings show that the strength of service delivery parameters is less than optimal in some countries, and there are substantial variations among countries. Continuity and comprehensiveness of care are significantly positively related to national healthcare expenditures; however, coordination of care is not.

Coeducational or Single-Sex Schools? A Review of the Literature. New Zealand Council for Educational Research, Set 76, Number 1 Item 9.

ERIC Educational Resources Information Center

Irving, James

This article is part of an informational kit for teachers published by the New Zealand Council for Educational Research. The focus of this article is on the advantages and disadvantages of co-educational and single-sex secondary schools as discussed in research efforts from England and New Zealand. (JLL)

Secondary School Technology Education in New Zealand: Does It Do What It Says on the Box?

ERIC Educational Resources Information Center

Reinsfield, Elizabeth

2014-01-01

Technology education, as mandated in the "New Zealand Curriculum" (Ministry of Education, 2007) provides an opportunity for schools and teachers to offer contextually relevant and innovative curriculum responses. Recent governmental initiatives appear to offer additional transitional pathways for "at risk" students but signpost…

Who's in, Who's out of New Zealand Public Schools? How Decisions Are Shaped

ERIC Educational Resources Information Center

Wills, Rod; McLean, Margaret A.

2008-01-01

Mechanisms of selection and control are utilized in both farming and special education. In a nation where sheep outnumber the population at a ratio of 10 to 1, the processes of drafting and selection have been refined over 150 years of New Zealand focusing on its agricultural primary production. Practices of sheep farming offer an interesting…

The indigenous and the imported: The New Zealand school system

NASA Astrophysics Data System (ADS)

Snook, Ivan

1990-06-01

New Zealand (Aotearoa) was colonized from Britain and the colonizers imposed on the indigenous Maori people a foreign view of education. From then on tradition has vied with local adaptations to produce a school system with substantial traces of the `Old Country' but with many local features. The curriculum for boys continued to dominate, with that for girls struggling to make itself felt. There has been constant debate about `basics' and `frills' though these terms have not been clearly defined. More recently there has been more serious consideration of the curriculum but this has been overtaken by a `market forces' view of schooling. A new administration system comes into operation on 1st October 1989. The future is unclear but it is reasonable to hope that there will continue a dialectic which may one day produce a genuine synthesis suited to the multicultural nature of Aotearoa.

Primary Teachers, Policy, and Physical Education

ERIC Educational Resources Information Center

Petrie, Kirsten; lisahunter,

2011-01-01

This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of…

Back to the Future: Reoccurring Issues and Discourses in Health Education in New Zealand Schools

ERIC Educational Resources Information Center

Sinkinson, Margaret

2011-01-01

A key function of health education in New Zealand schools has always been to educate individuals to be responsible and accountable for their own health status. Educational, economic and political stances on what best constitutes effective health education, however, shift over time. The outcome of these shifts is that a multiplicity of disciplines…

Organizational Learning in Primary Schools

ERIC Educational Resources Information Center

Tas, Ali

2005-01-01

The purpose of this study is to make suggestions for primary schools to become organizational learning environments, by searching the relationship between the characteristics and behaviors of school administrators and the formation of an organizational learning environment in primary schools. The author used a survey model in this research and…

Will No Child Be Left Behind? The Politics and History of National Standards and Testing in New Zealand Primary Schools

ERIC Educational Resources Information Center

Lee, Howard; Lee, Gregory

2009-01-01

The recently elected National Government has proceeded, under urgency, to pass the Education (National Standards) Amendment Bill, legislation that seeks to provide specific information for both schools and parents about how well every primary and intermediate school student (Years 1 to 8) is progressing in literacy and numeracy compared with other…

Developing Primary Science Teacher Expertise: Thinking about the System

ERIC Educational Resources Information Center

Bull, Ally

2016-01-01

This report comes from an exploratory project looking at professional learning and development for primary science teachers. In recent years there has been increased interest in science in New Zealand for social and economic reasons. However, there has been concern that the primary school system is not preparing students as well as it could in…

An application of the TROFLEI in secondary-school science classes in New Zealand

NASA Astrophysics Data System (ADS)

Bhan Koul, Rekha; Fisher, D. L.; Shaw, Toni

2011-07-01

Background and purpose: The present study reports on the findings of a study conducted in New Zealand using the actual and preferred forms of a classroom environment instrument, the Technology-Rich Outcomes-focussed Learning Environment Inventory (TROFLEI) and three affective outcome scales. Main aims of this study were to validate the instrument for use in New Zealand; to investigate differences between students' perceptions of (a) actual and preferred learning environments, (b) year levels and (c) gender; and to investigate associations between science classroom learning environment, attitude and self-efficacy. Sample TROFLEI was administered to 1027 high-school students from 30 classes. Design and method The 80-item TROFLEI assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage and young adult ethos. The three affective outcome scales used in the study are attitude to subject, attitude to computers and academic efficacy. Results The validity and reliability of the TROFLEI and three affective outcome scales for use in New Zealand were established. Differences in actual and preferred scores confirmed that students participating in the study sought better learning environments. Female students generally perceived their technology-related learning environment more positively. Year-13 students had consistently higher means for most (8 out of 13) of the learning environment dimensions. Statistically significant associations were found between the scales of TROLFLEI and three affective outcome scales. Conclusions The results of this study assist us in understanding the psychosocial learning environments in New Zealand in a technology-supported classroom and to determine its effectiveness in terms of selected learner outcomes.

Primary school teacher as a primary health care worker.

PubMed

Nayar, S; Singh, D; Rao, N P; Choudhury, D R

1990-01-01

School children (1608) were examined for three items (nails, scalp hairs and teeth) relating to personal hygiene and relevant infective conditions from two sets of villages i.e. one set where primary school teacher was working as primary health care worker (Group I) and the other set where Community Health Volunteer (CHV) was delivering primary health care (Group II). The objective was to evaluate the efficiency of school teachers' role vis-a-vis CHVs' in imparting health education to school children. Out of 1608 school children, 801 belonged to Group I villages and the remaining 807 to Group II villages. From the results, it was evident that children of Group I villages were better with respect to all the items related to personal hygiene and infective conditions excepting scalp infections, where difference was not statistically significant, indicating teachers' superiority over the CHVs' in imparting health education to school children.

What secondary school career advisors in New Zealand Know about pharmacy and how that knowledge affects student career choices.

PubMed

Aspden, Trudi; Cooper, Rachel; Liu, Yue; Marowa, Munyaradzi; Rubio, Christine; Waterhouse, Elisabeth-Jane; Sheridan, Janie

2015-02-17

To explore what career advisors at secondary schools (high schools) in New Zealand know about the pharmacy profession, how they obtain that knowledge, and what their potential influence is on students' decisions to study pharmacy. This study employed a cross sectional questionnaire design. A postal questionnaire was sent to 250 randomly selected secondary schools in New Zealand. The response rate was 112/248 (45%). Responding career advisors were familiar with many of the roles of pharmacists (mean knowledge score 11.5 out of 16). Over 90% of career advisors were familiar with the roles of pharmacists in the community setting; however, many had a poorer understanding of other pharmacist roles. One suggestion for improving the promotion of pharmacy within secondary schools was a greater involvement of pharmacists and pharmacy students in the promotion of pharmacy as a profession. Career advisors need a broader understanding of the potential roles of pharmacists. Increasing contact from practicing pharmacists and undergraduate pharmacy students are potential ways of increasing student interest in pharmacy.

From Singular to Over-Crowded Region: Curriculum Change in Senior Secondary School Music in New Zealand

ERIC Educational Resources Information Center

McPhail, Graham

2012-01-01

This paper discusses recent developments in the senior music curriculum in New Zealand. I suggest that school music is in transition from its clearly defined origins to its "regionalisation" by new content and knowledge. The concepts of knowledge differentiation and verticality are considered in relation to the subject's now diverse…

Technological Constraints and Implementation Barriers of Using Videoconferencing for Virtual Teaching in New Zealand Secondary Schools

ERIC Educational Resources Information Center

Lai, Kwok-Wing; Pratt, Keryn

2009-01-01

Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. This paper reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. It was found that videoconferencing technology had a significant impact on pedagogy…

Injury risk behaviours among young Asian New Zealanders: a national survey of secondary school students.

PubMed

Rasanathan, Kumanan; Ameratunga, Shanthi; Tin Tin, Sandar; Robinson, Elizabeth; Chen, Janet; Young, Wilson; Watson, Peter D

2008-02-01

To investigate injury risk behaviours among young Asian New Zealanders. Secondary analysis of data from Youth2000, a nationwide cross-sectional youth health survey conducted in 2001 in a random sample of New Zealand (NZ) secondary schools using a multimedia, computer-assisted, self-administered interview. Of the 9,567 survey participants (aged 12 to 18 years), this study was restricted to students who identified with an 'Asian' ethnic category (n=922). Many young Asian New Zealanders report engaging in injury risk behaviours, including: not using helmets when cycling; dangerous drink and drug driving; and being intentionally physically harmed by others. NZ-born Asian students are more likely than overseas-born Asian students to report most of these risky behaviours. Chinese and Indian students are less likely to engage in most of these behaviours than their NZ European peers. While young Asian New Zealanders are a relatively healthy population, many engage in well-recognised injury risk behaviours. The lower levels of these risky behaviours in Indian and Chinese students compared with NZ European students, and the positive dose-response effect seen in relation to duration of residence in NZ, are likely to be due to the effect of acculturation. Injury prevention strategies for young people in NZ need to specifically consider the diversity, context and specific risk profiles of young Asian New Zealanders. Health promotion efforts for this group should target the use of safety equipment and risky driving behaviours and consider traditional cultural practices that may be protective.

Relationship between decile score of secondary school, the size of town of origin and career intentions of New Zealand medical students.

PubMed

Mitchell, Clinton J; Shulruf, Boaz; Poole, Phillippa J

2010-09-01

New Zealand is facing a general practice workforce crisis, especially in rural communities. Medical school entrants from low decile schools or rural locations may be more likely to choose rural general practice as their career path. To determine whether a relationship exists between secondary school decile rating, the size of the town of origin of medical students and their subsequent medical career intentions. University of Auckland medical students from 2006 to 2008 completed an entry questionnaire on a range of variables thought important in workforce determination. Analyses were performed on data from the 346 students who had attended a high school in New Zealand. There was a close relationship between size of town of origin and decile of secondary school. Most students expressed interests in a wide range of careers, with students from outside major cities making slightly fewer choices on average. There is no strong signal from these data that career specialty choices will be determined by decile of secondary school or size of town of origin. An increase in the proportion of rural students in medical programmes may increase the number of students from lower decile schools, without adding another affirmative action pathway.

Follow-Up Study of Ex-Students of a Residential School for Children with Emotional and Behavioural Difficulties in New Zealand

ERIC Educational Resources Information Center

Hornby, Garry; Witte, Chrystal

2008-01-01

A follow-up study was conducted on ex-students of a residential special school for children with emotional and behavioural difficulties in New Zealand. Previous research on post-school outcomes for students with emotional and behavioural difficulties has found low levels on quality of life indicators such as education, employment and community…

Professional Identity, Adaptation and the Self: Cases of New Zealand School Principals during a Time of Change

ERIC Educational Resources Information Center

Notman, Ross

2017-01-01

There is developing interest in how professional identity can support educational leaders' management of change. This article explores the conceptualisation and interplay of identity formation with adaptive and contingent forms of educational leadership. The article draws on qualitative data obtained from two New Zealand school principals and…

Sociocultural Perspectives on Transition to School from Pacific Islands Early Childhood Centres.

ERIC Educational Resources Information Center

Podmore, Valerie N.; Sauvao, Le'Autuli'ilagi M.; Mapa, Lia

2003-01-01

Summarizes research investigating children's transition to primary school from Pacific early childhood centers in New Zealand. Key issues emerging from the review include continuity of Pacific Islands languages and culture between home, early childhood center, and school; home-school partnership; teachers' and parents' expectations regarding…

Developing a response to family violence in primary health care: the New Zealand experience.

PubMed

Gear, Claire; Koziol-McLain, Jane; Wilson, Denise; Clark, Faye

2016-08-20

Despite primary health care being recognised as an ideal setting to effectively respond to those experiencing family violence, responses are not widely integrated as part of routine health care. A lack of evidence testing models and approaches for health sector integration, alongside challenges of transferability and sustainability, means the best approach in responding to family violence is still unknown. The Primary Health Care Family Violence Responsiveness Evaluation Tool was developed as a guide to implement a formal systems-led response to family violence within New Zealand primary health care settings. Given the difficulties integrating effective, sustainable responses to family violence, we share the experience of primary health care sites that embarked on developing a response to family violence, presenting the enablers, barriers and resources required to maintain, progress and sustain family violence response development. In this qualitative descriptive study data were collected from two sources. Firstly semi-structured focus group interviews were conducted during 24-month follow-up evaluation visits of primary health care sites to capture the enablers, barriers and resources required to maintain, progress and sustain a response to family violence. Secondly the outcomes of a group activity to identify response development barriers and implementation strategies were recorded during a network meeting of primary health care professionals interested in family violence prevention and intervention; findings were triangulated across the two data sources. Four sites, representing three PHOs and four general practices participated in the focus group interviews; 35 delegates from across New Zealand attended the network meeting representing a wider perspective on family violence response development within primary health care. Enablers and barriers to developing a family violence response were identified across four themes: 'Getting started', 'Building effective

Insider Views of the Emotional Climate of the Classroom: What New Zealand Children Tell Us about Their Teachers' Feelings

ERIC Educational Resources Information Center

Andersen, Rachel J.; Evans, Ian M.; Harvey, Shane T.

2012-01-01

To explore children's perceptions of their teachers' feelings in everyday classroom contexts, the authors conducted focus groups with New Zealand primary (elementary) school children to discuss what they observed about positive classroom teachers' interactional style and emotional behavior. Seventy-nine students between age 8 and 12 years, from…

Rheumatic heart disease in indigenous populations--New Zealand experience.

PubMed

Wilson, Nigel

2010-01-01

Rheumatic fever continues unabated among the indigenous Māori and Pacific Island New Zealanders. Ethnic disparities have increased in the past decade. The major success story for disease control has been secondary penicillin prophylaxis with 28-day intramuscular benzathine penicillin with high penicillin delivery rates and low recurrence rates. A landmark study for primary prevention of acute rheumatic fever for group A streptococcal pharyngitis was published in 2009. New Zealand has helped establish the role of echocardiography in acute rheumatic fever, with subclinical carditis incorporated into guidelines as a major criterion of rheumatic fever in high prevalence regions. The rates of mitral valve repair for rheumatic heart disease (RHD) are currently greater than 90% in the children's cardiac unit but remain low in adult cardiac units in New Zealand. This is particularly relevant to women of child bearing age where New Zealand data has shown that pregnancy outcomes for mothers with prosthetic valves on warfarin are poor. There are new initiatives to prevent severe RHD using portable echocardiography by screening school aged children. The prevalence of definite RHD was 2.4% in a large cohort of socially disadvantaged children in South Auckland studied in 2007-2008. Cost benefit models of screening need to be developed. Ongoing research involves international consensus standardisation of RHD patterns, and the need to define the natural history of subclinical RHD. Copyright 2010 Australasian Society of Cardiac and Thoracic Surgeons and the Cardiac Society of Australia and New Zealand. Published by Elsevier B.V. All rights reserved.

Effectiveness Modelling and Economic Evaluation of Primary HPV Screening for Cervical Cancer Prevention in New Zealand

PubMed Central

Lew, Jie-Bin; Simms, Kate; Smith, Megan; Lewis, Hazel; Neal, Harold; Canfell, Karen

2016-01-01

Background New Zealand (NZ) is considering transitioning from 3-yearly cervical cytology screening in women 20–69 years (current practice) to primary HPV screening. We evaluated HPV-based screening in both HPV-unvaccinated women and cohorts offered HPV vaccination in New Zealand (vaccination coverage ~50%). Methods A complex model of HPV transmission, vaccination, cervical screening, and invasive cervical cancer was extensively validated against national population-based datasets. Sixteen potential strategies for HPV screening were considered. Results Most primary HPV strategies were more effective than current practice, for both unvaccinated women and cohorts offered vaccination. The optimal strategy for both groups was 5-yearly HPV screening in women aged 25–69 years with partial genotyping for HPV 16/18 and referral to colposcopy, and cytological triage of other oncogenic types. This is predicted to reduce cervical cancer incidence and mortality by a further 12–16% and to save 4–13% annually in program costs (excluding overheads). The findings are sensitive to assumptions about future adherence to initiating screening at 25 years. Conclusion Primary HPV screening with partial genotyping would be more effective and less costly than the current cytology-based screening program, in both unvaccinated women and cohorts offered vaccination. These findings have been considered in a review of cervical screening in NZ. PMID:27187495

Is the food environment surrounding schools associated with the diet quality of adolescents in Otago, New Zealand?

PubMed

Clark, Emma M; Quigg, Robin; Wong, Jyh Eiin; Richards, Rose; Black, Katherine E; Skidmore, Paula M L

2014-11-01

Using a sample of adolescents from schools in Otago, New Zealand, associations between food outlets around schools and dietary quality were investigated. Food outlet environment data were derived using GIS data. Multivariate regression analysis results showed that outlet density, in an 800m buffer around schools, of cafes and restaurants, supermarkets and takeaways was associated with higher Diet Quality Index scores in boys, and distance to nearest outlet for convenience stores, cafes and restaurants and supermarkets with lower scores for girls. Effect sizes were small, suggesting that the food environment around schools plays a minor role in adolescent diet quality. Copyright © 2014 Elsevier Ltd. All rights reserved.

The CoRe of the Matter: Developing Primary Teachers' Professional Knowledge in Science

ERIC Educational Resources Information Center

Hume, Anne

2016-01-01

In an educational landscape of primary teachers' underdeveloped professional knowledge and low feelings of self-efficacy around science teaching, the prospects for science losing status in the primary school curriculum seems grim. This paper reports positive findings from a New Zealand research project designed to support and enhance primary…

Empowerment through Risk: Unpacking an Approach to Working in Dance with Pre-Service Primary Teachers in New Zealand

ERIC Educational Resources Information Center

Cheesman, Sue

2016-01-01

This article, through interrogating, exploring, and probing my pedagogical practice, aims to probe the issues and complexities involved in teaching dance education with university students studying to be primary classroom teachers in New Zealand. Drawing on two decades of experience, working with students in initial teacher education programs,…

Challenges around Capability Improvements in a System of Self-Managed Schools in New Zealand. Case Study

ERIC Educational Resources Information Center

Wylie, Cathy

2012-01-01

New Zealand (NZ), a small country of 4.3 million people, has a single national education system. Local authorities have no role in education in NZ, nor are there any school districts. There are four national government education agencies: (1) The Ministry of Education (MOE), established under the Education Act of 1989, is responsible for education…

Primary School Teachers' Perceptions of Adequacy and Quality of Physical Facilities in Public Primary Schools under Free Primary Education

ERIC Educational Resources Information Center

Muthima, Ndirangu Wahome; Udoto, Maurice O.; Anditi, Zephania O.

2016-01-01

The Free Primary Education (FPE) programme was commissioned in Kenya in January 2003 to provide basic education to all children of school going age and to ease the burden of cost sharing from the parents. However, even though the public primary school class teachers were to shoulder the greatest responsibility in the implementation of this…

Effectiveness of a multicomponent intervention to enhance implementation of a healthy canteen policy in Australian primary schools: a randomised controlled trial.

