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    The policy implications of 'thinking problematically': problematising the parent-school partnership in Aotearoa New Zealand's Tomorrow's Schools education reform policy : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2024) Hailwood, Kim
    Prior to the 1987 general election, New Zealand’s fourth Labour Government announced its intention to review the administration of the state schooling system. The government explained that the proposed education reforms would result in more parental and community involvement, highlighting that school boards of trustees, with elected parent representatives, would facilitate the development of a deeper partnership between parents and schools. The 1989 Tomorrow’s Schools reforms consequently instituted changes to the way the New Zealand schooling system was organised and governed. Over the last 30 years, Tomorrow’s Schools has generated substantial commentary and analysis. The purpose of this thesis is not to ass ess whether the Tomorrow’s Schools policy was an appropriate or effective solution. Rather, the study adopts Bacchi’s (2009) Foucauldian-influenced post-structuralist ‘What is the Problem Represented to be?’ (WPR) method to examine how ‘problems’ are thought about and represented in policy documents. In particular, the WPR approach questions the established understanding that policy is reactive; that is, a ‘problem’ exists, and policy is implemented to ‘fix’ the ‘problem’. The study has two overarching objectives. First, to provide a worked example of Bacchi’s (2009) WPR model in the field of education, focusing primarily on the solutions advanced in the government-appointed Picot Taskforce’s 1988 ancillary report (Administering for excellence) and the government’s 1988 policy response document (Tomorrow’s Schools). The second objective is to comprehensively assess the WPR framework and its ability to recognise, challenge, and disrupt normative discourses, particularly in relation to the parent-school connection. Bacchi’s (2009) methodological framework specifically steps back from what appears common sense and asks how it has come to be. Accordingly, the goal is to subject the government texts to multiple forms of problem-questioning in order to identify the assumptions, origins, silences, and effects of the policy; thereby enabling other ways of conceptualising the ‘problem’. As a result, attention is directed to a framework that explicates the purpose, power, and politics involved in policy. As the first study to use Bacchi’s (2009) WPR model to examine New Zealand’s Tomorrow’s Schools education reform policy, this thesis makes an original contribution to knowledge by opening up governing practices to scrutiny through the interrogation of problematisations. In this way, the study pays attention to the normalised and taken-for-granted truth claims that shaped and were shaped by the Tomorrow’s Schools policy. At the same time, the thesis adds to a growing body of international literature highlighting the analysis of problematisations in education policy research.
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    Responses to linguistic and cultural diversity in New Zealand state secondary schools : a qualitative study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand
    (Massey University, 2019) McCarthy, Geraldine Anne
    Demand for English language learning (ELL) in New Zealand has intensified since the millennium, alongside marked increases in immigration to cater for businesses such as construction and agriculture, and the impacts of episodic earthquake damage. ELL assistance in state secondary schools in New Zealand is centred on the dynamics surrounding English for Speakers of Other Languages (ESOL) departments. This study seeks to gain an understanding of the layered contexts surrounding and within ESOL Departments by using a conceptual framework of ecology and a qualitative, case study paradigm. It draws on data from interviews, observations, documentation and researcher journaling to examine ESOL Department systems and practices in three state secondary schools with differing locations, deciles and ESOL Department structures. The findings reveal the significant weight of wide-ranging regulatory and ideological interactions connected with ESOL Departments associated with colonial aspirations, ‘Tomorrow’s Schools’ legislation and New Zealand’s bicultural status. Findings also highlight the affordances and constraints experienced in ELL by staff and students in the case study schools and explore the costs and benefits as set against the pressures of local, national and international dynamics. The study concludes with implications for personnel responsible for ELL at national and local levels. It calls for more professional development initiatives and specific ELL regulation of resources for educationalists to assist with ELL linguistic, social and cultural integration. Results are intended to enhance ELLs’ educational opportunities in schools as well as contribute to efforts for increased social cohesion between people of diverse ethnicities in this rapidly diversifying nation.
