THE ORGANIZATION AND ADMINISTRATION OF SECONDARY SCHOOLS IN NEW ZEALAND: PROBLEMS, DILEMMAS AND RESPONSE

1976 ◽  
Vol 14 (1) ◽  
pp. 16-30 ◽  
Author(s):  
RICHARD J. BATES
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Organization And Administration

scholarly journals Apprenticeship in New Zealand : its development, present organization and administration

2021 ◽  
Author(s):  
◽  
Richard Vaughan Kriby
Keyword(s):  
New Zealand ◽  
Organization And Administration ◽  
Boer War ◽  
Machine Age ◽  
The Village ◽  
To Receive ◽  
Made In ◽  
The Ideal ◽  
The Way

"Lumen Accipe et Imperti ", says the motto of Wellington College; and, in becoming a teacher, after being a pupil of the College, I fully accepted the injunction to receive the light and impart it. But it took the preparation of this thesis on the apprenticeship system to bring home to me the<br>strength of the human impulse implied in those four<br>Latin words.<br>In the ideal, the impulse is personified in Oliver Goldsmith's description of the village schoolmaster who "...tried each art, reproved each dull delay; Allur'd to brighter worlds, and led the way."<br><div>It is this impulse to seek skills and to hand them on which helps to explain the enigma of a system apparently always on the point of being out-moded, and yet surviving time and change, depression and prosperity, wars and its greatest challenge, the machine age.</div><div>In 1898 - before the Boer War - a Member of the New Zealand Parliament announced that a pair of boots had been made in 25 minutes, passing through 53 different machines and 63 pairs of hands. The tone of the brief, ensuing discussion was one suited to the occasion of an imminent demise, and a Bill for improvement of the apprenticeship system then before the House quietly expired.<br><br></div>

scholarly journals Secondary Schools in the New Zealand Social Order, 1840-1903

2021 ◽  
Author(s):  
◽  
Ian Andrew McLaren
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
North American ◽  
Social Order ◽  
Future Expectations ◽  
Seed Potatoes ◽  
The North ◽  
Additional Burden ◽  
Small Holding ◽  
Real Person

<p>The New Zealand pioneer, like the North American frontiersman, has become to many New Zealanders a romanticized symbol rather than a real person struggling to adapt to a strange and often frightening environment. 'As ye sow so shall ye reap' was for the pioneer farmer an injunction to be taken literally. After exhausting his resources in buying his small-holding the pioneer farmer 'would start on foot and alone...with a heavy swag of tools etc, on his back, to which, on passing the last older settler, would be added the additional burden of a kit of seed potatoes and some rations. With these he would camp down on his future lowly home and would work hard, for long hours on very scanty fare...to hurry in a patch of potatoes, and to make a pig-proof fence round it. He would then beat a retreat to the more settled districts, where he would seek employment until his little crop of potatoes was grown when he would return with a heavier load of rations...and this time he would be able to put in a larger crop and to build a whare, so that the next season he might have the joy of conveying his family to the scene of their future expectations. But it was hand work, and there were many privations to undergo for the first few years....'</p>

Teacher coaching in New Zealand secondary schools: an exploratory study

2019 ◽  
Vol 8 (2) ◽  
pp. 70-85
Author(s):  
Paul Nathan Bennett
Keyword(s):  
New Zealand ◽  
Secondary Schools ◽  
Small Sample Size ◽  
Small Sample ◽  
Social Construct ◽  
Content Type ◽  
Evaluation Strategies ◽  
Development Approach ◽  
The Individual ◽  
Teacher Coaching

Purpose The purpose of this paper is to explore how teacher coaching is being implemented in New Zealand secondary schools. Design/methodology/approach A pragmatic mixed methods approach was identified as the most suitable. A dominant qualitative approach, using a sequential design, incorporating triangulation of methods and perspectives across time, provided an appropriate research design framework. Findings The findings indicate that teacher coaching is a popular professional development approach that has been enthusiastically implemented throughout New Zealand secondary schools. The four factors of purpose, evaluation, training and funding have been shown to be interrelated factors operating in New Zealand teacher coaching programmes. These factors are perceived to have an influence on teacher coaching programmes achieving their stated objectives. Research limitations/implications A limitation of this study is that it provides a snapshot of teacher coaching in New Zealand secondary schools, and the snapshot presented is constantly changing. A methodological limitation of the study related to the 28 per cent response rate of the questionnaire and the small sample size used for the interview phases. Practical implications This study encourages school leaders to consider if they have defined teacher coaching in the context of their programmes and articulated their objectives. They are persuaded to think about how they could design robust evaluation strategies and targeted training. Social implications The findings show the concept of teacher coaching is a social construct that is influenced not only by unique environmental contexts but also the individual perceptions of all those involved. Originality/value This study provides new knowledge in relation to how and why teacher coaching is being used and the factors that influence whether programme objectives are achieved.

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