PubMed

Nathan, Nicole; Yoong, Sze Lin; Sutherland, Rachel; Reilly, Kathryn; Delaney, Tessa; Janssen, Lisa; Robertson, Katie; Reynolds, Renee; Chai, Li Kheng; Lecathelinais, Christophe; Wiggers, John; Wolfenden, Luke

2016-10-07

The implementation of school nutrition policies, which govern the provision of food in schools, is recommended as a public health strategy to support the development of healthy dietary behaviours in school-aged children. Despite this, research internationally and in Australia indicates that few schools implement such policies. This study aims to examine whether a theoretically designed, multi-strategy intervention was effective in increasing the implementation of a healthy canteen policy in Australian primary schools. A parallel group randomised controlled trial was conducted with all government and Catholic primary schools within one region in New South Wales, Australia who had an operational canteen that provided food to primary school aged children (5-12 years) and were not currently receiving an intervention to change their canteen practices. Schools randomised to the intervention arm received a 9-month multicomponent intervention including ongoing support, provision of resources, performance monitoring and feedback, executive support and recognition. The primary outcomes were the proportion of the schools with a canteen menu that: i) did not include 'red' or 'banned' items according to the healthy canteen policy; and ii) had more than 50 % 'green' items. The primary outcome was assessed via menu audit at baseline and follow up by dietitians blinded to group allocation. Fifty-three eligible schools were randomised to either the intervention or control group (28 intervention; 25 control). Analyses with 51 schools who returned school menus found that intervention schools were significantly more likely relative to control schools to have a menu without 'red' or 'banned' items (RR = 5.78 (1.45-23.05); p = 0.002) and have at least 50 % of menu items classified as green (RR = 2.03 (1.01-4.08); p = 0.03). This study found that a multi-component intervention was effective in improving primary schools' compliance with a healthy canteen policy. Given

Primary School Leadership Today and Tomorrow

ERIC Educational Resources Information Center

Southworth, Geoff

2008-01-01

The article provides a retrospective and prospective view of primary school leadership. It begins with an analytic description of primary school leadership in the recent past. The second part looks at school leadership today, identifies contemporary issues and examines role continuities and changes. The third part looks at what the future might…

Management Philosophies of Primary School Principals

ERIC Educational Resources Information Center

Tas, Said

2011-01-01

The study aimed to determine the management philosophies of primary school principals. Stratification method of sampling was used in the study. The study sample consisted of 33 school principals and 132 teachers serving at primary education schools in Isparta in the academic year 2008-2009. The "Manager Philosophy Scale" developed by Tanriogen and…

The weight and use of schoolbags in New Zealand secondary schools.

PubMed

Whittfield, J K; Legg, S J; Hedderley, D I

2001-07-15

The weight and use of schoolbags amongst 140 students (70 third form students comprising 35 females and 35 males, and 70 sixth form students comprising 35 females and 35 males) from five New Zealand secondary schools was investigated. Third form students, who were smaller in stature and weight than sixth form students, were found to carry 13.2% of their body weight in schoolbags, while sixth form students carried 10.3% of their body weight. Third form students reported carrying their schoolbags for a longer period of time than sixth form students. Third form students also had less access to lockers to store their schoolbooks and supplies as only one of the five schools investigated provided lockers for third form students, whereas four of the five schools provided lockers for sixth form students. Most students used backpacks to transport their supplies, and these were predominantly carried on two shoulders. Heavy schoolbags, long carriage durations and lack of access to lockers amongst third formers, could contribute to the production or maintenance of musculoskeletal symptoms. This study suggests that third form students may be at a higher risk of developing musculoskeletal symptoms than sixth form students.

The New Zealand Model for Prevention of Cyberviolence.

ERIC Educational Resources Information Center

Butterfield, Liz

2003-01-01

Describes the national initiative of the New Zealand Internet Safety Group to prevent cyberviolence through education. The effort includes distribution of an Internet Safety Kit to each school in the country, research on Internet use in New Zealand, and a national symposium on the social impact of the Internet. (SLD)

Curriculum Liquefaction (Shifting Sands) in Senior School Physical Education in New Zealand: Critical Pedagogical Approaches and Dilemmas

ERIC Educational Resources Information Center

Bowes, Margot; Bruce, Judy

2011-01-01

This article explores the ongoing evolution of a critical approach to teaching physical education in senior school physical education (SSPE) within a New Zealand context. The nature and development of SSPE is briefly discussed in order to contextualise a shift toward a critical pedagogy in light of recent curriculum changes that focus on…

Effectiveness of School-Based Bullying Intervention Programs in Primary School

ERIC Educational Resources Information Center

Dogini, Eric U.

2012-01-01

Bullying behavior has reached pandemic proportions and is a growing concern in primary school. Most intervention programs in primary school are focused on bullying prevention or principally on the behavior of the bully. The purpose of this study was to explore whether a school-based bullying intervention program is an effective method for reducing…

The Rewards of Professional Change: Two Primary School Teachers' Experiences of Transforming Outdoor Education

ERIC Educational Resources Information Center

Cosgriff, Marg

2017-01-01

Embarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers' and school leaders' accounts of…

Factors Contributing to the Current Academic Performance of Both Private Primary Schools and Public Primary Schools: A Case of Kitale Municipality, Kenya

ERIC Educational Resources Information Center

Catherine, Ochenje

2015-01-01

There have been current controversial discussions concerning the performance of private primary schools versus public primary schools in the Kenya Certificate of Primary Examination (K.C.P.E.). Lately, the private primary schools appear to be performing better than public primary schools. For example; in the 2003 K.C.P.E. results, more than 31% of…

Integrating On-Line Technology into Teaching Activities to Enhance Student and Teacher Learning in a New Zealand Primary School

ERIC Educational Resources Information Center

Baskerville, Delia

2012-01-01

Continuing emphasis given to computer technology resourcing in schools presents potential for web-based initiatives which focus on quality arts teaching and learning, as ways to improve arts outcomes for all students. An arts e-learning collaborative research project between specialist on-line teacher/researchers and generalist primary teachers…

Rich Schools, Poor Schools. Hidden Resource Inequalities between Primary Schools

ERIC Educational Resources Information Center

Poesen-Vandeputte, Mayke; Nicaise, Ides

2015-01-01

Background: There has been relatively little analysis of school context including a large number of elements from the broader social, political and economic influences. However, primary schools in Flanders (Belgium) are supposed to consider their school context when implementing the Flemish policy on equal opportunities in education. Purpose: In…

Course Compression and School Partnership in Pre-Service Primary Teacher Education.

ERIC Educational Resources Information Center

Hope, John

In response to a serious shortage of elementary school teachers, New Zealand's government introduced competitive contracts for new and established providers to develop initial teacher education programs that could be completed over 12-18 months. The University of Auckland developed a compressed, three-semester, post-graduate program taught in…

Effects of a free school breakfast programme on school attendance, achievement, psychosocial function, and nutrition: a stepped wedge cluster randomised trial

PubMed Central

2010-01-01

Background Approximately 55,000 children in New Zealand do not eat breakfast on any given day. Regular breakfast skipping has been associated with poor diets, higher body mass index, and adverse effects on children's behaviour and academic performance. Research suggests that regular breakfast consumption can improve academic performance, nutrition and behaviour. This paper describes the protocol for a stepped wedge cluster randomised trial of a free school breakfast programme. The aim of the trial is to determine the effects of the breakfast intervention on school attendance, achievement, psychosocial function, dietary habits and food security. Methods/Design Sixteen primary schools in the North Island of New Zealand will be randomised in a sequential stepped wedge design to a free before-school breakfast programme consisting of non-sugar coated breakfast cereal, milk products, and/or toast and spreads. Four hundred children aged 5-13 years (approximately 25 per school) will be recruited. Data collection will be undertaken once each school term over the 2010 school year (February to December). The primary trial outcome is school attendance, defined as the proportion of students achieving an attendance rate of 95% or higher. Secondary outcomes are academic achievement (literacy, numeracy, self-reported grades), sense of belonging at school, psychosocial function, dietary habits, and food security. A concurrent process evaluation seeks information on parents', schools' and providers' perspectives of the breakfast programme. Discussion This randomised controlled trial will provide robust evidence of the effects of a school breakfast programme on students' attendance, achievement and nutrition. Furthermore the study provides an excellent example of the feasibility and value of the stepped wedge trial design in evaluating pragmatic public health intervention programmes. Trial Registration Number Australian New Zealand Clinical Trials Registry (ANZCTR) - ACTRN

Cardiovascular risk management of different ethnic groups with type 2 diabetes in primary care in New Zealand.

PubMed

Elley, C Raina; Kenealy, Tim; Robinson, Elizabeth; Bramley, Dale; Selak, Vanessa; Drury, Paul L; Kerse, Ngaire; Pearson, Janet; Lay-Yee, Roy; Arroll, Bruce

2008-03-01

To examine cardiovascular preventive and renal protective treatment for different ethnic groups with diabetes in primary care. The study population included patients with type 2 diabetes attending an annual review in New Zealand primary care during 2004. Primary care data were linked to hospital admission data to identify previous cardiovascular disease (CVD). For those without previous CVD, 5-year cardiovascular risk was calculated. Proportions on, and predictors of appropriate treatment according to guidelines were investigated. Data were available on 29,179 patients. Maori and Pacific participants had high rates of obesity, poor glycaemic control and albuminuria. Two thirds of all participants with previous CVD (68% of Maori and 70% of Pacific) and 44% with high CVD risk received appropriate CVD treatment; 73% of Maori, 62% of Pacific and 65% of European patients with albuminuria received ACE-inhibitors. Those with high CVD risk were more likely, and those that were young were less likely, to receive anti-hypertensive and lipid-lowering treatment after controlling for other factors. Maori and Pacific people were receiving similar high rates of appropriate CVD and renal preventive drug therapy to Europeans, but their prevalence of smoking, obesity, raised HbA1c and albuminuria were substantially higher. Non-drug components of preventive care also need to be addressed to reduce major ethnic disparities in diabetes-related morbidity and mortality in New Zealand.

Growing the Flax Shoots=Whakaritorito Te Tupu O Te Harakeke: Power-Sharing in Education and Dilemmas and Implications for New Zealand Schools.

ERIC Educational Resources Information Center

Rae, Ken

Reform of New Zealand schools has been ongoing since 1988, when the Task Force to Review Education Administration recommended devolution of managerial control, within national guidelines, for each of the country's 2,700 state school boards of trustees with a majority of elected parents' representatives. Reforms instituted since 1989 across all…

Examining School Culture in Flemish and Chinese Primary Schools

ERIC Educational Resources Information Center

Zhu, Chang; Devos, Geert; Tondeur, Jo

2014-01-01

The aim of this research is to gain understanding about school culture characteristics of primary schools in the Flemish and Chinese context. The study was carried out in Flanders (Belgium) and China, involving a total of 44 Flemish schools and 40 Chinese schools. The School Culture Scales were used to measure five school culture dimensions with…

Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

ERIC Educational Resources Information Center

Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

2016-01-01

In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

Bridging the Gap: Practices of Collaboration between Home and the Junior School.

ERIC Educational Resources Information Center

Parr, Judy; And Others

This study examines the manner in which primary schools, particularly at the school entry level, negotiate the process of parent-school collaboration in New Zealand. Parents' and professionals' attitudes about what parent roles are appropriate are also studied. The study describes the present range and levels of contact, and the amount of effort…

The Impact of National Standards Assessment in New Zealand, and National Testing Protocols in Norway on Indigenous Schooling

ERIC Educational Resources Information Center

Özerk, Kamil; Whitehead, David

2012-01-01

This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two…

Turkish Primary School Teachers' Perceptions of School Culture Regarding ICT Integration

ERIC Educational Resources Information Center

Tezci, Erdogan

2011-01-01

The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers'…

Educators' Perceptions of School Climate and Health in Selected Primary Schools

ERIC Educational Resources Information Center

Pretorius, Stephanus; de Villiers, Elsabe

2009-01-01

The aims in this research were to determine the perceptions of school climate held by educators of primary schools in the southern Cape. Six primary schools with a staff complement of 178 educators participated in the investigation. Two instruments were used: the Organisational Climate Description Questionnaire Rutgers Elementary (OCDQ-RE) and…

Korean Students' Stories from an Aotearoa New Zealand High School: Perceived Affordances of English and Korean Language Use

ERIC Educational Resources Information Center

Kitchen, Margaret

2014-01-01

This article is informed by van Lier's ecological approach to linguistics in considering the affordances Korean-born students perceived in using Korean or English language in an Aotearoa New Zealand high school setting. Here, I regard affordances as the students' perceptions of their languages as linguistic resources enabling them to act, or…

The New Zealand Earthquakes and the Role of Schools in Engaging Children in Emotional Processing of Disaster Experiences

ERIC Educational Resources Information Center

Mutch, Carol; Gawith, Elizabeth

2014-01-01

The earthquakes that rocked the city of Christchurch and surrounding districts in Canterbury, New Zealand, were to take their toll on families, schools and communities. The places that had once represented safety and security for most children were literally and figuratively turned upside down. Rather than reinforce the trauma and continue to…

Project ACTIVate: Innovations from New Zealand

ERIC Educational Resources Information Center

Yelas, Janet; Engles, Paul

2010-01-01

This case study discusses a collaborative three year project involving two school clusters located in the North Island and South Island of New Zealand. The project was named "Project ACTIVate" and its main thrust was to study how the use of the interactive whiteboard (IWB) combined with teaching, learning and research across schools. The…

Effective Intervention in Primary Schools: Nurture Groups.

ERIC Educational Resources Information Center

Bennathan, Marion; Boxall, Marjorie

This book summarizes the experiences of nurture groups (small special education classes started in 1970 in London schools), where young children from disadvantaged environments are prepared to access the full primary school curriculum. Chapter 1, "Children at Risk of Failure in Primary Schools" (Marion Bennathan), discusses the incidence…

Quantification of diabetes consultations by the main primary health care nurse groups in Auckland, New Zealand.

PubMed

Daly, Barbara; Arroll, Bruce; Sheridan, Nicolette; Kenealy, Timothy; Scragg, Robert

2016-09-01

Diabetes prevalence continues to increase, with most diabetes patients managed in primary care. This report quantifies the number of diabetes consultations undertaken by primary healthcare nurses in Auckland, New Zealand. Of 335 primary healthcare nurses randomly selected, 287 (86%) completed a telephone interview in 2006-2008. On a randomly sampled day (from the past seven) for each nurse, 42% of the nurses surveyed (n=120) consulted 308 diabetes patients. From the proportion of nurses sampled in the study, it is calculated that the number of diabetes patients consulted by primary healthcare nurses per week in Auckland between September 2006 and February 2008 was 4210, with 61% consulted by practice, 23% by specialist and 16% by district nurses. These findings show that practice nurses carry out the largest number of community diabetes consultations by nurses. Their major contribution needs to be incorporated into future planning of the community management of diabetes.

Restructuring Primary Health Care Markets in New Zealand: from Welfare Benefits to Insurance Markets

PubMed Central

Howell, Bronwyn

2005-01-01

Background New Zealand's Primary Health Care Strategy (NZPHCS) was introduced in 2002. Its features are substantial increases in government funding delivered as capitation payments, and newly-created service-purchasing agencies. The objectives are to reduce health disparities and to improve health outcomes. Analysis The NZPHCS changes New Zealand's publicly-funded primary health care payments from targeted welfare benefits to universal, risk-rated insurance premium subsidies. Patient contributions change from fee-for-service top-ups to insurance premium top-ups, and are collected by service providers who, depending upon their contracts with purchasers, may also be either insurance agents or risk-bearing insurance companies. The change invokes the tensions associated with allocating risk-bearing amongst providers, patients and insurance companies that accompany all insurance-based funding instruments. These include increases in existing incentives for over-consumption and new incentives for insurers to limit their exposure to variations in patient health states by engaging in active patient pool selection. The New Zealand scheme is complex, but closely resembles United States insurance-based, risk-rated managed care schemes. The key difference is that unlike classic managed care models, where provider remuneration is determined by the insurer, the historic right for general practitioners to autonomously set patient charges alters the fiscal incentives normally available to managed care organisations. Consequently, the insurance role is being devolved to individual service providers with very small patient pools, who must recoup the premium top-ups from insured individuals. Premium top-ups are being collected only from those individuals consuming care, in proportion to the number of times care is sought. Co-payments thus constitute perfectly risk-rated premium levies set by inefficiently small insurers, raising questions about the efficiency and equity of a

Intervention Research on School Bullying in Primary Schools

ERIC Educational Resources Information Center

Ju, Yucui; Wang, Shuqiong; Zhang, Wenxin

2009-01-01

Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was…

Program Development for Primary School Teachers' Critical Thinking

ERIC Educational Resources Information Center

Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

2017-01-01

The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

Children's Knowledge of Fire Safety: A Report for the New Zealand Fire Service.

ERIC Educational Resources Information Center

Constable, Cheryl; Renwick, Margery

The study reported in this document was conducted to measure the impact of the New Zealand Fire Service's new fire safety program on elementary school students. Firefighters in each fire station and voluntary fire brigade in New Zealand were responsible for arranging a visit to every elementary school within their area to present a learning…

Melinda: De Facto Primary School Music Teacher

ERIC Educational Resources Information Center

de Vries, Peter

2013-01-01

A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has…

Primary School Principals' Self-Monitoring Skills

ERIC Educational Resources Information Center

Konan, Necdet

2015-01-01

The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In…

Humor Climate of the Primary Schools

ERIC Educational Resources Information Center

Sahin, Ahmet

2018-01-01

The aim of this study is to determine the opinions primary school administrators and teachers on humor climates in primary schools. The study was modeled as a convergent parallel design, one of the mixed methods. The data gathered from 253 administrator questionnaires, and 651 teacher questionnaires was evaluated for the quantitative part of the…

Primary School Teachers' Views on Intergenerational Learning

ERIC Educational Resources Information Center

Polat, Soner; Kazak, Ender

2015-01-01

The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city…

Success in Primary School. Success in Schools

ERIC Educational Resources Information Center

Academy for Educational Development, 2010

2010-01-01

A quality education system is not measured solely by national test scores, but by whether all students are successful in primary school. This simply stated goal is surprisingly difficult to achieve where substantial numbers of children are at risk of failing to complete a primary education. This paper explores the challenges and the diverse…

Public Policy to Promote Healthy Nutrition in Schools: Views of Policymakers

ERIC Educational Resources Information Center

Walton, Mat; Signal, Louise; Thomson, George

2013-01-01

Objectives: This study aimed to identify policy options to support nutrition promotion in New Zealand primary schools. In achieving this aim, the study sought to identify framing by policymakers regarding child diet and obesity; views on the role of schools in nutrition promotion; policy options and degree of support for these options. Issue…

Making Physics Matter in Primary Schools

NASA Astrophysics Data System (ADS)

Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin

2016-04-01

"Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs

Pause, Breathe, Smile: A Mixed-Methods Study of Student Well-Being Following Participation in an Eight-Week, Locally Developed Mindfulness Program in Three New Zealand Schools

ERIC Educational Resources Information Center

Bernay, Ross; Graham, Esther; Devcich, Daniel A.; Rix, Grant; Rubie-Davies, Christine M.