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    Development of a benchmarking framework to assist educationists and schools on sharing strategies and application of best practices : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Engineering at Massey University, Manawatu, New Zealand
    (Massey University, 2019) Malik, Rubab
    Benchmarking is used by organisations for comparing performance and for the learning and implementation of best practices. While benchmarking remains a widely recognised improvement tool for practitioners, its application by school systems and schools still remains to be investigated. In this research, an exploratory pragmatic multiphase mixed methods research approach is adopted to investigate the use of benchmarking by school systems and schools. Through the preliminary literature review, school systems and schools were recognised to be using benchmarking informally without being aware of its application. Further research showed that informal benchmarking brought improvements to school systems and schools. It is envisaged that school systems and schools can obtain greater improvements through the systematic use of benchmarking. Therefore, a benchmarking framework has been developed to assist school systems and schools in the planning and application of benchmarking. At the start of the research, a preliminary conceptual model of effective benchmarking was developed and this model has guided the research methodology. Then, a literature review was conducted to validate the use of benchmarking by school systems and schools. Next, a quantitative-qualitative survey was administered to school systems (n = 20) and schools (n = 183) to determine the frequency of benchmarking used by school systems and schools and its contribution to their performance, along with an identification of the benchmarking techniques used. The survey also recognised school systems and schools obtaining effective performance through benchmarking. Subsequently, qualitative structured interviews were conducted with these school systems (n = 4) and schools (n = 19) for an exploration of their benchmarking techniques and success factors. Finally, findings from all three phases of the research were integrated to develop a benchmarking framework to assist school systems and schools in the planning and application of benchmarking for the learning and implementation of best practices. The theoretical contributions of the research include the acknowledgement of use of benchmarking by school systems and schools and the confirmation of the association between benchmarking and performance improvement. The practical contribution is the Benchmarking Framework developed to assist school systems and schools in the application of benchmarking approaches and to guide them in the identification and implementation of best practices. Finally, the limitations and future research opportunities have been outlined. One of the most significant research opportunities is to apply the Benchmarking Framework for an actual benchmarking project for the learning and implementation of best practices.
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    The amalgamation of secondary schools : a case study of amalgamation culture shock in a rural New Zealand Catholic community : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Administration at Massey University, Palmerston North, New Zealand
    (Massey University, 1999) Hills, Madeleine Claire
    This case study examines the process which led to the formation of Chanel College by the amalgamation of St Bride's and St Joseph's colleges in 1978. From 1970 - 1999 a radical restructuring of Catholic secondary education in New Zealand resulted in the closure of twelve single sex secondary schools for girls and the amalgamation of twenty-six secondary schools. Chanel College was the first New Zealand Catholic secondary school to bypass the co-institutional transitional phase of amalgamation and to be a co-educational college from its beginning. As time passes there is the possibility that important understandings that were part of the history of the merger might be lost and stakeholders in each of the merging organisations might feel that their own roots and mission have not been given enough recognition and respect in the new organisation. The community which provides the focus of this case study had experienced a long period of stability followed by years of rapid cultural, educational, and leadership change. The tortuous progress of amalgamation for the Catholic community in the Wairarapa provides an ideal opportunity to examine the importance of leadership and process in the management of significant educational change. The importance of managing the culture shock of amalgamations is often underestimated or overlooked. This form of culture shock involves the confusion, disorientation and severe emotional stress associated with moving from a familiar culture to one most unlike the old environment. If this management issue is not addressed effectively there can be a significant area of 'unfinished business' which leaves a bitter legacy for a new school struggling to create an accepted culture of its own. The stakeholders also find themselves involved in a situation which is often not of their choosing where they face the often unwelcome task and ongoing process of creating a new culture where the unconscious taken for granted beliefs, thoughts and values which had provided the foundation for the merging schools must be revisited until a new culture develops which is accepted by the new community as appropriate to its needs. In the Conclusions and Recommendations section the stakeholder and community management issues often encountered in the amalgamation process are summarised and management recommendations are made and solutions proposed.
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    School development : a consultative approach : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education at Massey University
    (Massey University, 1980) Stewart, David James
    This thesis uses a case study approach to show how a strategy of 'School Development' might be applied to New Zealand schools. It is argued that a policy of school based staff development and training will lead to greater school effectiveness. Such a policy uses a coordinated organizational approach rather than the more traditional reliance on withdrawing teachers from their classrooms for a time in order to concentrate on elements of the teaching-learning process. Support for this concept is derived from Organization Development theory and research. The term 'School Development' has been used to distinguish the particular New Zealand modifications which have been made to the more generic organization development theory. The notion of a consultant is central to the approach described and tasks and procedures which would be used by interventionists are discussed. School development assumes that schools have the capacity for self renewal. The consultant merely helps the school to realise this capacity. Components of teaching practice can be addressed within the framework of the school where they occur. Teachers can in this way increase their effectiveness with their present classes. The study concludes with a discussion of the implications of school development for teacher education generally.
