Zealand Secondary School Research Articles

Developing the High School's Guidance Network to Cater for Students with Special Needs

Abstract A sample of guidance coordinators in New Zealand secondary schools were surveyed to ascertain the operation of guidance networks in catering for students with special needs. Information was obtained on the composition and role function of the network, changes over time, satisfactions and dissatisfactions. Findings indicate that the current emphasis on mainstreaming is aided by the presence of a strong guidance network which collaborates closely in decision‐making and program oversight. The guidance counsellor's role is one of crucial facilitator of management processes, as well as counselling specialist. Effectiveness of functioning is further enhanced by flexibility in role function, close integration with school staff, and clarity of professional goal. Data from this survey need to be corroborated by independent comments from service consumers.

OPEN‐ENDED ATTRIBUTIONS FOR OUTCOME ON A MAJOR NATIONAL EXAMINATION

Summary.Free response attributions for outcome on the New Zealand School Certificate English examination were investigated. This examination is one of the major external subject‐based assessments in the New Zealand secondary school system. The study was designed to provide information on what attributions are actually made by students in response to outcome on major examinations involving high personal significance. In addition, examination outcome causes were also studied in terms of expected vs. actual examination outcome. Three hundred and eighty‐eight examinees participated in the study. The results indicated that typical and immediate effort attributions accounted for about 50 per cent of all attributions offered. Fewer attributions were made to other causes, with the English examination itself, ability, and teacher‐related factors being the main additional causes cited. Variations in attributions as a function of examination outcome (pass‐fail) and expectancy confirmation (confirm‐disconfirm) were discussed. Finally, implications for failing students were considered in terms of attribution retraining approaches.

Factors Associated with Suspension from New Zealand Secondary Schools

Abstract Information was obtained from nine New Zealand secondary schools about all suspensions following disruptive behaviour in 1980 and 1981. The peak age for suspension was the final year of compulsory schooling. Boys and girls of compulsory school age were suspended with similar frequency, though for somewhat different reasons. A subsequent study of pupils attending two off‐site centres for disruptive pupils, suggested that the pupils were in poor health, came from multiply disadvan‐taged families, and were seriously backward in reading. Sex differences were noted in the frequency of cognitive and reading problems, and also in the way the pupils themselves identified their difficulties.

Science for Jann: A Blind Pupil in a Sighted Class

A science teacher who has no special training for work with blind students attempts to solve problems associated with teaching a totally blind pupil in a sighted class in a New Zealand secondary school.

Uric acid, joint morbidity, and streptococcal antibodies in Maori and European teenagers. Rotorua Lakes study 3.

Two hundred and ninety-four New Zealand secondary school students were examined by questionnaire, and physical and biochemical methods. The sample contained almost equal numbers of Maoris and Europeans. The findings related to joint conditions are presented. Past injury and rheumatic disease accounted for some of the reported morbidity, but no important sex or race differences in these factors emerged. There were, however, significant differences in serum uric acid levels with the Maori having higher levels than the Europeans. A significant correlation with body mass was present in both race and sex groups but a correlation with haemoglobin was present only in the European females. While hyperuricaemia was not associated with morbidity in this young sample, ethnic differences anticipated the higher prevalence of gout already observed in Maori men.

SCHOOL ADMINISTRATION AND EDUCATIONAL RITUALS: A CASE STUDY OF PARTICIPATIVE DECISION MAKING

In recent years, a number of what could be described as “educational rituals” have come under challenge in many New Zealand secondary schools. These rituals include school assemblies, the prefect system, and school uniforms. This article recounts a recent attempt on the part of a New Zealand secondary school to resolve a challenge to the tradition of compulsory school uniforms. The course of events contained many of the elements of participative decision making, and is none the less significant for having failed to bring about immediate change. The article also questions the validity of some assumptions which are implicit in much of the contemporary writing about educational decision making.

SOCIAL CLASS FACTORS IN A NEW ZEALAND COMPREHENSIVE SCHOOL

Despite the ideology of classlessness, and of equal opportunity for all which exists in New Zealand, this research report indicates that the relationship between socio‐economic origin and the child's level of school attainment is significant, and of a similar magnitude to that reported by Floud and Halsey. The streaming process which exists in nearly all New Zealand secondary schools (which are exclusively comprehensive) has much the same effect on the further educational opportunities of children from particular socio‐economic groups as the selective school system in Britain.

Schooling tomorrow's worker: trade union education In secondary schools

The state of trade union education in three New Zealand secondary schools is described. The lacunae in this aspect of schooling for work is related to the wider economic structure and to how the needs of industry gain ascendancy over the needs of democracy in times of economic recession. Implications and directions are explored within a theoretical and empirical context.