2016-01-01

Children today face increasingly high stress levels, impacting their well-being. Schools can play a crucial role in teaching social and emotional skills; therefore there is a need to identify effective interventions. This mixed-methods study of 124 elementary school students from three New Zealand schools aimed to (1) assess if children…

Relativism, Values and Morals in the New Zealand Curriculum Framework

ERIC Educational Resources Information Center

Jorgensen, Lone Morris; Ryan, SueAnn

2004-01-01

"The New Zealand Curriculum Framework", 1993, is the official document for teaching, learning and assessment in New Zealand schools. It consists of a set of curriculum statements, which define the learning principles, achievement aims and essential skills for seven learning areas. It also indicates the place of attitudes and values in…

Primary and Secondary School Science.

ERIC Educational Resources Information Center

Educational Documentation and Information, 1984

1984-01-01

This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at…

Investigation of the Work Motivation Levels of Primary School Teachers

ERIC Educational Resources Information Center

Ates, Hatice Kadioglu; Yilmaz, Perihan

2018-01-01

This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state…

Examining the Potential of Critical and Kaupapa Maori Approaches to Leading Education Reform in New Zealand's English-Medium Secondary Schools

ERIC Educational Resources Information Center

Berryman, Mere; Egan, Margaret; Ford, Therese

2017-01-01

This paper discusses expectations, policies and practices that currently underpin education within the New Zealand context. It acknowledges the ongoing failure of this policy framework to positively influence reform for Indigenous Maori students in regular, state-funded schools and highlights the need for extensive change in the positioning and…

Brief Report: Disposable Income, and Spending on Fast Food, Alcohol, Cigarettes, and Gambling by New Zealand Secondary School Students

ERIC Educational Resources Information Center

Darling, Helen; Reeder, Anthony I.; McGee, Rob; Williams, Sheila

2006-01-01

We describe self-reported sources of income and expenditure, and the association between part-time employment and spending on fast food, alcohol, cigarettes, and gambling for a sample of 3434 New Zealand (NZ) secondary school students (mean age 15.0 years). Disposable income was usually received from parents and guardians, but nearly 40% of…

Lessons from New Zealand: Leadership for Learning

ERIC Educational Resources Information Center

McPherson, Sarah; Borthwick, Arlene

2011-01-01

Last February, members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to New Zealand as part of a SIG-sponsored study tour. While there, the 13-member group visited seven schools and attended the Learning@School 2010 conference. In this third and final installment about their trip, they share observations about New…

Adequate Iodine Status in New Zealand School Children Post-Fortification of Bread with Iodised Salt

PubMed Central

Jones, Emma; McLean, Rachael; Davies, Briar; Hawkins, Rochelle; Meiklejohn, Eva; Ma, Zheng Feei; Skeaff, Sheila

2016-01-01

Iodine deficiency re-emerged in New Zealand in the 1990s, prompting the mandatory fortification of bread with iodised salt from 2009. This study aimed to determine the iodine status of New Zealand children when the fortification of bread was well established. A cross-sectional survey of children aged 8–10 years was conducted in the cities of Auckland and Christchurch, New Zealand, from March to May 2015. Children provided a spot urine sample for the determination of urinary iodine concentration (UIC), a fingerpick blood sample for Thyroglobulin (Tg) concentration, and completed a questionnaire ascertaining socio-demographic information that also included an iodine-specific food frequency questionnaire (FFQ). The FFQ was used to estimate iodine intake from all main food sources including bread and iodised salt. The median UIC for all children (n = 415) was 116 μg/L (females 106 μg/L, males 131 μg/L) indicative of adequate iodine status according to the World Health Organisation (WHO, i.e., median UIC of 100–199 μg/L). The median Tg concentration was 8.7 μg/L, which was <10 μg/L confirming adequate iodine status. There was a significant difference in UIC by sex (p = 0.001) and ethnicity (p = 0.006). The mean iodine intake from the food-only model was 65 μg/day. Bread contributed 51% of total iodine intake in the food-only model, providing a mean iodine intake of 35 μg/day. The mean iodine intake from the food-plus-iodised salt model was 101 μg/day. In conclusion, the results of this study confirm that the iodine status in New Zealand school children is now adequate. PMID:27196925

One School's Approach to Overcoming Resistance and Improving Appraisal: Organizational Learning in Action

ERIC Educational Resources Information Center

Piggot-Irvine, Eileen

2010-01-01

This article reports on the action research (AR) approach adopted by one New Zealand (NZ) primary school to review and improve its appraisal system. Historically the staff had demonstrated considerable negativity towards appraisal. The classic reconnaissance, implementation and evaluation phases of AR were adopted by the case study school as a…

Medical student career intentions at the Christchurch School of Medicine. The New Zealand Wellbeing, Intentions, Debt and Experiences (WIDE) survey of medical students pilot study. Results part II.

PubMed

Gill, D; Palmer, C; Mulder, R; Wilkinson, T

2001-10-26

To record career preferences for medical students at the Christchurch School of Medicine and Health Sciences and investigate factors, including student debt, that might influence career decisions. A questionnaire, The New Zealand Wellbeing, Intentions, Debt, and Experiences (WIDE) Survey of Medical Students, was developed and administered to all 204 medical students at the Christchurch School of Medicine and Health Sciences. The survey included questions relating to preferred career intentions and factors influencing career decisions, including the decision to leave New Zealand to practise medicine. The response rate was 88%. 80% intend to practise medicine in New Zealand immediately after graduation, however 82% indicated that they would leave within two years of graduation. Financial opportunities overseas and level of debt were the strongest motivating factors to leave. Repayments towards student loans and increased salaries were factors that might retain people in New Zealand. Medical and surgical specialities were the most popular career choices. Personal interest was the strongest motivator for career choice. Practising in a rural community was not popular. Debt is one of a number of important factors influencing medical student career decisions including the decision to leave New Zealand. Initiatives addressing debt may be useful in retaining medical graduates in this country.

Islamic Primary Schools in the Netherlands

ERIC Educational Resources Information Center

Dronkers, Jaap

2016-01-01

During the last 20 years of the 20th century, Islamic primary schools were founded in the Netherlands thanks to its constitutional "freedom of education" (which allows state-funded religious schools), its voucher system (each school receives the same amount of money per pupil), and school choice by parents. This essay gives some…

Inclusive Education in Government Primary Schools: Teacher Perceptions

ERIC Educational Resources Information Center

Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela

2017-01-01

The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The…

Teacher-Reported Quality of Schooling Indicators in Botswana Primary Schools: An Exploratory Study

ERIC Educational Resources Information Center

Ntinda, Kayi; Ntinda, Magdalene Nakalowa; Mpofu, Elias

2015-01-01

This study examined teacher self-reported views on quality indicators in Botswana primary schools. A purposively selected sample of primary school teachers in the city of Gaborone, Botswana (N = 72, females = 56; males = 16; mean age = 39 years, SD = 7.17 years; mean years of service = 15.6; SD= 8 years; public schools = 65%; private schools =…

Introducing glacial geomorphology to secondary schools - an edutainment resource targeting the New Zealand curriculum

NASA Astrophysics Data System (ADS)

Hemmingsen, Maree; Winkler, Stefan

2015-04-01

Outreach has become an important undertaking for many tertiary institutions and government agencies. Quite often universities and other tertiary institutions view outreach solely as a tool for the recruitment of future students or as a cost-effective way of meeting governmental obtruded institutional obligations towards community engagement. But for every serious scientist outreach should have an importance beyond that. Competent scientists value the opportunities that an effective outreach programme brings, to inform others of the significance of their particular discipline within the wider framework of science. In this context, glacial geomorphology and related fields of research constitute no exception. Although outreach activities seem to be becoming increasingly popular among scientists in New Zealand, there is still a lack of understanding of what is actually useful for the end user. Often what scientists assume will be useful for school is not. An effective outreach programme needs to be aligned to and represent the school curriculum, regardless of the fact that this may not always be the main focus of the scientist. The most successful resources are those which are developed in collaboration with teachers, by practitioners with an ability to develop outreach activities appropriate for "real" school life with all its restrictions. Sadly, all too often academics and scientists assume they know what schools want and what is important. We cannot stress highly enough that the resources produced need to be accessible to the teachers, who often lack a deep enough scientific background or do not have an appropriate confidence in their own scientific knowledge as well as meet the needs of their students. Frequently educators report their frustration when they cannot properly access resources or run simulations because of IT incompatibility or limited supportive guidance. Geomorphology and its individual sub-disciplines like e.g. glacial geomorphology has an

Relational Aggression: The Voices of Primary School Learners

ERIC Educational Resources Information Center

Botha, Johan

2014-01-01

The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted…

Strengthening Collaborative Leadership for Thai Primary School Administrators

ERIC Educational Resources Information Center

Samriangjit, Prapaporn; Tesaputa, Kowat; Somprach, Kanokorn

2016-01-01

The objectives of this research were: 1) to investigate the elements and indicators of collaborative leadership of primary school administrators, 2) to explore the existing situation and required situation of collaborative leadership of primary school administrators, 3) to develop a program to enhance collaborative leadership of primary school…

Development of Educational Management System in Small Primary School

ERIC Educational Resources Information Center

Alsammarry, Yupayao; Sirisuthi, Chaiyuth; Duangcharthom, Surat

2016-01-01

The purposes of the research were: (1) to study the factors of Educational Management System in Small Primary School; (2) to investigate current situations problems and guidelines of developing educational management in small primary school; (3) to develop Educational Management System in Small Primary School; and (4) to examine the results of…

Relativism, Values and Morals in the New Zealand Curriculum Framework

NASA Astrophysics Data System (ADS)

Jorgensen, Lone Morris; Ryan, Sueann

The New Zealand Curriculum Framework, 1993, is the official document for teaching, learning and assessment in New Zealand schools. It consists of a set of curriculum statements, which define the learning principles, achievement aims and essential skills for seven learning areas. It also indicates the place of attitudes and values in the school curriculum. This paper investigates the requirements for teaching attitudes, values and ethics in the curriculum statements for Science, Biology and Technology. The question is raised whether the teaching of skills for resolving moral and ethical dilemmas are required by the official education standards in New Zealand, and internationally. The paper reports on a survey done on pre-service teacher trainees of their understanding of these requirements. Implications for courses that might need to be provided in future pre-service teacher education programmes are briefly discussed.

The role of a bus network in access to primary health care in Metropolitan Auckland, New Zealand.

PubMed

Rocha, C M; McGuire, S; Whyman, R; Kruger, E; Tennant, M

2015-09-01

Background: This study examined the spatial accessibility of the population of metropolitan Auckland, New Zealand to the bus network, to connect them to primary health providers, in this case doctors (GP) and dentists. Analysis of accessibility by ethnic identity and socio-economic status were also carried out, because of existing health inequalities along these dimensions. The underlying hypothesis was that most people would live within easy reach of primary health providers, or easy bus transport to such providers. An integrated geographic model of bus transport routes and stops, with population and primary health providers (medical. and dental practices) was developed and analysed. Although the network of buses in metropolitan Auckland is substantial and robust it was evident that many people live more than 150 metres from a stop. Improving the access to bus stops, particularly in areas of high primary health care need (doctors and dentists), would certainly be an opportunity to enhance spatial access in a growing metropolitan area.

Primary School Leadership Practice: How the Subject Matters

ERIC Educational Resources Information Center

Spillane, James P.

2005-01-01

Teaching is a critical consideration in investigations of primary school leadership and not just as an outcome variable. Factoring in instruction as an explanatory variable in scholarship on school leadership involves moving away from views of teaching as a monolithic or unitary practice. When it comes to leadership in primary schools, the subject…

Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders

ERIC Educational Resources Information Center

Keddie, Amanda

2016-01-01

This paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that…

The Personal and Contextual Contributors to School Belongingness among Primary School Students

PubMed Central

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Tan, Tele; Falkmer, Torbjorn

2015-01-01

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students’ perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms. PMID:25876074

Cognition, Affect and Relationality: Experiences of Student Teachers in a Course on Multiculturalism in Primary Teacher Education in Aotearoa/New Zealand

ERIC Educational Resources Information Center

de Oliveira Andreotti, Vanessa; Fa'afoi, Amosa; Sitomaniemi-San, Johanna; Ahenakew, Cash

2014-01-01

This article presents an analysis of journal entries of student teachers in a course on multicultural and language studies in primary education in Aotearoa/New Zealand, which was informed by a discursive strand of postcolonial theory, in particular Gayatri C. Spivak's ideas of education "to-come" as an "un-coercive rearrangement of…

New Zealand evidence for the impact of primary healthcare investment in Capital and Coast District Health Board.

PubMed

Tan, Lee; Carr, Julia; Reidy, Johanna

2012-03-30

This paper provides New Zealand evidence on the effectiveness of primary care investment, measured through the Capital and Coast District Health Board's (DHB) Primary Health Care Framework. The Framework was developed in 2002/2003 to guide funding decisions at a DHB level, and to provide a transparent basis for evaluation of the implementation of the Primary Health Care Strategy in this district. The Framework used a mixed method approach; analysis was based on quantitative and qualitative data. This article demonstrates the link between investment in primary health care, increased access to primary care for high-need populations, workforce redistribution, and improved health outcomes. Over the study period, ambulatory sensitive hospitalisations and emergency department use reduced for enrolled populations and the District's immunisation coverage improved markedly. Funding and contracting which enhanced both 'mainstream' and 'niche' providers combined with community-based health initiatives resulted in a measurable impact on a range of health indicators and inequalities. Maori primary care providers improved access for Maori but also for their enrolled populations of Pacific and Other ethnicity. Growth and redistribution of primary care workforce was observed, improving the availability of general practitioners, nurses, and community workers in poorer communities.

Managing Change in Small Primary Schools.

ERIC Educational Resources Information Center

Wilson, Valerie; McPake, Joanna

1998-01-01

This report summarizes a two-phase research project on the strategies used by headteachers in small Scottish primary schools to manage mandated educational changes. The research focused on four initiatives of the past decade: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management.…

Problem Solving Strategies among Primary School Teachers

ERIC Educational Resources Information Center

Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

2017-01-01

The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

Empowering Pasifika Students to Express Their Identities through Visual Arts in New Zealand Secondary Schools: The Role of Euro-Descendent Teachers

ERIC Educational Resources Information Center

Smith, Jill

2016-01-01

The greatest numbers of young people in New Zealand are from Pasifika peoples' ethnic groups. In contrast, art teachers in secondary schools are predominantly European. Research conducted in 2015, which investigated how art teachers are responding to the increasing diversity of students, uncovered important insights. This article provides…

"I Need to Do Better, but I Don't Know What to Do": Primary Teachers' Experiences of Talented Young Writers

ERIC Educational Resources Information Center

Easton, Vernitta; Gaffney, Janet S.; Wardman, Janna

2016-01-01

The study investigated New Zealand primary school teachers' understandings and experiences of talented young writers. Data were gathered using semi-structured interviews in Auckland schools. The interview data were thematically analysed using an interpretivist framework. The focus of this report is on the teachers' selection and interpretation of…

Exposure to suicide behaviour and individual risk of self-harm: Findings from a nationally representative New Zealand high school survey.

PubMed

Chan, Song; Denny, Simon; Fleming, Theresa; Fortune, Sarah; Peiris-John, Roshini; Dyson, Ben

2018-04-01

To examine whether there is an association between students self-reported suicide attempts and non-suicidal self-injury and exposure to suicidal behaviour among friends, family members or within school communities. A cross-sectional analysis of a nationally representative health and well-being survey of 8500 New Zealand high school students conducted from March through November 2012. Students' self-reported suicide attempts and repeated non-suicidal self-injury was examined in relation to student reports of self-harming behaviour among friends and family as well as data from school administrators of completed suicides within the school community. Almost 1 in 20 (4.5%) students reported a suicide attempt in the last 12 months and 7.9% reported repeated non-suicidal self-injury in the last 12 months. The risk of both suicide attempts and repeated non-suicidal self-injury was highest among females, students from homes with economic deprivation and among students reporting an episode of low mood in the previous 12 months. Students exposed to suicide attempts or completed suicide among friends and/or family members were at increased risk of reporting attempted suicide and repeated non-suicidal self-injury in the last year. There was no association between completed suicide in school community and students self-reported suicide attempts or repeated non-suicidal self-injury. Low mood and exposure to suicide attempts of friends and family members are associated with suicide attempts and repeated non-suicidal self-injury in New Zealand high school students. This research highlights importance of supporting adolescents with low mood and exposed to suicide of friends and family.

Changing Teaching and Learning in the Primary School

ERIC Educational Resources Information Center

Webb, Rosemary, Ed.

2006-01-01

In this topical book, leading academics in primary education evaluate New Labour's Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analyzed to identify the extent…

Reflective Teaching Practices in Turkish Primary School Teachers

ERIC Educational Resources Information Center

Tok, Sukran; Dolapcioglu, Sevda Dogan

2013-01-01

The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of…

School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria

ERIC Educational Resources Information Center

Aina, Stephen Ileoye

2015-01-01

Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in…

Primary school sun protection policies and practices 4 years after baseline—a follow-up study

PubMed Central

Reeder, Anthony I.; Jopson, Janet A.; Gray, Andrew

2012-01-01

Before the 2005 launch of the New Zealand SunSmart Schools Accreditation Programme (SSAP), 242 randomly sampled primary schools completed a mail survey about sun protection policies, practices, curriculum and environment. A 2009 follow-up included 189 (78%) and their mean Total Accreditation Score (TAS = total SSAP requirements met, range 0–12), increased by 0.8 (95% CI 0.5–1.2, P < 0.001) from 7.8 (95% CI 7.4–8.1) to 8.6 (95% CI 8.3–8.9) with evidence changes differed between regions (P = 0.024). The 2009 mean TAS varied by region (range 7.9–9.4, unadjusted P = 0.004, adjusted P = 0.013) with no clear pattern, but likely resource allocation association. TAS of schools acknowledging input from Health Promoting Schools demonstrated a tendency towards being statistically significantly higher by 0.5 (95% CI −0.1 to 1.1, P = 0.082), but statistically significantly higher by 1.1 (95% CI 0.5–1.7, P < 0.001) for schools acknowledging Cancer Society input. Lowest attainment was for the clothing (43%), shade (52%) and curriculum (55%) criteria. Key perceived barriers were cost, particularly of shade and limited support by parents and others. Schools which had not applied for accreditation identified lack of programme awareness and ‘other priorities’ as barriers; further information, better resourcing and training assistance as key needs. Observed positive change justifies increased support to consolidate gains and achieve sustainable universality. PMID:22907533

New Zealand among global social media initiative leaders for primary care advocacy.

PubMed

Hoedebecke, Kyle; Scott-Jones, Joseph; Pinho-Costa, Luís

2016-06-01

The international '#1WordforFamilyMedicine' initiative explores the identity of General Practitioners (GPs) and Family Physicians (FPs) by allowing the international Family Medicine community to collaborate on advocating for the discipline via social media. The New Zealand version attracted 83 responses on social media. Thematic analysis was performed on the responses and a 'word cloud' image was created based on an image identifying the country around the world - that of the silver fern. The '#1WorldforFamilyMedicine' project was promoted by WONCA (World Organisation of Family Doctors) globally to help celebrate World Family Doctor Day on 19 May 2015. To date, over 80 images have been created in 60 different countries on six continents. The images represent GPs' love for their profession and the community they serve. We hope that this initiative will help inspire current and future Family Medicine and Primary Care providers.

