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    The development of leadership in secondary school prefects : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Applied Psychology at Massey University
    (Massey University, 1978) Hopkirk, Colin John
    A change-agent worked to develop leadership in a medium sized private secondary school. Two similar schools were used as control groups. Prefects were helped to clarify the aims and objectives of their education, and to agree upon the role of prefects in the school. A series of exercises designed to develolp human-relations skills associated with leadership was completed. Ideas and information generated by the prefects were conveyed to staff, who were encouraged to discuss and implement useful suggestions. Towards the end of the programme the prefects were to review their experiences and attempt to set objectives for their successors. Two questionnaires, a diary, and interviews with staff were used to guage progress. Evidence suggested the need for a more permissive form of leadership to be exercised by staff in order to allow the idealistically motivated and technologically sophisticated pupils scope to develop themselves and their school. A great need exists for support, encouragement and co-operation from staff in helping pupils to conceptualize and implement development programmes they propose for the school.
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    'A movement reconsidered' : an examination of how black civil rights in the USA, 1954-1970 has been taught as a senior subject in New Zealand secondary schools, and whether or not it accurately reflects contemporary scholarship and new trends of interpretation : a thesis presented in partial fulfillment of the requirements for the degree of Master of Philosophy, History, Massey University, Albany, New Zealand
    (Massey University, 2013) Agent, Roydon
    This thesis examines how Black Civil Rights (BCR) in the USA, 1954–1970 has been taught as a senior subject in New Zealand secondary schools since its introduction into the New Zealand History curriculum in 1988. It provides a historical perspective on the political, economic, and social context in which the National History Curriculum Committee (NHCC) made the decision to introduce this topic into the Form 5 (now Year 11) History curriculum. It is also concerned with whether the conceptions of Black Civil Rights history from 1988 to the present (2013), reflects contemporary scholarship and new trends of interpretation. This thesis argues that the continued reliance on a classical/master-narrative approach to the teaching and learning of BCR in the USA, 1954–1970, reflects a historiography that is frozen in time. The result is that teachers are disseminating a conception of BCR history that is politically slanted, conservative, and Eurocentric. It is an approach that perpetuates the myth that there is inevitability about America’s progressive history; that its lofty notions of democracy, justice, and the equality of all people, will in the end triumph. Furthermore, this thesis contends that as one of the two most popular Year 11 History topics, this selective, sanitized approach to teaching BCR deprives students the opportunity to understand that historiography is subject to change, that historical events are open to interpretation, and that history as it is written is not always history as it was. As an alternative, this thesis advocates a counter-narrative approach that draws on recent scholarship and new trends of interpretation. I acknowledge the Massey University Ethics Committee who approved this research on 28 June 2012 as a Low Risk Notification.
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    The potential of professional learning communities for teacher learning in the community high schools in the Solomon Islands : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University (Manawatu), New Zealand
    (Massey University, 2013) Galokale, Kerryn Sogha
    The rapid growth of community high schools throughout the Solomon Islands, since the 1990s, has put pressure on the government to provide trained teachers, together with school curriculum materials and resources. Moreover, the Solomon Islands are expected to experience a shortage of trained teachers over the next decade. An effective approach that could be used to address the shortage of trained teachers is the establishment of professional learning communities. This study explores the pre-existing ‘cultures’ of teachers within two community high schools, in order to illuminate the formal and non-formal learning experiences of teachers (together with other significant contextual factors related to these community high schools), which could be built upon, to develop effective professional learning communities that would lead to quality teacher learning. This study draws on qualitative research methods and uses a case study approach. Ten teachers in two community high schools participated in semi-structured interviews and focus group discussions. A reflective journal was also used to gather data. The research question that guided the data collection was: What are the formal and informal learning experiences of teachers in community high schools that may provide the basis for developing professional learning communities for teachers’ learning? The key findings of this research include the potential teaching and learning experiences of the teachers in these two community high schools, which could be further improved, in order to develop effective professional learning communities. Shared values and norms; collaborative practices and structures; reflective practices; and a focus on student learning lend support to professional learning communities. The findings also highlight existing obstacles and hindrances to teachers’ learning experiences and practices that need to be addressed, in order for professional learning communities to be established successfully in these schools. This study suggests six recommendations for the establishment of professional learning communities in community high schools which includes: shared responsibilities; sharing information and ideas; active leadership roles; frequent departmental staff meetings; staff devotions; and support from all stakeholders.
