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    Student representation on boards of trustees in Auckland secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration, Massey University, New Zealand
    (Massey University, 1993) Kelly, Oriel
    The topic of this thesis is the contribution and effectiveness of the student representatives on a small group of secondary school Boards of Trustees in a New Zealand city. The placing of a student on the governing body of New Zealand secondary schools was made law on October 1st 1989. This study, undertaken in 1991, the third year of participation, endeavoured to evaluate the working contribution of these representatives. Effectiveness was measured in relation to the expectations of the representatives themselves, their colleagues, and in the eyes of those they represent. The literature review established that participation by students in school decision-making is necessary and commendable but difficult to achieve successfully. The New Zealand structure is unique; yet it is of a similar non-proportional, consultative nature to that in other countries and it was suspected that this model would suffer from the same difficulties as those overseas. These difficulties might include role definition, difficulties in communication and consultation, inadequacy of training for their role and objections to the presence of students on the boards. A variety of methods was employed. The primary method used questionnaires administered to 16 newly appointed student representatives at schools in the Auckland area as a wide focus. Questions covered the areas of expectations, role, training, communication channels and limitations on student representatives' contribution to their boards. The narrow focus observed the student representatives in the public aspect of their role at four large Auckland schools. Opinions of the students' effectiveness and contribution were also sought from their fellow board members and the student body being represented at each school. This was done by questionnaire and attitude scale respectively. The two pronged investigation of wide and narrow focus sampling in the overall design provided the triangulation necessary to confirm the findings. Major Findings The study established that the role of the student representative is unclear to both themselves and those they represent. The role is also limited (illegally) by their fellow board members who place restrictions, "common sense" though they may be, on the contributions of the students, and often without the students themselves realising that their role has been restricted in this way. The student role tends to be more one of observer than participant. As suspected, effective representation by consultation is difficult to achieve. There was a strong feeling that the students should have a voice on the board but communication channels were difficult to establish and maintain and the student voice was seldom heard at board meetings. Few student representatives reported receiving any training for their role. This must, in turn, reduce the effectiveness of the student voice. Opposition to the presence of students on the boards was not obvious but methods were employed to restrict the participation of the students in sensitive areas - such as staff or student discipline - despite such restrictions being illegal and in contravention of democratic and participatory rights. The inclusion of a student representative on secondary school Boards of Trustee has proved popular with the student body. However the lack of training, and the covert opposition to such students severely limits their effectiveness. It is to be hoped that the recent law change, making their inclusion optional, will not see the complete demise of their contribution.
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    Educational administration in Toronto : a description : in part fulfilment of the requirements for the degree of Master of Educational Administration, Massey University, Palmerston North, New Zealand
    (Massey University, 1990) Huse, Christopher James
    This paper is an attempt to describe the administration of secondary education in Toronto. As New Zealand is making a dramatic change in the administration of its education system, it could be useful for New Zealand teachers and administrators, struggling to interpret, and reconcile, the intentions of the government, the demands of lobby groups and the instructions of boards of trustees, to take a brief look at another system. The major change in Tomorrow's Schools from the system that predated it, is the locus of control. The degree to which control, over a significant number of facets of the education delivered in the classrooms has shifted, is remarkable in itsetf, but the fact that the shift occurs in a single event, makes it more so. In the past, New Zealand has been cautious and conservative in its approach to educational change. It had not embraced the progressive decentralisation of many aspects of educational administration seen in Australia, Canada, United States and Britain over the last twenty years. Then in one act, New Zealand has created what could be described as one of the most decentralised systems of school management of all of these countries.
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    The development and efficiency of New Zealand's education boards : a study in the changing nature of control : a thesis presented in partial fulfilment of the requirement for the degree of Master of Philosophy in Geography at Massey University
    (Massey University, 1980) Cox, Stephen James
    The form of the administration of New Zealand's education system, has in part, been the outcome of a constant struggle between local and central authorities for the right of ultimate control of the school system. The movement of the key responsibilities in the development of education administration is reviewed and reasons are suggested for these changes. The shifts in responsibility are also viewed in conjunction with the various structural changes to the size and number of education districts since the formation of the Provincial Governments in the 1850's. The research draws extensively from the geographical techniques that assess the spatial effectiveness of administrative systems. These are adapted to measure the varying spatial effectiveness of systems belonging to four time-periods; so that the complete development of education administration can be monitored. The varying spatial arrangements of schools, education districts and administrative centres shows increasing spatial effectiveness up until the present system. Structural changes in the number and size of education districts can only partly explain the process of decentralisation or centralisation of authority. While sub-division of administrative units means some access for schools and parents to the processes of administration it does not necessarily mean that the new administration will have more authority. Together with the structural changes in administration, a study of the movement in the "loci of decision-making" must be undertaken. A 'Centrality Index' technique is employed to access the changing location for the responsibility of 6 key decisions that affect education administration. Using this technique, conclusions are made, wherein the system of education administration is seen as centralising up until 1947, after which a process of decentralisation evolves. Spatially, it seems that the smaller education districts would ensure more contact for schools with their administrative centre, therefore the present policy of structural decentralisation and the sub-division of existing education districts might allow more effective administration. Decentralisation of decision-making also guaranteed that more decisions were being made at the local level. Finally, these assessments are matched against the economics of operating administrative districts. The principal conclusion in this section of the study is that the larger districts are relatively less expensive to operate and that the optimum size for an education district is approximately 130,000 pupils. The conflicting conclusions concerning the economic and spatial efficiency of education boards highlights the complexity in assessing total administrative efficiency or trying to gauge an effective optimum size for an administrative unit.