Views of Primary School Administrators on Change in Schools and Change Management Practices

ERIC Educational Resources Information Center

Hosgörür, Vural

2016-01-01

The aim of this study is to determine the opinions of primary school administrators about change, and to reveal which strategies they use to manage change in schools. This is a qualitative study conducted in 2014 academic year in Mugla province. Research data were collected from primary school administrators through semi-structured interviews.…

How do Policy and Institutional Settings Shape Opportunities for Community-Based Primary Health Care? A Comparison of Ontario, Québec and New Zealand

PubMed Central

Miller, Fiona; Breton, Mylaine; Couturier, Yves; Morton-Chang, Frances; Ashton, Toni; Sheridan, Nicolette; Peckham, Alexandra; Williams, A Paul; Kenealy, Tim; Wodchis, Walter

2017-01-01

Community-based primary health care describes a model of service provision that is oriented to the population health needs and wants of service users and communities, and has particular relevance to supporting the growing proportion of the population with multiple chronic conditions. Internationally, aspirations for community-based primary health care have stimulated local initiatives and influenced the design of policy solutions. However, the ways in which these ideas and influences find their way into policy and practice is strongly mediated by policy settings and institutional legacies of particular jurisdictions. This paper seeks to compare the key institutional and policy features of Ontario, Québec and New Zealand that shape the ‘space available’ for models of community-based primary health care to take root and develop. Our analysis suggests that two key conditions are the integration of relevant health and social sector organisations, and the range of policy levers that are available and used by governments. New Zealand has the most favourable conditions, and Ontario the least favourable. All jurisdictions, however, share a crucial barrier, namely the ‘barbed-wire fence’ that separates funding of medical and ‘non-medical’ primary care services, and the clear interests primary care doctors have in maintaining this fence. Moves in the direction of system-wide community-based primary health care require a gradual dismantling of this fence. PMID:28970754

Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

ERIC Educational Resources Information Center

Bartholomew, Rex; Anderson, Dayle; Moeed, Azra

2012-01-01

There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE…

A Qualitative Analysis of School Concept on Primary School Students

ERIC Educational Resources Information Center

Yildiz, S. Armagan

2012-01-01

Child drawing, known as language of thinking, is as an effective tool of expression as written language. The use of paper, composition, and colors are meaningful for professionals. In this research, it is intended to determine the primary school students' perception of the school and schemas with their drawings of school. Case study which is one…

Changing School Board Governance in Primary Education through School Inspections

ERIC Educational Resources Information Center

Ehren, Melanie C. M.; Honingh, M. E.; Hooge, E. H.; O'Hara, J.

2016-01-01

This paper addresses if, and to what extent, the current working methods of the Dutch Inspectorate of Education affect the governance of school boards in schools for primary education. A key facet of the working method is the inspection meeting with the school board. Drawing upon a large quantitative study (n = 244) we are able to identify some…

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider.

PubMed

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn

2015-01-01

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school's tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students' belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change.

Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider

PubMed Central

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn

2015-01-01

It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school’s tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students’ belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change. PMID:26372554

Building an educated health informatics workforce--the New Zealand experience.

PubMed

Parry, David; Hunter, Inga; Honey, Michelle; Holt, Alec; Day, Karen; Kirk, Ray; Cullen, Rowena

2013-01-01

New Zealand has a rapidly expanding health information technology (IT) development industry and wide-ranging use of informatics, especially in the primary health sector. The New Zealand government through the National Health IT Board (NHITB) has promised to provide shared care health records of core information for all New Zealanders by 2014. One of the major barriers to improvement in IT use in healthcare is the dearth of trained and interested clinicians, management and technical workforce. Health Informatics New Zealand (HINZ) and the academic community in New Zealand are attempting to remedy this by raising awareness of health informatics at the "grass roots" level of the existing workforce via free "primer" workshops and by developing a sustainable cross-institutional model of educational opportunities. Support from the NHITB has been forthcoming, and the workshops started in early 2013, reaching out to clinical and other staff in post around New Zealand.

Primary school compliance with school canteen guidelines in Fiji and its association with student obesity

PubMed Central

Bullen, C.; Tayler-Smith, K.; Van Den Bergh, R.; Khogali, M.

2013-01-01

Setting: Childhood obesity is of growing public health concern in Fiji. The study setting was primary schools in Fiji’s Western Division. Objective: 1) To assess primary schools’ compliance with national school canteen guidelines, 2) to understand reasons for non-compliance, and 3) to assess the relationship between compliance with the guidelines and students’ body mass index (BMI). Design: Cross-sectional analysis of data collected in 2010 by public health dieticians of the Ministry of Health on annual visits to primary schools. Results: Among 230 schools, 33 (14%) had no canteen data. Of the 197 schools with data, only 31 (16%) were fully compliant with national school canteen guidelines, while the remaining 166 (84%) did not fully comply with the guidelines. This was irrespective of school location or whether the canteen was school or commercially operated. In a random sample (n = 44 schools), overweight and obesity were more common among children in non-compliant schools than in fully compliant schools (40% vs. 32%, P < 0.001). Conclusion: Most primary schools in Fiji’s Western Division did not comply with school canteen guidelines, which is worrying given the increasing rates of overweight children. Given the association between non-compliance and student overweight/obesity, further action is needed to ensure that these guidelines are implemented. PMID:26393002

Reducing Physical Violence Toward Primary School Students With Disabilities.

PubMed

Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak

2018-03-01

We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Examining the Relationship between Teacher Organizational Commitment and School Health in Turkish Primary Schools

ERIC Educational Resources Information Center

Sezgin, Ferudun

2009-01-01

The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara.…

Primary School Students of 1980s' Turkey Remembering Their Teachers

ERIC Educational Resources Information Center

Saglam, Mehmet

2015-01-01

Primary school students of 1980s' Turkey remember their teachers in various aspects. Uncovering their reminiscences lets researchers see what factors become decisive in recontructing primary school teachers in the memories of their students. The priority of this paper is to discover the reasons why the 1980s primary school students remember their…

Exploring the Values of Chaplains in Government Primary Schools

ERIC Educational Resources Information Center

Isaacs, Amy Kate; Mergler, Amanda

2018-01-01

Minimal prior research has examined the school chaplaincy programme in Australia. This exploratory study sought to identify the values primary school chaplains feel are the most important to them personally, and in their role as chaplain. Eight chaplains working in government primary schools were interviewed. Inductive thematic analysis was used…

The "Critical Friend" Role in Fostering Reflective Practices and Developing Staff Cohesion: A Case Study in a New Secondary School, New Zealand

ERIC Educational Resources Information Center

Wright, Noeline; Adam, Amina

2015-01-01

This exploratory case study, arising from a longitudinal project into the establishment of a new secondary school in New Zealand, examines reflective practice through critical friend roles among staff. The paper describes, through the lens of Bourdieu's logic of practice, the implementation of a critical friendship approach linked to the school…

Primary School Teacher Candidates' Geometric Habits of Mind

ERIC Educational Resources Information Center

Köse, Nilu¨fer Y.; Tanisli, Dilek

2014-01-01

Geometric habits of mind are productive ways of thinking that support learning and using geometric concepts. Identifying primary school teacher candidates' geometric habits of mind is important as they affect the development of their future students' geometric thinking. Therefore, this study attempts to determine primary school teachers' geometric…

Hope or Despair? Learning in Pakistan's Primary Schools.

ERIC Educational Resources Information Center

Warwick, Donald P.; Reimers, Fernando

This book reports on the research findings of the Pakistan Study, a collaboration between the Harvard Institute for International Development and other organizations in Pakistan. The focus is primarily on what affects student learning in Pakistan's government-sponsored primary schools. Chapter 1 discusses primary schools in Pakistan and the…

Music without a Music Specialist: A Primary School Story

ERIC Educational Resources Information Center

de Vries, Peter A.

2015-01-01

This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music…

Text-Bullying: Associations with Traditional Bullying and Depression among New Zealand Adolescents

ERIC Educational Resources Information Center

Raskauskas, Juliana

2010-01-01

Bullying via mobile phone text messages (text-bullying) is a growing problem in New Zealand. Little research exists on this important issue. This study examined the nature and prevalence of text-bullying among adolescents. A total of 1,530 students ages 11-18 from three schools in New Zealand participated in this research. Students completed…

Primary school accident reporting in one education authority.

PubMed

Latif, A H A; Williams, W R; Sibert, J

2002-02-01

Studies have shown a correlation between increased accident rates and levels of deprivation in the community. School accident reporting is one area where an association might be expected. To investigate differences in primary school accident rates in deprived and more affluent wards, in an area managed by one education authority. Statistical analysis of accident form returns for 100 primary schools in one education authority in Wales over a two year period, in conjunction with visits to over one third of school sites. Accident report rates from schools in deprived wards were three times higher than those from schools in more affluent wards. School visits showed that this discrepancy was attributable primarily to differences in reporting procedures. One third of schools did not report accidents and approximately half did not keep records of minor accidents. The association between school accident report rates and deprivation in the community is complex. School accident data from local education authorities may be unreliable for most purposes of collection.

Pre-Service Primary School Teachers' Logical Reasoning Skills

ERIC Educational Resources Information Center

Marchis, Iuliana

2013-01-01

Logical reasoning skills are important for a successful mathematical learning and in students' future career. These skills are essential for a primary school teacher, because they need to explain solving methods and solutions to their pupils. In this research we studied pre-service primary school teachers' logical reasoning skills. The results…

Lessons from New Zealand: Developing Student Voices with Technology

ERIC Educational Resources Information Center

Charles, Mike; Burt, Dorothy; Williams, Mia Kim

2011-01-01

Thirteen members of ISTE's Special Interest Group for Teacher Educators (SIGTE) traveled to Auckland, Rotorua, and Christchurch to visit seven schools and present and attend the Learning@School 2010 conference as part of a travel tour last February. This second installment about their trip features ways they saw technology used in New Zealand to…

Cardiovascular disease risk prediction equations in 400 000 primary care patients in New Zealand: a derivation and validation study.

PubMed

Pylypchuk, Romana; Wells, Sue; Kerr, Andrew; Poppe, Katrina; Riddell, Tania; Harwood, Matire; Exeter, Dan; Mehta, Suneela; Grey, Corina; Wu, Billy P; Metcalf, Patricia; Warren, Jim; Harrison, Jeff; Marshall, Roger; Jackson, Rod

2018-05-12

Most cardiovascular disease risk prediction equations in use today were derived from cohorts established last century and with participants at higher risk but less socioeconomically and ethnically diverse than patients they are now applied to. We recruited a nationally representative cohort in New Zealand to develop equations relevant to patients in contemporary primary care and compared the performance of these new equations to equations that are recommended in the USA. The PREDICT study automatically recruits participants in routine primary care when general practitioners in New Zealand use PREDICT software to assess their patients' risk profiles for cardiovascular disease, which are prospectively linked to national ICD-coded hospitalisation and mortality databases. The study population included male and female patients in primary care who had no prior cardiovascular disease, renal disease, or congestive heart failure. New equations predicting total cardiovascular disease risk were developed using Cox regression models, which included clinical predictors plus an area-based deprivation index and self-identified ethnicity. Calibration and discrimination performance of the equations were assessed and compared with 2013 American College of Cardiology/American Heart Association Pooled Cohort Equations (PCEs). The additional predictors included in new PREDICT equations were also appended to the PCEs to determine whether they were independent predictors in the equations from the USA. Outcome events were derived for 401 752 people aged 30-74 years at the time of their first PREDICT risk assessment between Aug 27, 2002, and Oct 12, 2015, representing about 90% of the eligible population. The mean follow-up was 4·2 years, and a third of participants were followed for 5 years or more. 15 386 (4%) people had cardiovascular disease events (1507 [10%] were fatal, and 8549 [56%] met the PCEs definition of hard atherosclerotic cardiovascular disease) during 1 685 521

Indoor air quality in primary schools in Kecioren, Ankara.

PubMed

Babayiğit, Mustafa Alparslan; Bakir, Bilal; Tekbaş, Omer Faruk; Oğur, Recai; Kiliç, Abdullah; Ulus, Serdar

2014-01-01

To increase the awareness of environmental risk factors by determining the indoor air quality status of primary schools. Indoor air quality parameters in 172 classrooms of 31 primary schools in Kecioren, Ankara, were examined for the purpose of assessing the levels of air pollutants (CO, CO2, SO2, NO2, and formaldehyde) within primary schools. Schools near heavy traffic had a statistically significant mean average of CO and SO2 (P < 0.05). The classrooms that had more than 35 students had higher and statistically significant averages of CO2, SO2, NO2, and formaldehyde compared to classrooms that had fewer than 35 students (P < 0.05). Of all classrooms, 29% had 100 CFU/100 mL and higher concentrations of microorganisms, which were not pathogens. Indoor air quality management should continually be maintained in primary schools for the prevention and control of acute and chronic diseases, particularly considering biological and chemical pollution.

Children's Experiences of the First Year of Primary School

ERIC Educational Resources Information Center

Einarsdottir, Johanna

2010-01-01

This article describes a study with first grade children and their views on the primary school curriculum, as well as their influence on decision-making in school. The study was conducted with 20 six- and seven-year-old children in one primary school in Reykjavik, Iceland. The data gathered includes varied research methods such as group…

The Effects of Teacher Certification and Experience on Student Achievement on Primary School Examination in Belizean Primary Schools

ERIC Educational Resources Information Center

Lopez, Carmen Jane

2012-01-01

The Ministry of Education has the largest portion of the national budget of 21% in Belize. Related studies in the region and around the world reveals that rural schools are not provided with highly qualified teachers. Likewise, multi-grade schools in the region and in Belize repeatedly perform lower on the Primary School Examination than their…

[Phonological awareness improvement in primary school students].

PubMed

Cárnio, Maria Sílvia; dos Santos, Daniele

2005-01-01

Phonological awareness in primary school students. To verify the improvement of phonological awareness in primary school students after a speech and language stimulation program. 20 students with the worst results in the first literacy exam were selected. Phonological awareness tests were analyzed at the beginning and at the end of the stimulation program. Most of the subjects demonstrated to have a notion about phonological awareness activities. Students demonstrated improvement, suggesting the effectiveness of the program.

Prospective Primary School Teachers' Misconceptions about States of Matter

ERIC Educational Resources Information Center

Tatar, Erdal

2011-01-01

The purpose of this study was to identify prospective primary school teachers' misconceptions about the states of matter. The sample of the study was 227 fourth-year prospective primary school teachers in a Department of Primary Education in Turkey. Researcher asked from every participant to write a response to an open ended question about…

Replicating Impact of a Primary School HIV Prevention Programme: Primary School Action for Better Health, Kenya

ERIC Educational Resources Information Center

Maticka-Tyndale, E.; Mungwete, R.; Jayeoba, O.

2014-01-01

School-based programmes to combat the spread of HIV have been demonstrated to be effective over the short-term when delivered on a small scale. The question addressed here is whether results obtained with small-scale delivery are replicable in large-scale roll-out. Primary School Action for Better Health (PSABH), a programme to train teachers to…

The Effects of School-Based Maum Meditation Program on the Self-Esteem and School Adjustment in Primary School Students

PubMed Central

Yoo, Yang Gyeong; Lee, In Soo

2013-01-01

Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits. PMID:23777717

A Local Evaluation of Primary School French

ERIC Educational Resources Information Center

Nisbet, J. D.; Welsh, Jennifer

1972-01-01

A local study concludes that primary school French does not confer a lasting advantage but its contribution lies in the enlargement of interest rather that as a preparation for secondary school work. (JB)

The Changing Face of Literacy in New Zealand's "School Journal." Part One, 1907 to 1938: From Imperialism to Romanticism and Security

ERIC Educational Resources Information Center

van Rij, Vivien

2017-01-01

Throughout its long life, New Zealand's "School Journal" has reflected and informed its social contexts. Not only has it charted shifting perceptions of childhood, but also the often conflicting ideologies of educational philosophy, pedagogy and practice. This article examines two periods of immense social and political change in New…

Beyond Electronic Brochures: An Analysis of Singapore Primary School Web Sites

ERIC Educational Resources Information Center

Hu, Chun; Soong, Andrew Kheng Fah

2007-01-01

This study aims to investigate how Singapore primary schools use their web sites, what kind of information is contained in the web sites, and how the information is presented. Based on an analysis of 176 primary school web sites, which represent all but one of the country's primary schools, findings indicate that most of Singapore's primary school…

Rural Primary School Closures in England.

ERIC Educational Resources Information Center

Whitfield, Richard C.

A three-phase interdisciplinary effort between educators and environmental planners is focusing on the social effects of rural primary school reorganization now occuring in England as a result of a declining birth rate and the resulting need for school closure. A questionnaire mailed nationally to rural Local Education Authorities, cross-community…

Crisis Management in a Primary School

ERIC Educational Resources Information Center

Barclay, Colette

2004-01-01

Dunblane Primary School, Scotland, and Columbine High School, USA. Two headline tragedies that have led to trauma for their pupils and staff. Trauma that could be devastating because of the psychological impact and the practical requirements a crisis brings. Children's social and personal development can be negatively affected, their academic…

The Reading Profile of Turkish Primary School Students

ERIC Educational Resources Information Center

Dag, Nilgün

2017-01-01

This study aims to reveal the reading profile of primary school students. The research design is based on a survey model with the research population being comprised of primary school students in the 2014-2015 academic year in the city center of Nevsehir, Turkey. The sample of the study consists of 120 fourth-grade students. The research data was…

Teachers' Performance Motivation System in Thai Primary Schools

ERIC Educational Resources Information Center

Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron

2016-01-01

This research aims to: 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance…

A Thought on Reviewing Ways in Primary School

ERIC Educational Resources Information Center

He, Xiaojun

2015-01-01

This paper will focus on the effective review of English in the third grade of primary school. In the first part, the author introduces the importance of improving the effective review of English in the third grade of primary school. Analyzing from the aspects of theories, teachers have to get a good knowledge of language theories and analyze it…

Strengthening "the Foundations" of the Primary School Curriculum

ERIC Educational Resources Information Center

Duncombe, Rebecca; Cale, Lorraine; Harris, Jo

2018-01-01

The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g.…

The Music Co-ordinator in the Primary School

ERIC Educational Resources Information Center

Button, Stuart; Potter, Allison

2006-01-01

This article reports on the results of a study which investigated teachers' and head teachers' perceptions of the role of the music co-ordinator in the primary school, and provides insight into how the role might be made more effective. The teachers participating in this project were chosen from twenty primary schools from one local educational…

Health Activities for Primary School Students.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC. Information Collection and Exchange Div.

This manual targets new and second-year Peace Corps volunteers, presenting health lessons and activities for primary school students in Thailand. Each section of the manual outlines basic technical information about the topic, contains several detailed lesson plans, and lists quick activities that can be carried out at schools. Songs and recipes…

Primary School Teachers' Inspection in Turkey: Primary School Teachers' Expectations about Inspectors' Guidance Roles and the Realisation Level of These Expectations

ERIC Educational Resources Information Center

Polat, Soner; Ugurlu, Celal Teyyar

2008-01-01

The aim of this research is to point out primary school teachers' expectations about inspectors' guidance roles and the realisation level of these expectations. The data used in this research that will be done in descriptive scanning model is collected from the views of primary school teachers selected randomly from Balikesir, Batman and Hatay.…

Trigger Happy: The Troubling Trend of Primary School Closures in Glasgow City Schools

ERIC Educational Resources Information Center

Koch, Joshua F.