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    Difficult dilemmas : how are they resolved by secondary school middle managers? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration and Leadership at Massey University, Palmerston North, New Zealand
    (Massey University, 2012) Atkin, Gerard Martin
    Resolving difficult dilemmas is an inescapable component of teaching. If teachers progress into positions of responsibility, middle management positions, the situations they are required to resolve become more complex, requiring a greater range of skills to effectively resolve. Little research has been undertaken to identify the factors influencing middle managers’ resolution of difficult dilemmas. Given that such situations occur frequently in teaching it is a gap in the knowledge base of the profession. This study began to fill that void by identifying the types of dilemmas arising most frequently in the work of secondary school middle managers and identifying the strategies employed when they resolve these dilemmas. Of particular interest was identifying the extent to which the example of the principal is an influencing factor as this is heavily intoned in much educational leadership literature. A qualitative study was dictated and an inductive approach utilising thematic analysis was employed to examine the personal accounts describing the resolution of dilemmas. Semi-structured interviews were used to elicit narratives describing occasions in which middle managers or their colleagues had resolved difficult dilemmas. Narrative analysis revealed that the multifaceted and busy nature of middle managers’ positions, and the constraints and obstacles existent in schools, are not conducive to considered and reflective resolutions to the difficult problems and dilemmas encountered. Middle managers take seriously their role in resolving the problems and dilemmas arising in their work. However little guidance is available to help them, or in their preparation for promotion into such positions. It was expected the example of the principal would exert a strong influence. However, this was not supported by data. Greater preparation for all teachers to assist them in recognising the values conflicting in challenging dilemma situations is essential so they are better placed to comprehend their moral duty in resolving such situations and can propose appropriate resolutions. The principal can play a significant role in developing this capacity.
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    He ipu whakairo-- inscribing peace, knowledge and understanding : new/beginning social science teachers' delivery of Treaty of Waitangi and citizenship education in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies at Massey University, Palmerston North, Aotearoa New Zealand
    (Massey University, 2013) Black, Hona
    This thesis examines new/beginning social science teachers’ delivery of Treaty of Waitangi and citizenship education in New Zealand secondary schools. A lack of education about the Treaty and New Zealand citizenship has seen poor understanding amongst our citizenry about the Treaty, race and ethnicity in Aotearoa New Zealand. Research conducted with six new/beginning Maori and non-Maori social science teachers explored, from their perspective, their ability to deliver Treaty and citizenship education based on their teacher training, the New Zealand Curriculum, teaching resources, and their professional development. Moteatea and whakatauaki, critical consciousness and critical education formed a theoretical base for this work. Individual semi-structured in-depth interviews and thematic analysis were utilized to collect and analyse data, observing Durie’s (1998) ethical framework on ‘mana’. Research findings revealed that Treaty education receives little attention in schools, and teachers, little support to deliver it. For example, although specified within the Curriculum as a learning subject as well as a principle for schools, teachers reported they received no guidance on how to deliver education on the Treaty and were unable to identify how it translated into classroom or school-wide practices. He ipu whakairo, a ‘vessel to be carved’, emphasises the inscribing of peace, new knowledge and understanding in our society that is to be had from a renewed emphasis on Treaty of Waitangi and citizenship education in our secondary schools. From new/beginning teachers’ aspirations for greater support in their Treaty and citizenship teaching, the recommendations from this research provide a solid platform for future development in this area.