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    Change management : structural change-- a case study in the Maldives : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Educational Administration at Massey University
    (Massey University, 2007) Qasim, Mizna
    Changes to schools structure is a common practice in the Maldives. Structural change impacts on people at every level of the organisation. It is essential to identify how change is managed at different levels in schools in order to implement change successfully. This study is based in a secondary school in the Republic of Maldives. This research examines the processes, school systems and practices, that facilitate change in structure. It seeks to understand how processes facilitate structural change at the various levels of school organisation, namely senior management (principal, assistant principals, supervisors), middle management (heads of departments) and teachers. In this inquiry, the structure selected to examine processes of change is the 'Organisation Chart'; in particular, changes to the roles and responsibilities of individuals. To understand aspects involved in managing change, a review of literature focused on change and change management, leadership, structures of organisations, change agents and culture. This provided the researcher insight into the processes, aspects and issues in managing change. A qualitative case study was undertaken for this research. A qualitative approach allowed the researcher to understand multiple realities, interpretations and perspectives of individuals associated with structural change. Data collection incorporated individual interviews, focus group discussions, document analysis and observations. Data was analysed using the, 'constant comparative method' (Merriam, 1998). Evidence from this study suggests that equal attention needs to be given to the systems, change agents and culture of the school to facilitate and manage change.
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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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    School self-review : towards a theory for practice : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 1996) Martyn, Graeme Joseph
    An on-going programme of school self-review has been a mandatory requirement for schools in New Zealand since 1993. This study takes the view that the nature of school self-review is not well understood by practitioners or policy makers, that the motives or purposes behind its promoton by those in authority are often mistrusted, that there is a need for a clarification of what is meant by the term, and that an improved theoretical understanding would aid practice. Following a review of the literature in the field of educational evaluation and school improvement, the study sets out to survey the nature of school self-review currently being carried out by primary and intermediate schools in New Zealand and the reasons why schools have become involved in self-review. The approaches followed by schools vary in frequency, scope and focus, decision-making, and in methods of data gathering and analysis. School self-review is generally seen by practitioners as aimed at whole school improvement with public accountability as a somewhat reluctantly tolerated by product of the process. The findings of this survey are combined with conclusions from the literature, and with ideas from some current theoretical perspectives, in an effort to identify a number of theoretical conditions and considerations which may guide those interested in the design and implementation of programmes of school self-review. The concepts of evaluation and review are examined, and the relationships between evaluation and review explored and discussed. A collaborative, reflective and critical approach to school self-review is suggested as a professional-contextualist alternative to the pervasive technocratic reductionalist approach. School self-review is presented as a functionally integrated, strategically planned, but contextually responsive programme of collaborative self-reflective/self-evaluative activity operating within tight constraints of time, resource, and methodological imprecision, which is dependent upon the participaton and knowledge-in-acton of participants. To successfully develop and implement such a notion of school self-review schools must develop conditions supportive of free, open and honest communication amongst all participants aimed at the uncovering, clarification and redefinition of values, expectations and intentions. Systematic, on-going, functionally integrated but manageable data collection processes, operating within illuminative, progressive, participative, and responsive inquiry modes, which are dedicated to the discovery of truth and the interests of social justice, are seen as key conditions for successful school self-review. Collaborative analysis; reflective critique; democratic, culturally sensitive and morally just leadership, together with, commitment to personal learning and self- improvement action; the development and holding of a shared vision for improvement; and, the formulation of consensually determined plans of development action, are also suggested as necessary conditions.