2010-01-01

This paper examines the continuing trend of school closures in Glasgow, Scotland. Particular attention will be paid to Stonedyke Primary School, which Glasgow City Council was proposing to close at the time of this research. Current statistical data and research is used to better examine the current crisis Stonedyke Primary faces. Furthermore,…

Primary school accident reporting in one education authority

PubMed Central

Latif, A; Williams, W; Sibert, J

2002-01-01

Background: Studies have shown a correlation between increased accident rates and levels of deprivation in the community. School accident reporting is one area where an association might be expected. Aims: To investigate differences in primary school accident rates in deprived and more affluent wards, in an area managed by one education authority. Methods: Statistical analysis of accident form returns for 100 primary schools in one education authority in Wales over a two year period, in conjunction with visits to over one third of school sites. Results: Accident report rates from schools in deprived wards were three times higher than those from schools in more affluent wards. School visits showed that this discrepancy was attributable primarily to differences in reporting procedures. One third of schools did not report accidents and approximately half did not keep records of minor accidents. Conclusions: The association between school accident report rates and deprivation in the community is complex. School accident data from local education authorities may be unreliable for most purposes of collection. PMID:11827900

An Evaluation of Primary School Students' Views about Noise Levels in School

ERIC Educational Resources Information Center

Bulunuz, Nermin; Bulunuz, Mizrap; Orbak, Ali Yurdun; Mulu, Nejla; Tavsanli, Ömer Faruk

2017-01-01

Effective education and teaching requires keeping classroom noise levels within specific limits. The purpose of this study is to evaluate students' views about the noise level in school, its effects, and control of it at two primary schools (one public school and one private school) located in a district of Bursa--within the scope of the TÜBITAK…

Naturopathy and the Primary Care Practice

PubMed Central

Fleming, Sara A.; Gutknecht, Nancy C.

2010-01-01

Synopsis Naturopathy is a distinct type of primary care medicine that blends age-old healing traditions with scientific advances and current research. It is guided by a unique set of principles that recognize the body's innate healing capacity, emphasize disease prevention, and encourage individual responsibility to obtain optimal health. Naturopathic treatment modalities include diet and clinical nutrition, behavioral change, hydrotherapy, homeopathy, botanical medicine, physical medicine, pharmaceuticals, and minor surgery. Naturopathic physicians (NDs) are trained as primary care physicians in four-year, accredited doctoral-level naturopathic medical schools. Currently, there are 15 U.S. states, 2 U.S. territories, and a number of provinces in Canada, Australia, and New Zealand that recognize licensure for NDs. PMID:20189002

It's Different for Daughters: A History of the Curriculum for Girls in New Zealand Schools, 1900-1975. Educational Research Series No. 65.

ERIC Educational Resources Information Center

Fry, Ruth

This book examines the evolution in the education of New Zealand women from 1900 through 1975. Early in the century, differences in boys' and girls' schooling were more visible on the secondary than the elementary level. At the same time, a government report concluded that many parents felt girls needed little more than half the education of boys.…

Restorative Justice: Two Examples from New Zealand Schools

ERIC Educational Resources Information Center

Wearmouth, Janice; McKinney, Rawiri; Glynn, Ted

2007-01-01

In this article, Janice Wearmouth, formerly professor of education at the University of Wellington, New Zealand and now at Liverpool Hope University, Rawiri McKinney, an advocate for Rangatahi who has recently completed his Master of Education degree, and Ted Glynn, foundation professor of teacher education at the University of Waikato, discuss…

Physical Activity Based Professional Development for Teachers: The Importance of Whole School Involvement

ERIC Educational Resources Information Center

Till, Jude; Ferkins, Lesley; Handcock, Phil

2011-01-01

Objective: This study sought to investigate teachers' perceptions of a physical activity-related professional development intervention. Design: Interview-based qualitative approach founded on the interpretive paradigm. Setting: Purposive selection of one high-rated independent, and one low-rated public primary school from Auckland, New Zealand.…

Literacy Infrastructure, Access to Books, and the Implementation of the School Literacy Movement in Primary Schools in Indonesia

NASA Astrophysics Data System (ADS)

Laksono, K.; Retnaningdyah, P.

2018-01-01

Literacy Infrastructure and access to books are the foundation of literacy activity. Indonesia has regulations from the Ministry of Education and Culture requiring that 15 minutes should be used each day before the learning begins to read books other than textbooks. However, many schools are not yet obeying this requirement. The purposes of this study are to describe the literacy infrastructure in primary schools in Indonesia, to analyze access to books in primary schools, to explain the School Literacy Movement implementation, and to identify issues around the implementation of reading strategies in a context in which there is limited access to books. The questionnaire and interview study were conducted in 30 primary schools in East Java, Indonesia. The study concluded that the literacy infrastructure and access to books in 30 primary schools are below standard, but the school community enthusiastically implements the objectives of the School Literacy Movement. Many primary schools are already implementing good many reading strategies although there are some problems related to teacher competence.

School-Based Primary School Sexuality Education for Migrant Children in Beijing, China

ERIC Educational Resources Information Center

Liu, Wenli; Su, Yufen

2014-01-01

In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by…

Flying the "Active School Flag": Physical Activity Promotion through Self-Evaluation in Primary Schools in Ireland

ERIC Educational Resources Information Center

Chroinin, Deirdre Ni; Murtagh, Elaine; Bowles, Richard

2012-01-01

Primary schools are key sites where children can be active, advance their knowledge and understanding of how to participate in physical activity (PA) and develop an appreciation of its importance in their lives. This study explored the role of schools in promoting PA asking: how do primary schools approach the promotion of whole-school PA? Data…

Cooperation between parents and school nurses in primary schools: parents' perceptions.

PubMed

Mäenpää, Tiina; Astedt-Kurki, Päivi

2008-03-01

Cooperation between pupils' parents and school nurses is an important part of health promotion in primary schools. Developing frank and trusting relationships contributes to easy and uninhibited cooperation. Cooperation between parents and school nurses has not been widely researched internationally. This article reports on parents' views on cooperation with school nurses in primary schools. The study aims at contributing to school nurses' work so that instead of focusing only on the children, family nursing approaches could be improved. Nineteen parents from 13 families from southern Finland were interviewed for the study in 2004. The data were analysed by grounded theory and the constant comparative method was utilized. Six concepts describing parents' views on cooperation were generated on the basis of the data. Cooperation consists of supporting the child's well-being. School nurses take children's and parents' concerns seriously and intervene effectively if the child's health is threatened. School nurses' expertise is not very visible within school communities. Hoping to receive information and desiring parental involvement are important concepts of cooperation with the school nurse. The child's family is not sufficiently known or taken holistically into consideration when the child's health is promoted. Parents are the initiators of cooperation within school health care and parents describe this by the concept of one-sided communication. Parents do not know about school nurses' work and school health services. They would like to be more involved in school nursing activities. When developing children's health services, parents' expertise in their children's well-being should be paid more attention. This study enhances the knowledge of family nursing by describing Finnish parents' perceptions of cooperation with school nurses. The findings facilitate the understanding of cooperation in school health services.

Leading Change in Reading for Young Adolescents: What Is Happening in New Zealand?

ERIC Educational Resources Information Center

Fletcher, Jo; Nicholas, Karen

2017-01-01

Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of…

The Effect of Free Primary Education Policy on Late School Entry in Urban Primary Schools in Kenya

ERIC Educational Resources Information Center

Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.; Mutisya, Maurice

2013-01-01

Late school entry is driven by several factors, one of the key ones being the cost barrier to schooling. Policies such as free primary education (FPE) that advocate for universal coverage are therefore partly aimed at removing the cost barrier. The Kenyan Government, like many in sub-Saharan Africa (SSA), introduced FPE in 2003 with the aim of…

Philosophy in Primary Schools?

ERIC Educational Resources Information Center

White, John

2012-01-01

The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the "Journal of Philosophy of Education" Vol 45 Issue 2 2011 on "Philosophy for Children in Transition", so as to see what light this might throw on the topic just…

Smoothing the Path: Technology Education and School Transition

NASA Astrophysics Data System (ADS)

Mawson, Brent

2003-08-01

The lack of coherence between early childhood education settings and primary school classrooms provides a challenge to the creation of a seamless educational experience in the period from birth to age eight. This paper examines the nature of technological activities in Kindergartens and New Entrant/Year One classes in New Zealand. It highlights commonalities between the two and discusses the potential for technology education to provide a bridge for children to ease their passage into the formal school setting and to provide a coherent educational experience.

Critical Health Education in Aotearoa New Zealand

ERIC Educational Resources Information Center

Fitzpatrick, Katie; Burrows, Lisette

2017-01-01

Health education in Aotearoa New Zealand is an enigma. Premised on ostensibly open and holistic philosophical premises, the school curriculum not only permits, but in some ways prescribes, pedagogies and teacher dispositions that engage with the diversity of young people at its centre. A capacity, to not only understand contemporary health…

New Zealand environmental standards and energy policies

NASA Astrophysics Data System (ADS)

vant, William N.; McGlinchy, Brian J.

1983-11-01

This paper describes the primary energy resources of New Zealand and their relative importance. It describes the principal legislation that provides environmental protection and public participation with which State and private agencies are bound to comply. The paper then discusses air pollution in further detail and cites three examples where there is cause for concern. By international standards, air pollution is not a serious problem in New Zealand and so the economic consequences have received little attention Two simple examples are cited. A map showing the main centers and the location of facilities referred to in the text is included

A randomised controlled trial of an intervention to increase the implementation of a healthy canteen policy in Australian primary schools: study protocol.

PubMed

Wolfenden, Luke; Nathan, Nicole; Williams, Christopher M; Delaney, Tessa; Reilly, Kathryn L; Freund, Megan; Gillham, Karen; Sutherland, Rachel; Bell, Andrew C; Campbell, Libby; Yoong, Serene; Wyse, Rebecca; Janssen, Lisa M; Preece, Sarah; Asmar, Melanie; Wiggers, John

2014-10-11

The implementation of healthy school canteen policies has been recommended as a strategy to help prevent unhealthy eating and excessive weight gain. Internationally, research suggests that schools often fail to implement practices consistent with healthy school canteen policies. Without a population wide implementation, the potential benefits of these policies will not be realised. The aim of this trial is to assess the effectiveness of an implementation intervention in increasing school canteen practices consistent with a healthy canteen policy of the New South Wales (NSW), Australia, government known as the 'Fresh Tastes @ School NSW Healthy School Canteen Strategy'. The parallel randomised trial will be conducted in 70 primary schools located in the Hunter region of New South Wales, Australia. Schools will be eligible to participate if they are not currently meeting key components of the healthy canteen policy. Schools will be randomly allocated after baseline data collection in a 1:1 ratio to either an intervention or control group using a computerised random number function in Microsoft Excel. Thirty-five schools will be selected to receive a multi-component intervention including implementation support from research staff, staff training, resources, recognition and incentives, consensus and leadership strategies, follow-up support and implementation feedback. The 35 schools allocated to the control group will not receive any intervention support as part of the research trial. The primary outcome measures will be i) the proportion of schools with a canteen menu that does not contain foods or beverages restricted from regular sale ('red' and 'banned' items) and ii) the proportion of schools where healthy canteen items ('green' items) represent the majority (>50%) of products listed on the menu. Outcome data will be collected via a comprehensive menu audit, conducted by dietitians blind to group allocation. Intervention effectiveness will be assessed using

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

PubMed

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

Strengthening the Creative Transformational Leadership of Primary School Teachers

ERIC Educational Resources Information Center

Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn

2017-01-01

This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen…

Does a Socio-Ecological School Model Promote Resilience in Primary Schools?

ERIC Educational Resources Information Center

Lee, Patricia C.; Stewart, Donald E.

2013-01-01

Background: This research investigates the extent to which the holistic, multistrategy "health-promoting school" (HPS) model using a resilience intervention can lead to improved resilience among students. Methods: A quasi-experimental design using a study cohort selected from 20 primary schools in Queensland, Australia was employed. Ten…

Development of bird population monitoring in New Zealand: Proceedings of a workshop

Treesearch

E.B. Spurr; C.J. Ralph

2006-01-01

A workshop on monitoring terrestrial (land) bird populations in New Zealand was held on 11 December 2005, following the Australasian Ornithological Conference, St Mary's Parish Centre, Blenheim, New Zealand. The primary objective of the workshop was to consider options for the design and implementation of a terrestrial breeding bird population survey for New...

Gender Bias in Singaporean Primary School English Coursebooks

ERIC Educational Resources Information Center

Ong, Chye Wah; Jacobs, George M.

2000-01-01

Schools can have an important effect on children's developing views of gender roles, and coursebooks form an important element of children's school experience. In 1996, we read an article by Anthea Fraser Gupta and Ameline Lee Su Yin that described gender bias in a 1980s primary school English coursebook series used in Singapore schools. We had…

Analyzing the Learning Styles of Pre-Service Primary School Teachers

ERIC Educational Resources Information Center

Özdemir, Muhammet; Kaptan, Fitnat

2017-01-01

The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University,…

A qualitative study of the role of dental therapy in New Zealand.

PubMed

Tane, Helen R

2009-09-01

To investigate the role of the dental therapy profession in New Zealand, identifying the foundation of the profession, and the influences that have shaped its role. Qualitative study incorporating transcripts from oral archives, national questionnaires, and semi-structured interviews with key people of influence among the oral health professions. A selection of data was ordered into a written sequence and presented, to demonstrate key influencing factors in the introduction, training and work of New Zealand's dental nurses. Education for the dental therapy profession was preceded by the school dental nurse vocation and, despite the intention for the dental nurse's role to be one of 'forestalling disease' and 'prevention', the eventual role was very different. The study provides evidence of the valuable role of Dental Therapy in New Zealand's public health sector, but whether the role has been utilised most effectively is questionable, particularly when considering the original objectives that were given when the School Dental Nurse concept was first introduced.

Effective School Evaluation in Primary Schools from the Dimension of Parents

ERIC Educational Resources Information Center

Akan, Durdagi

2017-01-01

The aim of this study is to analyze the effectiveness of the primary schools depending on "parents" dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the…

Health education in primary school textbooks in iran in school year 2010-2011.

PubMed

Kazemian, Reza; Ghasemi, Hadi; Movahhed, Taraneh; Kazemian, Ali

2014-09-01

Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran. In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method. In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144) and those of the fourth grade had the lowest (26) number of health lessons. Among health-related issues, the largest number (87) of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8). Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks. The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized.

Negotiating Differences in Learning and Intercultural Communication: Ethnic Chinese Students in a New Zealand University

ERIC Educational Resources Information Center

Holmes, Prue

2004-01-01

Research on ethnic Chinese students studying in a Western (New Zealand) learning environment exposed differences in communication and learning between their first culture and the host culture. Thirteen ethnic Chinese students in a New Zealand university business school participated in an 18-month ethnographic study. The findings indicate that…

Reconceptualizing the Role of the Director of Religious Studies: A New Zealand Perspective

ERIC Educational Resources Information Center

Smith, Lyn Marie; van der Nest, Theo

2016-01-01

The Private Schools Conditional Integration Act (PSCI Act) of 1975 in New Zealand reinvigorated a Catholic education system, on the verge of financial collapse. This enacted legislation required Catholic authorities to develop and maintain the "Special Character" of the school. Financial or State aid is dependent on each school's ability…

Design Considerations for Construction of Rural Primary Schools.

ERIC Educational Resources Information Center

Siddiqui, Kalim A.; And Others

Widely differing local conditions, increased community participation in education, more lifelong education, and decentralization of schools are factors which should affect the architecture of rural primary schools in Pakistan. Also significant are the results of a 1977 survey which indicate that building quality is unrelated to school attendance…

Quality of Primary Education Inputs in Urban Schools: Evidence from Nairobi

ERIC Educational Resources Information Center

Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.

2011-01-01

This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various…

Children's Exposure to Radon in Nursery and Primary Schools.

PubMed

Branco, Pedro T B S; Nunes, Rafael A O; Alvim-Ferraz, Maria C M; Martins, Fernando G; Sousa, Sofia I V

2016-03-30

The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children's exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings' construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings' construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks.

Bringing Thunder: Tribal College Presidents Explore Indigenous New Zealand.

ERIC Educational Resources Information Center

Pease-Pretty, Janine

2002-01-01

Describes visit of American tribal college and university presidents, faculty, and staff to Maori tribal colleges and schools in Aotearoa, New Zealand. Suggests that findings from the study of Maori educational systems will affect tribal education in the U.S. (NB)

Inclusive Education: Proclamations or Reality (Primary School Teachers' View)

ERIC Educational Resources Information Center

Slavica, Pavlovic

2010-01-01

This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina: its position in various proclamations and in primary school teachers' reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the…

e-Science Partnerships: Towards a Sustainable Framework for School-Scientist Engagement

NASA Astrophysics Data System (ADS)

Falloon, Garry

2013-08-01

In late 2006, the New Zealand Government embarked on a series of initiatives to explore how the resources and expertise of eight, small, state-owned science research institutes could be combined efficiently to support science teaching in schools. Programmes were developed to enable students and teachers to access and become involved in local science research and innovation, with the aim being to broaden their awareness of New Zealand science research contexts, adding authenticity and relevance to their school studies. One of these initiatives, known as Science-for-Life, partnered scientists with teachers and students in primary and secondary schools (K-12). A key output from the trial phase of Science-for-Life was the generation of a framework for guiding and coordinating the activities of the eight institutes within the education sector, to improve efficiency, effectiveness and promote sustainability. The framework, based on data gathered from a series of interviews with each institute's Chief Executive Officer (CEO), an online questionnaire, and informed by findings from trial partnership case studies published as institute technical reports and published articles, is presented in this paper. While the framework is developed from New Zealand data, it is suggested that it may be useful for coordinating interactions between multiple small science organisations and the school sector in other small-nation or state contexts.

"In Transition": Choice and the Children of New Zealand's Economic Reforms

ERIC Educational Resources Information Center

Higgins, Jane; Nairn, Karen

2006-01-01

New Zealand's rapid emergence as a late-modern, neo-liberal society following 1984 led to a transformation in the institutional infrastructure for youth transitions from school to post-school worlds. Our research focuses on the ways that young people born after 1984 craft identities in transition. We investigate their perspectives on transition in…

Indoor environmental quality in a 'low allergen' school and three standard primary schools in Western Australia.

PubMed

Zhang, G; Spickett, J; Rumchev, K; Lee, A H; Stick, S

2006-02-01

To investigate indoor environmental quality in classrooms, assessments were undertaken in a 'low allergen' school and three standard primary schools in Western Australia. Dust allergens, air pollutants and physical parameters were monitored in the four schools at four times (summer school term, autumn holiday, winter school term and winter holiday) in 2002. The levels of particulate matter (PM(10)) and volatile organic compounds were similar between the four primary schools. Although slightly decreased levels of dust-mite and cat allergens were observed in the 'low allergen' school, the reductions were not statistically significant and the allergen levels in all schools were much lower than the recommended sensitizing thresholds. However, significantly lower levels of relative humidity and formaldehyde level during summer-term were recorded in the 'low allergen' school. In conclusion, the evidence here suggests that the 'low allergen' school did not significantly improve the indoor environmental quality in classrooms. Practical Implications School is an important environment for children in terms of exposure to pollutants and allergens. By assessing the levels of key pollutants and allergens in a low allergen school and three standard primary schools in Western Australia, this study provides useful information for implementation of healthy building design that can improve the indoor environment in schools.