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    Governance and management under Tomorrow's schools : dualism or separatism? : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Educational Administration, Department of Social and Policy Studies in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2001) Taylor, Annette May
    The thesis aimed to determine the following: (i) How boards of trustees and principals in state secondary schools determine their respective roles and responsibilities of governance and management. (ii) Can the principal be seen as standing apart from the board of trustees of which they are a member? (iii) If conflicts between governance and management arise, how are these solved? The researcher was concerned to learn in educational readings that governance and management and the governance-management interface is a sorely neglected area of research, and that since the inception of Tomorrow's Schools there had been an exponential growth in the number of court proceedings involving conflicts of governance and management between principals and boards of trustees. The researcher wanted to determine the views of principals and board chairpersons on governance and management and undertake an in-depth study of a sample of secondary schools' governance-management interface. A considerable body of quantitative and qualitative research literature has examined the background to the educational reforms and the delivery and implementation of the 'self-management' model. Of particular relevance to this study is the fact that New Zealand followed the 'New-Right' philosophy that was sweeping other westernised countries and devolved the responsibility and accountability for the provision of education to local communities. Empowerment of local communities was seen to be an essential ingredient in ensuring that the 'self-management' model succeeded. Evidence in this study suggests that the roles of governance and management are not truly split as was envisaged by the initiators of the educational reforms. There appears to be a merging of the two roles and negotiation of the two roles is needed between the principal and the board of trustees. The governance-management interface that has been developed over the last decade has done so owing to each school's interpretation of Tomorrow's Schools guidelines and the relevant sections of the Education Act 1989. While the participants in this study indicate a satisfaction with their governance-management interface, there are dissatisfactions with the current model and these have been recorded. The majority of the participants in this study see the principal as an integral part of the board, despite the fact that he/she is both an employee of the board and an employer of staff. Conflict between the two roles had occurred and the schools were able to deal with these in-house or by providing professional development in the areas of concern. In the researcher's opinion, if schools wish to ensure that the governance and management of their school is run in such a way that the board governs and the principal manages, then aspects ofJohn Carver's (1997) Policy Governance model provides them with a vehicle to do so. This model sharpens the board's focus on governance and the ends they wish to achieve, and provides the principal with empowerment to develop and implement the means needed to achieve the prescribed ends. The current model of governance and management is working for the majority of schools. However, the "one glove fits all approach" is not appropriate for all schools. Evidence in this study shows that there does need to be a reappraisal of some issues that surround the 'self-management' model. Because schools exist to promote teaching and learning and the board of trustees and principals are charged with the responsibility for showing gains in student learning, ways must be found to further enhance the governance and management functions.
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    The tensions facing a board of trustee model within the cultural framework of kura kaupapa Maaori : a thesis presented in partial fulfillment of the requirements for the degree of Masters of Arts in Social Policy at Massey University, Albany, New Zealand
    (Massey University, 2003) Stokes, Kanewa
    This study originated from personal experience, as a member of a Board of Trustee (BOT) within Kura Kaupapa Maaori (KKM). The workload required for Kura compliance with government regulation and legislation, was phenomenal. The BOT model seemed to be structured on a corporate model of governance with accountability to the Ministry of Education. This contradicted with the needs of Kura whaanau to be involved in Kura decisionmaking. The BOT model unintentionally created a separation and tension between whaanau and BOT members. This research set out to explore the BOT model of governance within our Kura, from a cultural perspective, rather, than researching problems identified by ERa. The research undertook a review of the literature that placed the BOT model within the 1984 -1990 Economic Reforms. It highlighted the impact of past government policies, and administration, on the Maaori language and culture to illuminate the cultural, economic, political and social context of the establishment of Kura Kaupapa Maaori and the doctrine of Te Aho Matua (TAM). The BOT model, and KKM/TAM, are founded on differing values. The study was approached from a Kaupapa Maaori perspective; not wishing to reaffirm the negative stigma of past research undertaken of Maaori. The objectives of the study were to gain an understanding of whaanau cultural capacity, perceptions and understanding of KKM and TAM; and also, whaanau understanding of the BOT model. The research design consisted of a case study. This involved a questionnaire to all whaanau; and in-depth discussions with a sample of twelve whaanau. Appropriate ethical considerations were given to the process, which addressed both academic and cultural needs. Findings clearly identify the structure, and nature of the BOT model, being problematic within the cultural framework of a KKM underpinned by Te Aho Matua. The values and principles between the model and TAM fundamentally conflict. Findings also identify key factors, that both government and Kura whaanau can utilise, in advancing whaanau governance.