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    Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University, Manawatu, New Zealand
    (Massey University, 2010) Atkins, Rosemary Anne
    Assessment tasks that acknowledge the diverse social, cultural, and academic needs of learners, and the situated nature of learning, not only have the potential to scaffold effective learning, but can also generate positive outcomes for students in social studies. Assessment from this perspective aligns with sociocultural theories of learning and advances the principles of ‗assessment for learning‘. This multiple case study research set out to explore how five experienced teachers in New Zealand [NZ] were formally assessing learning in their year 9 and 10 social studies courses. The intention was to gain some understanding of how the current assessment practices that teachers use in their year 9 and 10 social studies courses align with: (i) contemporary perspectives of ‗assessment for learning‘, (ii) findings from the international research literature, and (iii) the NZ Ministry of Education‘s assessment policies. The research involved visiting and interviewing each participant teacher on two occasions during the later part of 2009, and reviewing a selection of their school‘s assessment documents. The results from this research suggest that effective NZ secondary school teachers consciously or unconsciously use ‗assessment for learning‘ practices consistent with sociocultural principles, to formally assess learning in their year 9 and 10 social studies courses. The research also found that there are often a variety of factors—curriculum, school policy, time constraints, and professional support—that limit teachers‘ capacity to implement valid, constructively aligned, and effective programmes of assessment. While teachers were not always consciously aware of the theory that underpinned their practice, or the implications of the decisions they were making, the data suggests that the teachers in this study were committed to ensuring that their students had the opportunity to engage in interesting, manageable, and well constructed assessment tasks that had the potential to foster learning and empower students to develop the knowledge, skills, and confidence to become self motivated lifelong learners.
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    The social acceptance of visible ethnic minority adolescents of Asian origin in Auckland secondary schools : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy, Massey University, Albany, New Zealand
    (Massey University, 2002) Sobrun-Maharaj, Amritha
    This research explores the social acceptance of visible ethnic minorities of Asian origin within three selected secondary schools in Aotearoa/New Zealand, and presents the visible ethnic minority perspective on social acceptance within a diverse ethnic environment. This is done through an investigation of interethnic attitudes and perceptions of social acceptance amongst adolescents from the European, Maori, Pacific Island, West Asian (Indian) and East Asian (Chinese) groups in these schools, and an examination of the nature and extent of bullying and ethnic intimidation as key indicators of social non-acceptance. The thesis distinguishes between bullying and ethnic intimidation as separate issues within the domain of 'intimidatory practices', and argues that ethnic intimidation occurs independently of intra-ethnic bullying behaviour and has negative social, psychological and physical effects on visible ethnic minorities. 'Bullying' is used to signify intimidatory behaviour that occurs intra-ethnically, and is not ethnically motivated. 'Ethnic intimidation' is used to signify intimidatory behaviour that occurs inter-ethnically, is ethnically motivated and directed at peoples who are ethnically different. The behaviour does not have to be motivated by the usual personal and behavioural characteristics that motivate intra-ethnic bullying. Ethnic minority status is the primary motivation. Preliminary data from a small pilot study indicated that ethnic minority pupils feel unaccepted by their peers and consequently suffer varying degrees of health problems. These indications were examined in a main survey of 208 pupils from years 9, 11 and 13, and triangulated with interviews with pupils, parents, and teachers, plus observations of interactions in schools. Through an analysis of participants' perceptions of others (direct perspectives) and their perceptions of the perspectives held by others (meta-perspectives), the survey examined attitudes toward others of different ethnicity ('interethnic attitudes'), the extent of interethnic interaction, perceptions of intimidatory practices, orientations toward the acculturation of immigrants, the degree of peer victimisation and bullying experienced, and the effects of these on pupils' mental and physical well-being and self-esteem. Quantitative data from the survey suggests average levels of interethnic social acceptance, but significant social distance (separation) between ethnic groups, as well as some misconceptions on the part of the ethnic groups regarding acceptance and understanding of one another's ethnic differences. It confirms the existence of ethnic intimidation (as distinct from bullying), but suggests no significant difference in victimisation to bullying and the physical and mental well-being of pupils from the different ethnic groups. However, qualitative data from interviews suggests visible ethnic minority pupils are victims of ethnic intimidation to a significant extent, and experience poorer physical and mental well-being to varying degrees. This inconsistency may be due to the nature of the instrumentation used to measure non-acceptance. The Peer Victimisation Index, which was borrowed from an Australian study (Rigby, 1993), may have been devised to measure intra-ethnic bullying within a mono-ethnic environment, and may be insensitive to the subtleties of ethnic intimidation and feelings of non-acceptance. The relative invisibility of ethnic intimidation can be understood in terms of the impact that colonialist and liberalist discourses have had on the construction of social inquiry into school-ground intimidatory practices. A liberal understanding of social life that is embedded within colonialist practice, has contributed to the interpretation of school ground intimidatory behaviour in individualised terms, and the difficulty of recognising the ethnic vector that comes into play when such practices are interethnic in form.