Pre-Service Teachers' Efficacy Beliefs and Concerns in Malaysia, England and New Zealand

ERIC Educational Resources Information Center

Berg, David A. G.; Smith, Lisa F.

2014-01-01

This study compared perceptions of teacher efficacy beliefs and concerns about teaching in pre-service teacher cohorts from New Zealand, Malaysia, and England. Participants were primary pre-service teachers from Malaysia (n = 53), New Zealand (n = 100), and England (n = 119), who completed the Teachers' Sense of Efficacy (long form)…

Primary School Buildings in Asia: Administration, Facilities and Programmes.

ERIC Educational Resources Information Center

Soriano, Domingo

Primary school buildings of the Asian Member States of UNESCO are evaluated in this study, which is in three parts--(1) a statement of the purposes and procedures of the study, with comments and recommendations relating to the primary school situation, (2) a detailed analysis of the replies to the questionnaire which was utilized, and (3) a…

Confirmatory Factor Analysis of the Malay Version Comprehensive Feeding Practices Questionnaire Tested among Mothers of Primary School Children in Malaysia

PubMed Central

Shohaimi, Shamarina; Yoke Wei, Wong; Mohd Shariff, Zalilah

2014-01-01

Comprehensive feeding practices questionnaire (CFPQ) is an instrument specifically developed to evaluate parental feeding practices. It has been confirmed among children in America and applied to populations in France, Norway, and New Zealand. In order to extend the application of CFPQ, we conducted a factor structure validation of the translated version of CFPQ (CFPQ-M) using confirmatory factor analysis among mothers of primary school children (N = 397) in Malaysia. Several items were modified for cultural adaptation. Of 49 items, 39 items with loading factors >0.40 were retained in the final model. The confirmatory factor analysis revealed that the final model (twelve-factor model with 39 items and 2 error covariances) displayed the best fit for our sample (Chi-square = 1147; df = 634; P < 0.05; CFI = 0.900; RMSEA = 0.045; SRMR = 0.0058). The instrument with some modifications was confirmed among mothers of school children in Malaysia. The present study extends the usability of the CFPQ and enables researchers and parents to better understand the relationships between parental feeding practices and related problems such as childhood obesity. PMID:25538958

Confirmatory factor analysis of the Malay version comprehensive feeding practices questionnaire tested among mothers of primary school children in Malaysia.

PubMed

Shohaimi, Shamarina; Wei, Wong Yoke; Shariff, Zalilah Mohd

2014-01-01

Comprehensive feeding practices questionnaire (CFPQ) is an instrument specifically developed to evaluate parental feeding practices. It has been confirmed among children in America and applied to populations in France, Norway, and New Zealand. In order to extend the application of CFPQ, we conducted a factor structure validation of the translated version of CFPQ (CFPQ-M) using confirmatory factor analysis among mothers of primary school children (N = 397) in Malaysia. Several items were modified for cultural adaptation. Of 49 items, 39 items with loading factors >0.40 were retained in the final model. The confirmatory factor analysis revealed that the final model (twelve-factor model with 39 items and 2 error covariances) displayed the best fit for our sample (Chi-square = 1147; df = 634; P < 0.05; CFI = 0.900; RMSEA = 0.045; SRMR = 0.0058). The instrument with some modifications was confirmed among mothers of school children in Malaysia. The present study extends the usability of the CFPQ and enables researchers and parents to better understand the relationships between parental feeding practices and related problems such as childhood obesity.

Religion and Primary School Choice in Ireland: School Institutional Identities and Student Profile

ERIC Educational Resources Information Center

Darmody, Merike; Smyth, Emer

2018-01-01

Ireland's demographic profile has changed significantly in the past 20 years, being now characterised by increasing cultural, ethnic and religious diversity. However, primary schooling in Ireland has remained highly denominational, mostly Roman Catholic, in nature, with a small number of minority faith schools and multi-denominational schools.…

Clustering of adolescent health concerns: a latent class analysis of school students in New Zealand.

PubMed

Noel, Hannah; Denny, Simon; Farrant, Bridget; Rossen, Fiona; Teevale, Tasileta; Clark, Terryann; Fleming, Terry; Bullen, Pat; Sheridan, Janie; Fortune, Sarah

2013-11-01

The aims of this study are to identify clinically meaningful groups of adolescents based on their engagement in high levels of risk behaviours or severe emotional health concerns and to describe the demographic characteristics of these groups in two populations of school students in New Zealand. A nationally representative sample of secondary school students was surveyed in 2007; alternative education (AE) students in Auckland and Northland were surveyed in 2009. A total of 9107 secondary school students and 335 AE students completed a youth health questionnaire using Internet tablets. Latent class analysis (LCA) was used to identify groups of students on the basis of distinct profiles of their risk behaviours and mental health concerns. The majority (80%) of students in secondary schools are 'healthy' and report few health concerns, 16% are considered 'risky' or 'distressed', and 4% report 'multiple' risk behaviour profiles or emotional health concerns. In AE, only 21% of students were considered 'healthy' with most featuring in the 'risky' or 'multiple' groups. Females were more likely to be 'distressed', whereas males were more likely to feature in the 'risky' or 'multiple' groups. Clinically-concerning health risk behaviours and emotional health concerns 'cluster' in up to 20% of students in secondary schools and up to 79% of students in AE. Gender, ethnic and socio-economic disparities are also observed. This highlights the importance of comprehensive psychosocial assessment and appropriate service provision, particularly for at-risk groups. © 2013 The Authors. Journal of Paediatrics and Child Health © 2013 Paediatrics and Child Health Division (Royal Australasian College of Physicians).

Primary School Councils: Organization, Composition and Head Teacher Perceptions and Values

ERIC Educational Resources Information Center

Burnitt, Michael; Gunter, Helen

2013-01-01

School councils have been an integral part of primary school life for the last decade and, despite not being mandatory in England, they are now to be found in the vast majority of primary schools. This research article aims to examine the current position of school councils in terms of their organization, the issues they address and the views held…

Cooperative Learning in Science: Follow-up from primary to high school

NASA Astrophysics Data System (ADS)

Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline

2010-03-01

This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.

Laughing at Mistakes: Language Politics, Counter-Hegemonic Actions, and Bilingual Education in Aotearoa/New Zealand

ERIC Educational Resources Information Center

Doerr, Neriko Musha

2009-01-01

This article analyzes how minority-language students responded to what they felt to be disrespectful behavior of a mainstream teacher towards their language from a case at an Aotearoa/New Zealand school in 1997-1998. Even when minority language is recognized officially and institutionally, as in Aotearoa/New Zealand, some minority-language…

Personal, social and environmental correlates of active transport to school among adolescents in Otago, New Zealand.

PubMed

Mandic, Sandra; Leon de la Barra, Sophia; García Bengoechea, Enrique; Stevens, Emily; Flaherty, Charlotte; Moore, Antoni; Middlemiss, Melanie; Williams, John; Skidmore, Paula

2015-07-01

With increasingly sedentary lifestyles, opportunities for physical activity such as active transport to school need to be promoted in adolescents. This study examines personal, social and environmental correlates of active transport to school among adolescents including sociodemographics, behavioural patterns, motivational factors, perceived barriers, peer support, family resources, school characteristics, urban/rural setting, distance to school and neighbourhood safety perceptions. Cross-sectional study. In 2009 and 2011, 2018 secondary school students (age: 14.8±1.3 years; 73% urban; 53% boys) from 22 out of 24 schools from Otago, New Zealand completed the Otago School Students Lifestyle Survey. Multivariate binary logistic regression models were used to compare active transport to school correlates in students using active transport to school versus bus and car users (motorised transport). Overall, 37% of students used active transport to school, 24% bus, and 39% car. Compared to motorised transport users, active transport to school users were more likely to live closer to school (1.4±1.4 active transport to school vs. 8.3±8.4km motorised transport; p<0.001). In a multivariate analysis, shorter distance to school (OR (95%CI) (0.03 (0.01-0.05)), younger age (0.85 (0.78-0.92)), fewer vehicles (0.66 (0.49-0.89)) and fewer screens (0.53 (0.35-0.82)) per household, meeting screen time guidelines (1.74 (1.22-2.50)), opportunity to chat with friends (2.26 (1.58-3.23)), nice scenery (1.69 (1.14-2.50)), and parental perceptions of active transport to school safety (2.32 (1.25-4.30)) were positively associated with active transport to school, while perceived time constraints (0.46 (0.29-0.72)) and attending girls-only school (0.51 (0.35-0.75)) had a negative association with active transport to school. Future active transport to school interventions in adolescents should focus on encouraging active transport to school, reiterating its social benefits, and addressing

Blackboard Bullies: Workplace Bullying in Primary Schools

ERIC Educational Resources Information Center

Fahie, Declan

2014-01-01

This paper offers a comprehensive examination of the "lived experience" of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal--all of whom who believe themselves to have been targets of…

Primary School Teachers' Opinion on Digital Textbooks

ERIC Educational Resources Information Center

Magdas, Ioana; Drîngu, Maria-Carmen

2016-01-01

Ministry of Education, Research, Youth and Sports of Romania through order no. 3654/29.03.2012 approved the Framework Plan for Primary Education, Preparatory Grade, First and Second Grades. New subjects and syllabuses were introduced. In 2014-2015 school year appeared new school textbooks for first and second grade. Unlike the previous textbooks…

Pre-Service Primary School Teachers' Spatial Abilities

ERIC Educational Resources Information Center

Marchis, Iuliana

2017-01-01

Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A…

The Directive Communication of Australian Primary School Principals

ERIC Educational Resources Information Center

De Nobile, John

2015-01-01

Directive communication is a key leadership practise in schools. However, very little direct attention has been given to this important feature of the school communication system. The purpose of the research reported here was to produce a richer description of directive communication in the context of Australian primary schools, and in so doing,…

Measuring What Students Entering School Know and Can Do: PIPS Australia 2006-2007

ERIC Educational Resources Information Center

Wildy, Helen; Styles, Irene

2008-01-01

This paper reports analysis of 2006-2007 on-entry assessment data from the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA) of random samples of students in England, Scotland, New Zealand and Australia. The analysis aimed, first, to investigate the validity and reliability of that instrument across countries and sexes, and,…

Health care policy and community pharmacy: implications for the New Zealand primary health care sector.

PubMed

Scahill, Shane; Harrison, Jeff; Carswell, Peter; Shaw, John

2010-06-25

The aim of our paper is to expose the challenges primary health care reform is exerting on community pharmacy and other groups. Our paper is underpinned by the notion that a broad understanding of the issues facing pharmacy will help facilitate engagement by pharmacy and stakeholders in primary care. New models of remuneration are required to deliver policy expectations. Equally important is redefining the place of community pharmacy, outlining the roles that are mooted and contributions that can be made by community pharmacy. Consistent with international policy shifts, New Zealand primary health care policy outlines broad directives which community pharmacy must respond to. Policymakers are calling for greater integration and collaboration, a shift from product to patient-centred care; a greater population health focus and the provision of enhanced cognitive services. To successfully implement policy, community pharmacists must change the way they think and act. Community pharmacy must improve relationships with other primary care providers, District Health Boards (DHBs) and Primary Health Organisations (PHOs). There is a requirement for DHBs to realign funding models which increase integration and remove the requirement to sell products in pharmacy in order to deliver services. There needs to be a willingness for pharmacy to adopt a user pays policy. General practitioners (GPs) and practice nurses (PNs) need to be aware of the training and skills that pharmacists have, and to understand what pharmacists can offer that benefits their patients and ultimately general practice. There is also a need for GPs and PNs to realise the fiscal and professional challenges community pharmacy is facing in its attempt to improve pharmacy services and in working more collaboratively within primary care. Meanwhile, community pharmacists need to embrace new approaches to practice and drive a clearly defined agenda of renewal in order to meet the needs of health funders, patients

Health, safety and environment conditions in primary schools of Northern Iran.

PubMed

Behzadkolaee, Seyed Mohammad Asadi; Mirmohammadi, Seyed Taghi; Yazdani, Jamshid; Gorji, Ali Morad Heidari; Toosi, Ameneh; Rokni, Mohammad; Gorji, Mohammad Ali Heidari

2015-01-01

People spend a considerable part of their childhood time in the schools, a phase that coincides with their physical and mental growth. A healthy educational environment is vital to student's health and wellbeing. This study is a descriptive study conducted in 100 primary schools (both state and nonprofit schools) from Sari's Districts 1 and 2 in Iran. Sampling was performed by census and data were collected using the standard questionnaire by direct interview. Data were analyzed by Excel and SPSS software (Version 20.0. IBM Corp, Armonk), NY: IBM Corp using independent numerical T2 testing. Significant relationship was observed between the kind of schools (P = 0.045) and their locations (P = 0.024), however the health, safety and environment (HSE) ratings among boys only versus girls only schools were similar (P = 0.159). Interestingly private and nongovernment schools and primary schools from Sari's districts one had consistently higher HSE ratings. The differential and higher HSE ratings in primary schools run by Private organizations and primary schools from Sari's districts one could be due to manager's awareness and implementation of recommended HSE standards, schools neglecting and overlooking these standards had lower HSE ratings. It is necessary that schools with lower HSE ratings are made aware of the guidelines and necessary infrastructures allocated to improve their HSE ratings.

Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

PubMed

Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

2016-11-12

Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

Personal Smartphones in Primary School: Devices for a PLE?

ERIC Educational Resources Information Center

Honegger, Beat Döbeli; Neff, Christian

2011-01-01

This paper describes the goals and first results of an ongoing two year case study in a European primary school (5th primary class) where the teacher and all students were equipped with a personal smartphone. Students are allowed to use phone and internet services at no charge and to take home their smartphones after school. In this project the…

School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

PubMed

Harrison, Flo; van Sluijs, Esther M F; Corder, Kirsten; Jones, Andy

2016-05-01

This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Structural Change, Professional Change: The New Zealand School Principal.

ERIC Educational Resources Information Center

Cusack, Brian O.

The New Zealand education structures were reorganized on a national scale in the late 1980s. In 18 months, a 100-year-old education system was radically restructured to create new administrative structures, new career paths, and new professional expectations for personnel. This paper summarizes these structural changes, reviews research reports…

Primary School Teachers' Perceptions of Mathematical Reasoning

ERIC Educational Resources Information Center

Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra

2013-01-01

Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were…

Non-contact Time for Primary School Teachers.

ERIC Educational Resources Information Center

Hill, Peter

The State School Teachers' Union of Western Australia has requested that primary teachers be free from teaching one-fifth time for other professional duties. Several arguments in favor of this proposal for more "noncontact time" have been advanced. The argument that primary teachers should have noncontact time equivalent to that of…

Mathematics Education in the South Pacific. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (25th, Auckland, New Zealand, July 7-10, 2002). Volume I [and] Volume II.

ERIC Educational Resources Information Center

Barton, Bill, Ed.; Irwin, Kathryn C., Ed.; Pfannkuch, Maxine, Ed.; Thomas, Michael O. J., Ed.

This document contains the proceedings of the 25th annual conference of the Mathematics Education Research Group of Australia (MERGA) held at the University of Auckland, New Zealand. The focus of this meeting is mathematics education in the South Pacific. Presentations are centered around the topic of numeracy in primary or elementary school.…

Moral and Democratic Education in Public Primary Schools.

ERIC Educational Resources Information Center

Veugelers, W.; Kat, E. De

In primary and secondary education in the Netherlands, 30% of the schools are public, and 70% are private. Both private and public schools are state funded and must follow the national curriculum. Within this context, schools can develop their own identities and teaching methods. With regard to the identity of public education in the Netherlands,…

Revisiting Primary School Dropout in Rural Cambodia

ERIC Educational Resources Information Center

No, Fata; Sam, Chanphirun; Hirakawa, Yukiko

2012-01-01

Previous studies on school dropout in Cambodia often used data from subjects after they already dropped out or statistics from education-related institutions. Using data from children in two rural provinces before they dropped out, this study examines four main factors in order to identify their influence on primary school dropout in Cambodia.…

Growing a Circle of Courage Culture: One School's Journey

ERIC Educational Resources Information Center

Espiner, Deborah; Guild, Diane

2010-01-01

Mt. Richmond Special School is the first Circle of Courage school in New Zealand. The school reflects the richness of the cultural and learning diversity found in many New Zealand schools. Located in the heart of South Auckland, the school's 130 students represent a wide range of ethnic backgrounds. The universal values in the Circle of Courage…

[Analysis on absentees due to injury during 2012-2013 school year from 32 primary schools in Hubei province].

PubMed

Tan, Li; Yan, Weirong; Wang, Ying; Fan, Yunzhou; Jiang, Hongbo; Yang, Wenwen; Nie, Shaofa

2014-09-01

To analyze absentees due to injury among primary school pupils in Hubei, 2012-2013; and to provide theoretical basis for the prevention and control of injuries. A total of 32 primary schools in Qianjiang city and Shayang county were sampled to conduct injury absenteeism surveillance, and the total number of students was 21 493. The surveillance contents included absent dates, genders, grades, initial or return absent, and the detailed absent reasons. The classification of injury was based on the 10th Revision of the international classification of diseases developed by WHO. Data from 2012-2013 school-year were extracted from the surveillance system for analysis. The total surveillance period was 182 days, of which the fall semester was 98 days and the spring semester was 84 days. The absenteeism rate and injury rate in different characteristics of primary school students were compared by χ² test, and the possible risk factors of injury were preliminary explored by calculating the RR (95% CI) value. The total daily injury absenteeism rate was 8.26/100 100 during 2012-2013 school-year in 32 primary schools in Hubei province, which was higher in fall semester (9.16/100 000), Qianjiang area (9.63/100 000), rural primary schools (13.44/100 000), boys (9.57/100 000), 1-2 grades (10.41/100 000), and the differences were significant (P < 0.05). The total injury rate was 0.46%. Rural primary schools (RR = 2.32, 95% CI: 1.46-3.70), boys (RR = 1.88, 95% CI: 1.23-2.87), and 3-4 grades (RR = 1.85, 95% CI: 1.10-3.09) were identified as high-risk factors, while using city primary schools, girls, and 5-6 grades as references, respectively. The injury absenteeism rate and injury rate were more higher in rural primary schools, boys and low or middle grades in Hubei province during 2012 to 2013 school year, so monitoring and preventive measures should be focused on those students.

Perspectives on English Teacher Development in Rural Primary Schools in China

ERIC Educational Resources Information Center

Ping, Wang

2013-01-01

Questionnaires are used to examine Chinese rural primary school English teachers' needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that…

Ability Grouping Practices in the Primary School: A Survey.