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    A seduction by governance : governance, the ERO, and the irony of agency : a thesis in partial fulfill of the requirements for the degree of Masters in Management at Massey University
    (Massey University, 2003) Gay, Kelly Maitland
    It is observations that even diligent governance is no insurance against organizational failure, supported through inconsistent research results and practitioner concern, which should sound the warning bells for governance research. This ominous disquiet is punctuated by organizational failure, normally attributed to governance, and attracts significant press. This is typically accompanied by calls for even more, and ever increased, compliance requirements. Exactly how governance, performance and compliance are related is theorized as agency. The 'knowledge' that governance leads to performance forms the focus of endless research attempting to improve organizational performance, and it is reasoned that by doing so, the shareholder will be protected from loss. However, the relationships between governance, performance and compliance does not appear to have been established. A similar corporate governance arrangement, overseen by the Ministry of Education (MOE) and implemented by the Education Review Office (ERO), was adopted for the education sector in New Zealand from 1989. It was assumed that quality governance would lead to improved performance. I suggest that the MOE and ERO have drawn on the discourse of corporate governance in the arrangement of their advice for consumption by those interested in governance within schools. In this study, a discursive approach is used to examine their advice in the arrangement of governance referenced from that discourse. A critical discourse method is therefore selected, focusing on a corpus drawn from the ERO's advice over 15 years. The analysis is divided into three sections, each draw from that progressive advice. In particular, attention is paid to the consistency, or inconsistency, in their treatment of features of the text, notably performance and compliance. Within their advice it appears that there is a significant divergence between this performance expectation and the outcome. This appears to focus the governors of schools on the need for compliance, perhaps even at the expense of organizational performance. Further it appears that those subject to the discourse of governance are seduced into the continued belief that governance is both connected to performance and that, ironically, such performance will in some way directly relate to organizational protection. An outline of the discourse of governance is attempted, implications for the critical roles of governor and auditor are drawn, and agency theory is questioned.
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    Reviewing a school's core values : one aspect of school self review : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 2000) Brown, Margaret Anne
    In 1993, the New Zealand Government mandated the requirement that all schools must have in place an on going programme of school self review (National Administrative Guidelines, 4, ii). This thesis takes the position that, in 1999, most schools have met the obligation to implement self review programmes, but that many of these programmes are not resulting in the aimed for and hoped for, lasting school improvement. It is the contention of this thesis that failure to achieve on going school improvement through school self review is, in part, due to the structure of many current school self review programmes. At present many schools perceive self review as review of every thing that happens in schools. This perception may mean that valuable time and energy is being wasted on reviewing a wide range of tasks and activities that have only indirect bearing on the primary purpose of the school, teaching and learning. Stewart and Prebble (1993) argue that this perception may also lead to wasting time in reviewing the very areas about which boards are already well informed This thesis takes the position that school self review should be viewed from a more holistic perspective than is currently being done by many schools. In particular, it is argued that school self review should be conceived around a small group of core activities which centre directly on the main mission of the school, that is teaching and learning. One such core activity, according to Stewart and Prebble (1993), is the management and development of a school's culture. For the purposes of this thesis, school self review is understood to mean the process of review of all school practices with the intention of improving practice. For self review to be successful in this context, it must be carried out in a collaborative school climate of open honest communication, mutual support and mutual responsibility. For self review to be effective it must also be planned, systematic, on going and it will involve collection of data through illuminative, participatory and responsive inquiry modes. This data in turn will be collectively analysed and critically reflected upon to ascertain whether school practices are realising the school's mission and vision. A literature review in the fields of educational evaluation, monitoring, school self review and school improvement examines the connections between school self review and school effectiveness and improvement. The literature review also considers the associations between school improvement, school effectiveness and school culture. Within the review of school culture, the role of the school principal in managing and developing a school's culture is considered. Using knowledge gained from the literature review, a school self review trial is carried out in a case study school. This self review trial aims to improve teaching and learning in the case study school by collaboratively developing, implementing and analysing one aspect of a school's culture, the core values of the school. The trial is made up of nine activities which involve part or all of the school community in developing and implementing methods to review their school's core values. In the course of the self review trial, concepts of school effectiveness, school improvement, school culture and educational values are examined and discussed. In brief, the trial found that: it is important for schools to review that which is valuable to them and to take responsibility for their own improvement; for school self review to be effective, the review must be for self accountability purposes and it must involve all of the school community; and if understanding the symbols and culture of a school is a prerequisite to making a school more effective, then part of school self review should involve looking at the 'larger picture', that is, the core values of the school community. The findings of the case study, self review trial are combined with conclusions from the literature and with concepts from current theoretical perspectives in an effort to identify specific self review conditions and practices that contribute to and foster improvement of a school's culture. These identified successful strategies are finally amalgamated into a model for reviewing a school's core values, which it is hoped may be able to inform and guide others interested in reviewing this particular aspect of a school's culture. In conclusion, this thesis found that the field of self review of a school's core values, is a field that has received little attention to date. Therefore, this thesis concludes with suggestions for further investigation in the domain of self review of a school's core values, beliefs and understandings. In particular, this thesis suggests that research is needed on the role that core values play in school effectiveness.