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    Adding quality to the quilt : adolescent experiences of critical incident responses in secondary schools in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Social Work at Massey University (Palmerston North campus), New Zealand
    (Massey University, 2008) Stewart, Kathryn Janet
    Critical incidents impact on populations that experience them. Within secondary schools in Aotearoa New Zealand, there is an expectation that a response is made to schools that experience such incidents. There is much conflicting international research as to the efficacy of these responses. The adult experts are making decisions that they believe are in the best possible interests of the young people; they are putting together a quilt that they believe will nurture young people. The expertise and knowledge of a major stakeholder – the young people involved in the critical incident response – has been for the most part, omitted from research. This particular study set out to gather data about young people’s experiences of critical incident responses, so that the quilt being provided has input from this group and so is able to better meet their needs. The study had four major facets. It incorporated reflections on my intrinsic involvement in this field of practice and was, therefore, heuristic. Secondly, qualitative research was utilised to explore with young people their stories about what happened for them at the time of an incident. Thirdly, it incorporated principles of participatory research as an acknowledgement that young people are central stakeholders in secondary schools and that their voice was one that needed to be heard in order that the best responses may be offered. Lastly, it was utilisation focused. It was designed so that the findings were not just written up and filed away but disseminated to those who make decisions at the school level and policy level. At the analysis stage, two major methods were used. Firstly, inductive analysis was used to identify the themes that emerged from the interviews with the young people. Triangulation was then used to consolidate these themes using the input from Collaborative Groups and a systematic review of the knowledge that I have gained over the time that I have been involved with young people in the critical incident response area. This analysis of the contribution from the young people resulted in several areas being highlighted. Firstly, participants asked that those responding to critical incidents considered the use of language and the power of words, Secondly, they believed that schools needed to act proactively and to have a plan and, in association with this, that they develop a culture that better cared for the needs of young people. Thirdly, the young people involved requested that the ‘right’ people responded at the time of an incident: the qualities of the ‘right’ people and the ‘wrong’ people were also identified. Next, the young people were well able to identify the positives that could ensue out of negative situations, and lastly, they expressed their wish that there be a place for their involvement at the time of a critical incident response.
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    Drop out from state secondary girls' schools in New Zealand : an ecological perspective : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Coutts, Christine Elizabeth
    Economic change requiring a more highly skilled workforce prompted worldwide concern over high school drop out. Dropouts are young people who leave school early, often without attaining formal educational qualifications. Much previous research centred on at-risk students and a range of individual, social, family and school factors associated with drop out were identified. This case study of student drop out and retention at three girls’ state secondary schools over 2003 suggests that early leaving behaviour cannot be understood outside of the settings in which it occurs. Adopting an ecological perspective facilitated a deeper understanding of the complex interactions between the dropouts and their environment. From a narratives and numbers approach rich stories of early leaving emerged. Patterns of leaving were consistent with national trends: The lower decile school had the highest drop out rate, and dropouts were more likely to be Maori and Pasifika than European. Dropping out was shown to be a complicated and iterative process in which the influence of the environment is very important. Family and school relationships had a major impact but which had the greatest influence was inconclusive because there was a high level of interconnectedness between these proximal settings within the mesosystem and the bigger picture education and welfare systems. The extent of the contribution each level made to early leaving varied across individual stories, between schools and over time. Leaving school is an ecological transition that involves changing roles from high school pupil to that of tertiary student, mother, worker or benefit recipient. The students’ stories show drop out to be both an outcome, and an initiator, of developmental change. An important challenge for schools is not necessarily to reduce the number of early leavers but to establish effective transition programmes that assist students to become proactive in navigating the many transitions anticipated over their life course. The implementation of such school programmes needs to be supported by parallel changes in government policy.