ERIC Educational Resources Information Center

Hallam, Susan; Ireson, Judith; Lister, Veronica; Chaudhury, Indrani Andon; Davies, Jane

2003-01-01

Surveys how British primary schools group their students for different school subjects, such as according to class ability or mixed ability grouping. Finds that most schools used the class ability groupings, either in mixed or ability groupings. Includes references. (CMK)

Professional Development Design: Embedding Educational Reform in New Zealand

ERIC Educational Resources Information Center

Starkey, Louise; Yates, Anne; Meyer, Luanna H.; Hall, Cedric; Taylor, Mike; Stevens, Susan; Toia, Rawiri

2009-01-01

Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform.…

The Development of Visionary Leadership Administrators in Thai Primary School

ERIC Educational Resources Information Center

Yordsala, Suwit; Tesaputa, Kowat; Sri-Ampai, Anan

2014-01-01

This research aimed: 1) to investigate the current situations and needs in developing visionary leadership of Thai primary school administrators; 2) to develop visionary leadership development program of Thai primary school administrators, and; 3) to evaluate the implementation of the developed program of administrators visionary leadership…

Women's Political Empowerment and Investments in Primary Schooling in India.

PubMed

Halim, Nafisa; Yount, Kathryn M; Cunningham, Solveig A; Pande, Rohini P

2016-02-01

Using a national district-level dataset of India composed of information on investments in primary schooling (data from the District Information Survey for Education [DISE, 2007/8]) and information on demographic characteristics of elected officials (data from the Election Commission of India [ECI, 2000/04]), we examined the relationship between women's representation in State Legislative Assembly (SLA) seats and district-level investments in primary schooling. We used OLS regressions adjusting for confounders and spatial autocorrelation, and estimated separate models for North and South India. Women's representation in general SLA seats typically was negatively associated with investments in primary-school amenities and teachers; women's representation in SLA seats reserved for under-represented minorities, i.e., scheduled castes and scheduled tribes, typically was positively associated with investments in primary schooling, especially in areas addressing the basic needs of poor children. Women legislators' gender and caste identities may shape their decisions about redistributive educational policies.

Positioning the School in the Landscape: Exploring Black History with a Regional Australian Primary School

ERIC Educational Resources Information Center

Zeegers, Margaret

2011-01-01

This paper deals with a project establishing an Indigenous Australian artists-in-residence program at a regional Australian primary school to foreground its Black History. Primary school students worked with Indigenous Australian story tellers, artists, dancers and musicians to explore ways in which they could examine print and non-print texts for…

Integrating STEM into the Primary School Curriculum

ERIC Educational Resources Information Center

Qureshi, Asima

2015-01-01

Science has always been a valued subject at Meadowbrook Primary School, and the head teacher has a real vision for the school to embrace engineering as part of the science curriculum to give the children the opportunity to be more creative with their projects. To get started, teachers attended an engineering workshop run by Science Oxford Schools…

Comprehensive genetic testing for primary immunodeficiency disorders in a tertiary hospital: 10-year experience in Auckland, New Zealand.

PubMed

Woon, See-Tarn; Ameratunga, Rohan

2016-01-01

New Zealand is a developed geographically isolated country in the South Pacific with a population of 4.4 million. Genetic diagnosis is the standard of care for most patients with primary immunodeficiency disorders (PIDs). Since 2005, we have offered a comprehensive genetic testing service for PIDs and other immune-related disorders with a published sequence. Here we present results for this program, over the first decade, between 2005 and 2014. We undertook testing in 228 index cases and 32 carriers during this time. The three most common test requests were for X-linked lymphoproliferative (XLP), tumour necrosis factor receptor associated periodic syndrome (TRAPS) and haemophagocytic lymphohistiocytosis (HLH). Of the 32 suspected XLP cases, positive diagnoses were established in only 2 patients. In contrast, genetic defects in 8 of 11 patients with suspected X-linked agammaglobulinemia (XLA) were confirmed. Most XLA patients were initially identified from absence of B cells. Overall, positive diagnoses were made in about 23% of all tests requested. The diagnostic rate was lowest for several conditions with locus heterogeneity. Thorough clinical characterisation of patients can assist in prioritising which genes should be tested. The clinician-driven customised comprehensive genetic service has worked effectively for New Zealand. Next generation sequencing will play an increasing role in disorders with locus heterogeneity.

Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt.

PubMed

Awadalla, N J; Ali, O F; Elshaer, S; Eissa, M

2016-11-02

There is a knowledge gap in primary school teachers that affects their ability to detect attention deficit hyperactivity disorder (ADHD). This study measured primary school teachers' knowledge about ADHD, and implemented a training programme to improve early detection of ADHD. The prevalence and risk factors of ADHD were also studied. The training programme was implemented through a 2-day workshop for 39 primary school teachers who completed a validated Arabic version of the ADHD Rating Scale for 873 primary school children. The children's parents completed the questionnaire to explore ADHD risk factors. The teachers' pre-training knowledge scores of ADHD ranged from 17.9 to 46.2%. Post-training, their scores improved significantly to 69.2-94.9%. Prevalence rate of ADHD was 12.60%. On logistic regression, independent predictors of ADHD were female gender, unemployed fathers and rural residence. In conclusion, ADHD is a significant health problem among primary school children in Mansoura, Egypt. Efforts should be made to improve teachers' knowledge about ADHD and control modifiable risk factors.

Primary Teacher Identity, Commitment and Career in Performative School Cultures

ERIC Educational Resources Information Center

Troman, Geoff

2008-01-01

The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in-depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching.…

Quality Control in Primary Schools: Progress from 2001-2006

ERIC Educational Resources Information Center

Hofman, Roelande H.; de Boom, Jan; Hofman, W. H. Adriaan

2010-01-01

This article presents findings of research into the quality control (QC) of schools from 2001-2006. In 2001 several targets for QC were set and the progress of 939 primary schools is presented. Furthermore, using cluster analysis, schools are classified into four QC-types that differ in their focus on school (self) evaluation and school…

Endometriosis education in schools: A New Zealand model examining the impact of an education program in schools on early recognition of symptoms suggesting endometriosis.

PubMed

Bush, Deborah; Brick, Emily; East, Michael C; Johnson, Neil

2017-08-01

Menstrual morbidity plays a significant role in adolescent females' lives. There are no studies to date reporting such data from menstrual health education programs in schools. The aim of our study was to report results from an audit of a menstrual health and endometriosis education program in secondary schools and observe age patterns of young women presenting for menstrual morbidity care. Audit data from education in secondary schools and audit data of patients from an Endometriosis and Pelvic Pain Coaching clinic operating in a private endometriosis specialised centre are reported. In a region of consistent delivery of the education program, student awareness of endometriosis was 32% in 2015. Overall in 2015, 13% of students experienced distressing menstrual symptoms and 27% of students sometimes or always missed school due to menstrual symptoms. Further, in one region of consistent delivery of the menstrual health education program, data show an increase in younger patients attending for specialised endometriosis care. There is strong suggestive evidence that consistent delivery of a menstrual health education program in schools increases adolescent student awareness of endometriosis. In addition, there is suggestive evidence that in a geographical area of consistent delivery of the program, a shift in earlier presentation of young women to a specialised health service is observed. © 2017 The Royal Australian and New Zealand College of Obstetricians and Gynaecologists.

The causal effect of increased primary schooling on child mortality in Malawi: Universal primary education as a natural experiment.

PubMed

Makate, Marshall; Makate, Clifton

2016-11-01

The primary objective of this analysis is to investigate the causal effect of mother's schooling on under-five health - and the passageways through which schooling propagates - by exploiting the exogenous variability in schooling prompted by the 1994 universal primary schooling program in Malawi. This education policy, which saw the elimination of tuition fees across all primary schooling grades, creates an ideal setting for observing the causal influence of improved primary school enrollment on the under-five fatality rates of the subsequent generation. Our analysis uses data from three waves of the nationally representative Malawi Demographic and Health Surveys conducted in 2000, 2004/05, and 2010. To address the potential endogeneity of schooling, we employ the mother's age at implementation of the tuition-free primary school policy in 1994 as an instrumental variable for the prospect of finishing primary level instruction. The results suggest that spending one year in school translated to a 3.22 percentage point reduction in mortality for infants and a 6.48 percent reduction for children under age five years. For mothers younger than 19 years, mortality was reduced by 5.95 percentage points. These figures remained approximately the same even after adjusting for potential confounders. However, we failed to find any statistically meaningful effect of the mother's education on neonatal survival. The juvenile fatality estimates we find are weakly robust to several robustness checks. We also explored the potential mechanisms by which increased maternal schooling might help enhance child survival. The findings indicated that an added year of motherly learning considerably improves the prospect of prenatal care use, literacy levels, father's educational level, and alters fertility behavior. Our results suggest that increasing the primary schooling prospects for young women might help reduce under-five mortality in less-industrialized regions experiencing high under

A Comparison of Achievement and Aspirations of New Zealand Chinese and European Students.

ERIC Educational Resources Information Center

Chung, Rita Chi-Ying; Walkey, Frank H.; Bemak, Fred

1997-01-01

Studies differences in educational and occupational aspirations of 108 New Zealand-born Chinese high school students and 203 European counterparts. School Certificate grades were similar for both samples. Aspirations were consistent with parental expectations, but parental pressure appeared to have a negative effect on Chinese students' perception…

A Survey of Rural Primary School Music Education in Northeastern China

ERIC Educational Resources Information Center

Sun, Zuodong; Leung, Bo Wah

2014-01-01

China has been instituting national basic education curriculum reforms since 2001. This study provides an updated understanding of present-day, rural primary school music education in Northeastern China's Tonghua region. A total of 126 rural primary music teachers and 674 students from 28 primary schools in the region were surveyed using a…

Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.

PubMed

Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee

2014-01-01

As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs.

Framing Literacy Policy: Power and Policy Drivers in Primary Schools

ERIC Educational Resources Information Center

Mills, Colin

2011-01-01

This article is linked to the theme of the special issue through its focus on micropolitical analysis of the changing role of "policy drivers", mediating national policy through interactions with primary school heads and teachers. The central arguments draw on case studies undertaken in two primary schools where changes related to…

Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.

PubMed

Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K

2016-01-01

Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge.

Improving Achievement in Science in Primary and Secondary Schools. Improving Series

ERIC Educational Resources Information Center

Her Majesty's Inspectorate of Education, 2005

2005-01-01

This report is based on inspections of science in primary and secondary schools carried out between September 2000 and March 2004. In addition to schools inspected as part of the generational cycle, HMI also visited other primary and secondary schools to observe and describe aspects of best practice. The report also draws on other major sources of…

Evaluation of the Effectiveness of a Primary Preventive Dental Health Education Programme Implemented Through School Teachers for Primary School Children in Mysore City

PubMed Central

Naidu, Jaya; Nandlal, B.

2017-01-01

Aims and Objectives: The present study was conducted with the aim of evaluating the effectiveness of a Primary Preventive Dental Health Education Programme conducted for 6–12-year-old primary school children in Mysore City. Materials and Methods: A total of 12 schools, one each in the category of Government, Aided, and Unaided, were randomly selected per zone viz., North, South, East, and West. These 12 schools constituted the study group where the Primary Preventive School Dental Health Education Programme (PPSDHEP) was implemented. Two additional schools were selected at random from the four zones to serve as the control. A total of 926 children participated in the study. The PPSDHEP involved the second-level transfer of preventive package wherein the oral health education was imparted to the school children by schoolteachers trained by the investigator. Among the parameters for evaluating the outcome of the programme were the pre and post-programme assessment (at the baseline and at follow-up, i.e., after 6 months) of knowledge, attitude, and practice (KAP), dental caries status, oral hygiene, and gingival health status. Results: The results suggest that the PPSDHEP resulted in bringing about an enhancement in the KAP towards oral health and also an improvement in dental caries, oral hygiene, and gingival health status of the school children in the study group. Conclusion: The present study supports the implementation of similar programmes in schools and the contention that schoolteachers are suitable personnel for imparting dental health education to school children on a regular basis. PMID:28462175

The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda.

PubMed

Devries, Karen M; Knight, Louise; Child, Jennifer C; Mirembe, Angel; Nakuti, Janet; Jones, Rebecca; Sturgess, Joanna; Allen, Elizabeth; Kyegombe, Nambusi; Parkes, Jenny; Walakira, Eddy; Elbourne, Diana; Watts, Charlotte; Naker, Dipak

2015-07-01

Violence against children from school staff is widespread in various settings, but few interventions address this. We tested whether the Good School Toolkit-a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices-could reduce physical violence from school staff to Ugandan primary school children. We randomly selected 42 primary schools (clusters) from 151 schools in Luwero District, Uganda, with more than 40 primary 5 students and no existing governance interventions. All schools agreed to be enrolled. All students in primary 5, 6, and 7 (approximate ages 11-14 years) and all staff members who spoke either English or Luganda and could provide informed consent were eligible for participation in cross-sectional baseline and endline surveys in June-July 2012 and 2014, respectively. We randomly assigned 21 schools to receive the Good School Toolkit and 21 to a waitlisted control group in September, 2012. The intervention was implemented from September, 2012, to April, 2014. Owing to the nature of the intervention, it was not possible to mask assignment. The primary outcome, assessed in 2014, was past week physical violence from school staff, measured by students' self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Analyses were by intention to treat, and are adjusted for clustering within schools and for baseline school-level means of continuous outcomes. The trial is registered at clinicaltrials.gov, NCT01678846. No schools left the study. At 18-month follow-up, 3820 (92·4%) of 4138 randomly sampled students participated in a cross-sectional survey. Prevalence of past week physical violence was lower in the intervention schools (595/1921, 31·0%) than in the control schools (924/1899, 48·7%; odds ratio 0·40, 95% CI 0·26-0·64, p<0·0001). No adverse events related to the intervention were detected, but 434 children were referred to child

Science in the Scottish Primary School Curriculum

ERIC Educational Resources Information Center

Peacock, Alan

2005-01-01

When one begins to look at science in primary schools elsewhere, one is immediately struck by the fact that those in England are the odd-ones-out. Hence this is the second in a series of articles looking at how science is dealt with in other systems, beginning with England's immediate neighbours and then looking outwards towards school systems in…

The HMI Report on Primary Schools.

ERIC Educational Resources Information Center

Education in Science, 1978

1978-01-01

Gives a summary of a report on primary schools in England. A comprehensive survey of a representation sample of 7-, 9-, and 11- year-old pupils was conducted. The findings and their implications are considered. Recommendations are presented. (GA)

Creativity and Performativity Policies in Primary School Cultures

ERIC Educational Resources Information Center

Troman, Geoff; Jeffrey, Bob; Raggl, Andrea

2007-01-01

Cultures of performativity in English primary schools refer to systems and relationships of: target-setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers "perform" and in…

CAFÉ: a multicomponent audit and feedback intervention to improve implementation of healthy food policy in primary school canteens: a randomised controlled trial.

PubMed

Yoong, Sze Lin; Nathan, Nicole; Wolfenden, Luke; Wiggers, John; Reilly, Kathryn; Oldmeadow, Christopher; Wyse, Rebecca; Sutherland, Rachel; Delaney, Tessa; Butler, Peter; Janssen, Lisa; Preece, Sarah; Williams, Christopher M

2016-12-05

remained non-significant in the multiple imputation analyses. Intervention schools were significantly more likely to have a lower percentage of 'red' items (p-value: 0.007) and a higher percentage of 'green' items on the menu (p-value: 0.014). This remained statistically significant in the multiple imputation analyses for 'red items' (p-value: 0.0081) but not for 'green' items (p-value: 0.0910). While there was insufficient statistical evidence to suggest that this multicomponent audit and feedback intervention was effective in improving primary schools' compliance with a healthy canteen policy, the intervention demonstrated some positive impact in reducing the availability of 'red' items on the menu. This trial was prospectively registered with the Australian New Zealand Clinical Trials Registry ( ACTRN12613000543785 ). Registered 15th May 2013.

Tackling Behaviour in Your Primary School: A Practical Handbook for Teachers

ERIC Educational Resources Information Center

Reid, Ken; Morgan, Nicola S.

2012-01-01

"Tackling Behaviour in the Primary School" provides ready-made advice and support for classroom professionals and can be used, read and adapted to suit the busy everyday lives of teachers working in primary schools today. This valuable text sets the scene for managing behaviour in the primary classroom in the context of the Children Act 2004…

Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

ERIC Educational Resources Information Center

Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

2008-01-01

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

Application of Total Quality Management System in Thai Primary Schools

ERIC Educational Resources Information Center

Prueangphitchayathon, Setthiya; Tesaputa, Kowat; Somprach, Kanokorn

2015-01-01

The present study seeks to develop a total quality management (TQM) system that can be applied to primary schools. The approach focuses on customer orientation, total involvement of all constituencies and continuous improvement. TQM principles were studied and synthesized according to case studies of the best practices in 3 primary schools (small,…

What Teachers Want: Supporting Primary School Teachers in Teaching Science

ERIC Educational Resources Information Center

Fitzgerald, Angela; Schneider, Katrin

2013-01-01

Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what…

Primary care careers among recent graduates of research-intensive private and public medical schools.

PubMed

Choi, Phillip A; Xu, Shuai; Ayanian, John Z

2013-06-01

Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p < 0.001) and fewer recent graduates matching in family medicine residencies (median 2.4% vs. 6.2%, p < 0.001) than the other 30 private schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates.

Developmentally Appropriate Practices in the Primary Program: A Survey of Primary School Teachers.

ERIC Educational Resources Information Center

Addington, Brenda Burton; Hinton, Samuel

Under the Kentucky Education Reform Act, public schools in Kentucky were required to restructure the traditional kindergarten through third-grade classes into a multi-age and multi-ability level, ungraded primary program during the 1993-1994 school year. Classrooms that once contained children at relatively the same age have been replaced with…

Dental therapists and dental hygienists educated for the New Zealand environment.

PubMed

Coates, Dawn E; Kardos, Thomas B; Moffat, Susan M; Kardos, Rosemary L

2009-08-01

New Zealand has a long history of dental care provided by school dental nurses, now known as dental therapists. The nature of their training courses, although delivered in different centers, had remained relatively constant until 1999 when educational responsibility was transferred to the universities. Dental hygienists were not trained in New Zealand until 1994, with the exception of the New Zealand Army hygienists. Since 2001, the education of both dental therapists and dental hygienists has been the responsibility of the universities. Significant and progressive changes in educational delivery have occurred since then, which have culminated in three-year degree qualifications for dual-trained oral health professionals. Factors influencing this change included increased professionalism associated with the new legislative requirements for registration, workforce shortages, and enhanced educational and clinical practice requirements. The Bachelor of Oral Health degree at the University of Otago has an added emphasis on social sciences and incorporates aspects of learning relating to New Zealand's cultural heritage. We explore in this article the rationale for the introduction of a Bachelor of Oral Health in New Zealand and how it is designed to equip graduates as professionals in oral health.

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

PubMed Central

Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie

2017-01-01

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014

Primary Childhood School Success Scale.

ERIC Educational Resources Information Center

Seagraves, Margaret C.

The purpose of this research study was to build and pilot a psychometric instrument, the Primary Childhood School Success Scale (PCSSS), to identify behaviors needed for children to be successful in first grade. Fifty-two teacher responses were collected. The instrument had a reliability coefficient (Alpha) of 0.95, a mean of 13.26, and a variance…

Children's Health in Primary Schools.

ERIC Educational Resources Information Center

Mayall, Berry; And Others

Positing the relevance of well-being and social support to educational achievement, this book explores the status of children's health and its importance to the education of young children. A mail questionnaire survey of 1031 of approximately 20,000 Primary Education Schools in England and Wales in the fall of 1993 yielded 620 replies; a response…

Children’s Exposure to Radon in Nursery and Primary Schools

PubMed Central

Branco, Pedro T. B. S.; Nunes, Rafael A. O.; Alvim-Ferraz, Maria C. M.; Martins, Fernando G.; Sousa, Sofia I. V.

2016-01-01

The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children’s exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings’ construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings’ construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks. PMID:27043596

Mission Accomplished? School Mission Statements in NZ and Japan: What They Reveal and Conceal

ERIC Educational Resources Information Center

Chapple, Julian

2015-01-01

Primary schooling, where the majority of students start learning formally about social interaction and civic expectations, reflects much about a nations' approach to education and the goals for their citizens. After a brief comparison of the purpose of education in both New Zealand and Japan, through the use of textual and content analysis, this…

Leadership in Boys' Education: 16 Case Studies from Public and Private, Rural and Urban, Primary and Secondary Schools.

ERIC Educational Resources Information Center

Fletcher, Richard, Ed.; Hartman, Deborah, Ed.; Browne, Rollo, Ed.

Concern about boys' education in Australia and New Zealand led to the Leadership in Boys' Education Conference in May 1999. This book contains edited conference presentations focusing on boys' educational needs. The book also presents case studies related to academic achievement, school structure, discipline and bullying, broadening boys' options,…

Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools

ERIC Educational Resources Information Center

Jaka, Fahima Salman

2015-01-01

This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this…

Children as Researchers in Primary Schools: Choice, Voice and Participation

ERIC Educational Resources Information Center

Bucknall, Sue

2012-01-01

"Children as Researchers in Primary Schools" is an innovative and unique resource for practitioners supporting children to become "real world" researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a "children as researchers" framework in your school that can be adapted for different ages and…

Leading Curriculum Innovation in Primary Schools Project: A Final Report

ERIC Educational Resources Information Center

Brundrett, Mark; Duncan, Diane

2015-01-01

This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings…

Inequality in the First Year of Primary School. CES Briefing.

ERIC Educational Resources Information Center

Croxford, Linda

In Scotland, the Early Intervention Programme (EIP) aims to raise standards of literacy and numeracy in the first 2 years of primary school with an emphasis on overcoming disadvantage and inequality. As part of this initiative, one local authority, Aberdeen City, has introduced Baseline Assessment on entry to primary school with a follow-up…

Where is Music Education in Our Primary Schools?

ERIC Educational Resources Information Center

Russell-Bowie, Deirdre

1993-01-01

Criticizes the state of primary school music education in New South Wales. Paints a bleak picture of a school system lacking adequate facilities, resources, and teacher training, and burdened with an outdated curriculum. Reform movements initiated in the 1980s have failed to correct these deficiencies. (MJP)

Working Alongside Scientists. Impacts on Primary Teacher Beliefs and Knowledge About Science and Science Education

NASA Astrophysics Data System (ADS)

Anderson, Dayle; Moeed, Azra

2017-05-01

Current curriculum demands require primary teachers to teach about the Nature of Science; yet, few primary teachers have had opportunity to learn about science as a discipline. Prior schooling and vicarious experiences of science may shape their beliefs about science and, as a result, their science teaching. This qualitative study describes the impact on teacher beliefs about science and science education of a programme where 26 New Zealand primary (elementary) teachers worked fulltime for 6 months alongside scientists, experiencing the nature of work in scientific research institutes. During the 6 months, teachers were supported, through a series of targeted professional development days, to make connections between their experiences working with scientists, the curriculum and the classroom. Data for the study consisted of mid- and end-of-programme written teacher reports and open-ended questionnaires collected at three points, prior to and following 6 months with the science host and after 6 to 12 months back in school. A shift in many teachers' beliefs was observed after the 6 months of working with scientists in combination with curriculum development days; for many, these changes were sustained 6 to 12 months after returning to school. Beliefs about the aims of science education became more closely aligned with the New Zealand curriculum and its goal of developing science for citizenship. Responses show greater appreciation of the value of scientific ways of thinking, deeper understanding about the nature of scientists' work and the ways in which science and society influence each other.

Secular, Singular and Self-Expression? Religious Freedom in Australian and New Zealand Education

ERIC Educational Resources Information Center

Varnham, Sally; Evers, Maxine

2009-01-01

Children today live in a multicultural society. Its ethnic, religious and cultural diversity is reflected in school communities. In Australia, education is provided largely within the secular public systems of each state and territory. In addition, there is a significant denominational, primarily Catholic, school sector. In New Zealand, the state…

Effects of school-based deworming on hemoglobin level, growth development and school performance of primary school children in North Sumatera

NASA Astrophysics Data System (ADS)

Pasaribu, A. P.; Angellee, J.; Pasaribu, S.

2018-03-01

Worm infestation is mainly caused by soil-transmitted helminths (STH) infecting one-third of the world’s population, where the most affected are primary school children. This chronic, long-lasting infection can affect the growth aspects in children. A school-based deworming is one of the treatments recommended by WHO to counterattack worm infection in primary school children. To evaluate the effect of school-based deworming on the hemoglobin level, growth and school performance of primary school children, an open randomized clinical trial was conducted on 165 targeted populations in SukaKaro village, North Sumatra; 156 of which were then chosen based on inclusion and exclusion criteria. The samples’ feces- sampling, hemoglobin level, and growth chart data were recorded on the first day of study before any treatment was given. They were then divided into two groups; the first group of 80 samples did not receive any treatment, while the second group of 76 samples received 400mg of albendazole as part of a school-based deworming program. The samples were being followed up after sixth months of study. In conclusion, albendazole is able to improve the hemoglobin level, growth development, and school performance of the samples, although there were no significant differences between the two groups.

Perceptions of Democracy of Primary School Students

ERIC Educational Resources Information Center

Kus, Zafer; Cetin, Turhan

2014-01-01

The aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011-2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in…

In Slovenia, Sostanj Primary School Collaborates with Its Community

ERIC Educational Resources Information Center

Cercek, Emmanuel

2008-01-01

Sostanj Primary School offers a learning process which can enrich traditional forms of schooling. It demonstrates how a school, including its infrastructure, can influence family life and the environment, creating new social patterns and a local identity. Pupils and teachers are involved in different thematic projects and programmes, together with…

Participation Motivation for Extracurricular Activities: Study on Primary School Students

ERIC Educational Resources Information Center

Acar, Zeycan; Gündüz, Nevin

2017-01-01

The aim of this study is to analyse the participation motivation for extracurricular activities; study on primary school students. It also analysed whether such factors as age and sex change on the basis of their participation motivation. The population of the study is composed of 797 students in primary school and, the sample is composed of 513…

The Primary School Students of 1950s' Yozgat: Our Memories about Our Primary School Education

ERIC Educational Resources Information Center

Saglam, Mehmet

2015-01-01

The objective of the study is to lay bare the educational memories of primary school students in 1950s' Yozgat city which is in the center of Turkey. Memories that belong to education are also reflections of the individuals' past educational practices. Why they take part in lives of individuals as memories may let us see the importance of…

A Due Diligence Report on New Zealand's Educational Contribution to the UN Decade of Education for Sustainable Development

ERIC Educational Resources Information Center

Chapman, David; Flaws, Mary; Le Heron, Richard

2006-01-01

Rather than assuming New Zealand's educational sectors and institutions will be active and effective contributors to the United Nations Decade of Education for Sustainable Development (UNDESD) the authors ask instead: "Are New Zealand's school and university sectors actually in a position to respond programmatically to the UN…

Who is teaching the kids to cook? Results from a nationally representative survey of secondary school students in New Zealand.

PubMed

Utter, Jennifer; Denny, Simon; Lucassen, Mathijs; Dyson, Ben

2016-08-10

Learning how to cook is an important skill for developing healthy eating behaviors. Moreover, involvement in home cooking may offer young people opportunities for skill building, identity development and social engagement with their families. Recently, there have been concerns that the current generation of young people may not have the opportunities to develop sufficient cooking skills. These concerns have been addressed by the initiation of numerous, localized interventions. Yet, little is known about where the current generation of young people learn cooking skills. The objective of this study was to describe where the current generation of young people report learning to cook, drawing on nationally representative data from New Zealand. Data were collected as part of Youth2012, a nationally representative survey of secondary school students (n=8500) in New Zealand. Almost all students reported learning to cook and from multiple sources. Almost all students reported learning to cook from a family member (mother, father, or other family member), approximately 60% of students reported that they learned to cook from certain media (cookbooks, TV, or the Internet) and half of all students reported learning to cook at school. There were numerous differences in where students learned to cook by socio-demographic characteristics. Findings from the current research highlight the important role that families play in teaching young people to cook and will be useful for those working with young people to develop these skills.

A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)

ERIC Educational Resources Information Center

Gul, Seyda; Yesilyurt, Selami

2011-01-01

The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of…

The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh

ERIC Educational Resources Information Center

Nath, Samir Ranjan

2012-01-01

This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended…

Do Local Contributions Affect the Efficacy of Public Primary Schools?

ERIC Educational Resources Information Center

Jimenez, Emmanuel; Paqueo, Vicente

1996-01-01

Uses cost, financial sources, and student achievement data from Philippine primary schools (financed primarily from central sources) to discover if financial decentralization leads to more efficient schools. Schools that rely more heavily on local sources (contributions from local school boards, municipal government, parent-teacher associations,…

Approaches to In-Servicing Training of Teachers in Primary Schools in South Africa

ERIC Educational Resources Information Center

Mahlangu, Vimbi P.

2016-01-01

This paper focuses on the approaches used by school heads in helping their growth and their teachers in primary schools in Limpopo and Mpumalanga Provinces of South Africa. The Department of Basic Education expects school heads and teachers to bring change in their school performances. The problem is that in these primary schools heads and…

Inattention in primary school is not good for your future school achievement—A pattern classification study

PubMed Central

Bøe, Tormod; Lundervold, Arvid

2017-01-01

Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers’ reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7–9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers’ reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure. PMID:29182663

Inattention in primary school is not good for your future school achievement-A pattern classification study.

PubMed

Lundervold, Astri J; Bøe, Tormod; Lundervold, Arvid

2017-01-01

Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers' reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure.

Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools

ERIC Educational Resources Information Center

Li, Yuk Yung

2017-01-01

Despite decades of research, little is known about the dynamics of sustaining change in school reform and how the process of change unfolds. By tracing the nine-year reform journeys of four primary schools in Hong Kong (using multiyear interview, observational, and archival data), this study uncovers the micro-processes the schools experienced…

Comparison of cancer survival in New Zealand and Australia, 2006-2010.

PubMed

Aye, Phyu S; Elwood, J Mark; Stevanovic, Vladimir

2014-12-19

Previous studies have shown substantially higher mortality rates from cancer in New Zealand compared to Australia, but these studies have not included data on patient survival. This study compares the survival of cancer patients diagnosed in 2006-10 in the whole populations of New Zealand and Australia. Identical period survival methods were used to calculate relative survival ratios for all cancers combined, and for 18 cancers each accounting for more than 50 deaths per year in New Zealand, from 1 to 10 years from diagnosis. Cancer survival was lower in New Zealand, with 5-year relative survival being 4.2% lower in women, and 3.8% lower in men for all cancers combined. Of 18 cancers, 14 showed lower survival in New Zealand; the exceptions, with similar survival in each country, being melanoma, myeloma, mesothelioma, and cervical cancer. For most cancers, the differences in survival were maximum at 1 year after diagnosis, becoming smaller later; however, for breast cancer, the survival difference increased with time after diagnosis. The lower survival in New Zealand, and the higher mortality rates shown earlier, suggest that further improvements in recognition, diagnosis, and treatment of cancer in New Zealand should be possible. As the survival differences are seen soon after diagnosis, issues of early management in primary care and time intervals to diagnosis and treatment may be particularly important.

Determinants of School Efficiency: The Case of Primary Schools in the State of Geneva, Switzerland

ERIC Educational Resources Information Center

Huguenin, Jean-Marc

2015-01-01

Purpose: The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/Methodology/Approach: A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At…

General practice and the New Zealand health reforms – lessons for Australia?

PubMed Central

McAvoy, Brian R; Coster, Gregor D

2005-01-01

New Zealand's health sector has undergone three significant restructures within 10 years. The most recent has involved a Primary Health Care Strategy, launched in 2001. Primary Health Organisations (PHOs), administered by 21 District Health Boards, are the local structures for implementing the Primary Health Care Strategy. Ninety-three percent of the New Zealand population is now enrolled within 79 PHOs, which pose a challenge to the well-established Independent Practitioner Associations (IPAs). Although there was initial widespread support for the philosophy underlying the Primary Health Care Strategy, there are concerns amongst general practitioners (GPs) and their professional organisations relating to its implementation. These centre around 6 main issues: 1. Loss of autonomy 2. Inadequate management funding and support 3. Inconsistency and variations in contracting processes 4. Lack of publicity and advice around enrolment issues 5. Workforce and workload issues 6. Financial risks On the other hand, many GPs are feeling positive regarding the opportunities for PHOs, particularly for being involved in the provision of a wider range of community health services. Australia has much to learn from New Zealand's latest health sector and primary health care reforms. The key lessons concern: • the need for a national primary health care strategy • active engagement of general practitioners and their professional organisations • recognition of implementation costs • the need for infrastructural support, including information technology and quality systems • robust management and governance arrangements • issues related to critical mass and population/distance trade offs in service delivery models PMID:16262908

Improving the English Urban Primary School: Questions of Policy

ERIC Educational Resources Information Center

Maguire, Meg; Pratt-Adams, Simon

2009-01-01

This article argues that the focus within much normative education policy is with in-school effects which has sidelined the impact of structural and material factors in respect of the urban primary school. Educational reforms intended to improve schools are less likely to make much impact unless these contextualizing matters are directly…

Civil Engineering in Primary Schools

ERIC Educational Resources Information Center

Brown, Martin; Strong, Alan

2010-01-01

For many children of primary school age, an engineer is the man who comes to service the central heating system or who fixes the family car when it breaks down. Most have never met a "real" professional engineer, and have no idea of what is involved in the exciting world of engineering. Most assume that engineers are men. To try to…

ASE and Primary School Science

ERIC Educational Resources Information Center

Harlen, Wynne

2013-01-01

This article focuses on the role of the Association for Science Education (ASE) in supporting and developing policy and practice in primary school science. It first sets the events after the formation of ASE in 1963 in the context of what went before. It then takes a mainly chronological view of some, but by no means all, of ASE's activities…

English Language Education in Primary Schooling in Argentina

ERIC Educational Resources Information Center

Porto, Melina

2016-01-01

This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international…

Multilingual Proficiency in Fiji Primary Schools.

ERIC Educational Resources Information Center

Shameem, Nikhat

2002-01-01

Determined language proficiency among multilingual Indo-Fijian primary school children who have the languages, Fiji-Hindi, Standard Hindi, Urdu, English, Fijian, and Fijian English in their speech repertoire. Identifies the variables that affect multilingual proficiency in this group and determines whether classroom practice reflects educational…

Key Performance Indicators for Primary Schools.

ERIC Educational Resources Information Center

Strand, Steve

Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home…

Effectiveness of Student Learning during Experimental Work in Primary School.

PubMed

Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna

2017-09-01

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed.

Investigation of Primary School Teachers' Conflict Resolution Skills in Terms of Different Variable

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever; Yilmaz, Kamile Özge

2016-01-01

In this study, it is aimed to determine the level of conflict resolution skills of primary school teachers and whether they vary by different variables. The study was organised in accordance with the scanning model. The universe of the study consists of primary school teachers working at 14 primary schools, two from each of the seven geographical…

The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School.

PubMed

Lester, Leanne; Cross, Donna

School climate has often been described as the "quality and character of school life", including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of students. The current study examined the relationship between students' mental and emotional wellbeing and factors pertaining to school climate, focussing on the domains of safety, social relationships and school connectedness, during the last year of their primary schooling (age 11-12 years) and their first 2 years of secondary school. Data was collected using a self-completion questionnaire, four times over 3 years from 1800 students' aged 11-14 years. Multilevel modelling was used to determine the strongest school climate predictor of students' mental and emotional wellbeing at each time point. In the last year of primary school, peer support was the strongest protective predictor of wellbeing, while feeling less connected and less safe at school predicted mental wellbeing. Feeling safe at school was the strongest protective factor for student wellbeing in the first year of secondary school. In the second year of secondary school, peer support was the strongest protective factor for mental wellbeing, while feeling safe at school, feeling connected to school and having support from peers were predictive of emotional wellbeing. School climate factors of feeling safe at school, feeling connected to school, and peer support are all protective of mental and emotional wellbeing over the transition period while connectedness to teachers is protective of emotional wellbeing. Primary school appears to be an important time to establish quality connections to peers who have a powerful role in providing support for one another before the transition to secondary school. However, school policies and practices promoting safety and encouraging and enabling connectedness are important during the first years of secondary school

Unexpected School Reform: Academisation of Primary Schools in England. CEP Discussion Paper No. 1455

ERIC Educational Resources Information Center

Eyles, Andrew; Machin, Stephen; McNally, Sandra

2016-01-01

The change of government in 2010 provoked a large structural change in the English education landscape. Unexpectedly, the new government offered primary schools the chance to have "the freedom and the power to take control of their own destiny", with better performing schools given a green light to convert to become an academy school on…

New Opportunities in Geometry Education at the Primary School

ERIC Educational Resources Information Center

Sinclair, Nathalie; Bruce, Catherine D.

2015-01-01

This paper outlines the new opportunities that that will be changing the landscape of geometry education at the primary school level. These include: the research on spatial reasoning and its connection to school mathematics in general and school geometry in particular; the function of drawing in the construction of geometric meaning; the role of…

Diet quality is associated with measures of body fat in adolescents from Otago, New Zealand.

PubMed

Wong, Jyh Eiin; Parnell, Winsome R; Howe, Anna S; Lubransky, Alexandra C; Black, Katherine E; Skidmore, Paula M L

2015-06-01

To examine the potential associations between diet quality and multiple measures of body composition in a sample of New Zealand adolescents aged 14-18 years. Cross-sectional survey of eleven high schools in Otago, New Zealand. Each participant completed an online FFQ and a New Zealand Diet Quality Index for Adolescents (NZDQI-A) score was calculated based on variety and adequacy of intake for five major food groups. Besides height and waist circumference measurements, body composition was assessed using segmental bio-impedance analysis. Generalized estimating equations were used to examine associations between diet quality and body composition in models adjusted for sex, age, ethnicity and socio-economic status. High schools in Otago, New Zealand. High-school students (n 681, 56 % male, mean age 16·1 (sd 1·5) years) participating in the Otago School Students Lifestyle Survey Two. Higher NZDQI-A scores were significantly associated with lower body fat percentage (β=-0·19; 95 % CI -0·35, -0·04; P=0·014), fat-to-lean mass ratio (β=-0·26; 95 % CI -0·46, -0·05; P=0·016) and lower fat mass index (β=-0·23; 95 % CI -0·45, -0·004; P=0·046) after multivariate adjustment. No association was found between NZDQI-A and BMI, waist circumference or waist-to-height ratio. Diet quality, as measured by NZDQI-A, was associated only with measures of body fat, not measures of overall body size. Measures specific to body fat should be used for more accurate ascertainment of body composition in examining the diet-body composition associations in this age group.

Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately.