Assessment, Curriculum and Literacy Practices to Develop and Support Social Relationships in a New Zealand Primary School

2019 ◽  
pp. 139-149
Author(s):  
Anne-Marie Mcilroy
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Social Relationships ◽  
Literacy Practices

Psychosocial Functioning in Children and Young Adults With Juvenile Arthritis

PEDIATRICS ◽  
1988 ◽  
Vol 81 (2) ◽  
pp. 195-202
Author(s):  
Judy A. Ungerer ◽  
Barbara Horgan ◽  
Jeffrey Chaitow ◽  
G. David Champion
Keyword(s):  
High School ◽  
Young Adults ◽  
Primary School ◽  
Disease Severity ◽  
Social Relationships ◽  
Psychosocial Functioning ◽  
Juvenile Arthritis ◽  
Developmental Model ◽  
Physical Strain ◽  
Children And Young Adults

A questionnaire survey of 363 children and young adults with juvenile arthritis was conducted to assess the relations among disease severity, psychosocial functioning, and adjustment in three age groups—primary school, high school, and young adult. Parents were surveyed separately to determine which characteristics of the ill child at different ages most significantly impact the well-being of the family. Indices of psychologic functioning and disease severity were associated with adjustment in the primary school and high school groups, whereas measures of social relationships were strongly associated with adjustment only in the high school group. Relations among measures of psychologic functioning, social relationships, disease severity, and adjustment in young adults were minimal. Level of disease severity was associated with the presence of financial concerns, emotional problems, and physical strain in parents of high school children and young adults. The results emphasize the importance of using a developmental model for understanding the adjustment of individuals with chronic juvenile arthritis and their families.

scholarly journals Narratives of Incorporation:  An Anthropological Analysis of Same-Sex Civil Unions  in New Zealand

2021 ◽  
Author(s):  
◽  
Dionne Steven
Keyword(s):  
New Zealand ◽  
Social Relationships ◽  
Normative Values ◽  
Contextual Knowledge ◽  
Same Sex ◽  
Civil Unions ◽  
Same Sex Couples ◽  
Civil Union ◽  
Mainstream Society ◽  
Symbolic Content

<p>In this thesis I examine civil unions from the perspective of New Zealand-based same-sex couples who have chosen to formalise their relationship. My approach is qualitative and in-depth and focuses on interpreting participants' own meanings and beliefs while also recognising the need for broader contextual knowledge. Through participants’ narratives, I explore why it was important for couples to have a civil union, how they chose to mark or enact the occasion, and the meanings they attribute to their choices and actions. Rather than treating the civil union as an isolated event, my analysis situates the civil union within four longer processual trajectories: individual biographical narratives, partner interactions, close social relationships, and trajectories of a socio-political nature. I then explore the contours of participants’ civil union ceremonies in terms of scale, style, and symbolic content. Throughout the thesis, I argue that civil unions facilitate incorporation for same-sex couples on a number of levels: incorporation in terms of inclusion in an important ‘meaning-constitutive’ practice; familial incorporation; and incorporation into mainstream society more generally. The incorporating effects of civil unions owe much to the symbolic capacities of law, the meaning inscribed in the socially dominant cultural model of marriage, and the characteristics of ritual. The importance of ritual to the anthropological enterprise is reaffirmed through this study; not only do rituals provide an important lens through which to examine the normative values of society but also the origins of social revitalization.</p>

scholarly journals The Historical and Psychological Significance of the Unorganized Games of New Zealand Primary School Children

2021 ◽  
Author(s):  
◽  
Brian Sutton-Smith
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Small Group ◽  
School Children ◽  
Primary School Children ◽  
The North ◽  
Psychological Significance ◽  
East And West ◽  
Recurrent Motifs ◽  
East West

<p>In the Spring of 1948 while teaching at a primary school, I observed a small group of girls playing a game called "Tip the Finger". During the game one of the players chanted the following rhyme: "Draw a snake upon your back And this is the way it went North, South, East, West, Who tipped your finger?" I recognized immediately and with some surprise that this rhyme contained elements which were not invented by the children and were probably of some antiquity. I knew, for example, though only in a vague and unlearned manner, that the four pattern of the North, South, East and West and the Snake symbolism were recurrent motifs in mythology and folklore. I was aware also that there did not exits any specialized attempt to explain the part that games of this nature played in the lives of the players.</p>

scholarly journals Unlocking the Potential of School Libraries: What Actions are New Zealand Primary School Principals Taking to Integrate the School Library in Information Literacy Initiatives? Final Report

2021 ◽  
Author(s):  
◽  
Elisabeth Mei-Xing Ngan
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Information Literacy ◽  
Primary Schools ◽  
School Principals ◽  
School Library ◽  
External Support ◽  
Final Report ◽  
Primary School Principals ◽  
Literacy Initiatives

<p>Information literacy is implicit in the national education curriculum’s key competencies for students, yet primary schools lack an explicit path to develop students’ information skills. The literature shows that school library programs can foster information literacy and improve student achievement, with the principal’s support identified as a significant factor. This study investigates the actions of New Zealand primary school principals to integrate the school library in information literacy initiatives. An online survey collected quantitative and qualitative data from a random sample of primary school principals, stratified by decile rating to reflect the school population in microcosm. Sixty-nine responses were collected and the low response rate meant it was not possible to generalise the results of the survey. Key findings of the research were that a majority of principals supported information literacy initiatives through advocacy; professional development; use of external support; student assessment; separate library budgets; and reasonable library opening hours. A minority maintained a separate information literacy policy; adequately resourced the library with trained staff; or promoted collaborative planning between teaching and library staff through flexible scheduling of class library time. Actions were not affected by decile rating but differences by school size and locale were identified, particularly for small and rural schools. Principals’ perceptions of information literacy did not appear to affect their actions. Suggestions for further research are made to expand upon the findings.</p>

The post-primary education of non-academic boys

2021 ◽  
Author(s):  
◽  
H. L. Wallace
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Primary School ◽  
Primary Schools ◽  
Education For All ◽  
Large Section ◽  
Economic Changes ◽  
Wide Range ◽  
Fresh Impetus ◽  
Physically Handicapped

This thesis is an attempt to examine what is probably the greatest single problem in New Zealand education; the problem of the non-academic child in the New Zealand post-primary school. It is an urgent problem, on the solution of which depends the welfare of a large section of our post-primary population. Our post-primary schools have gradually ceased to be selective and must now cater for an adolescent age group which omits only the most mentally defective and the most physically handicapped. This movement towards "secondary education for all" received fresh impetus in 1944 when the minimum school leaving age was raised to fifteen years. During the last eight years, post-primary schools have been faced with an increasing number of new entrants of a wide range of intelligence and .ability. Among these are found pupils who, under an earlier education system, would never have entered the door of a secondary school. The requirements of the Proficiency examination would have eliminated some, economic factors would have debarred others. Many would have found in a job the success and satisfaction which they had never achieved in a school. Now, as a result of educational and economic changes, these pupils are legally compelled to remain at school until they reach the age of fifteen years. The practice of social promotion in the primary school has resulted in most of these adolescents entering a post-primary school at thirteen, fourteen or fifteen years of age. These are the pupils wbo have been commonly labelled "non-academic".

Lord Rutherford, 1871 - 1937

1938 ◽  
Vol 2 (6) ◽  
pp. 394-423 ◽  
Keyword(s):  
New Zealand ◽  
Primary School ◽  
Brook Trout ◽  
The State ◽  
Small Class ◽  
English History ◽  
Black Rat ◽  
White Settlers

If a new country is peopled with a good stock, its future is assured. Such has been the happy fortune of New Zealand, which to-day justly claims Rutherford as her greatest son. New Zealand was sighted by Tasman and visited by Captain Cook, F.R.S., who stayed long enough to bequeath the flea, the black rat and the pig to the Maoris. The country received its first white settlers in 1817, but the main colonization followed about 1840— less than a hundred years ago! Among the early settlers was one of the Rutherfords, for the most part Scots and a virile border-folk. His son James, and Martha his wife, another New Zealand settler from Sussex, had four sons and eight daughters. Ernest, the second son and fourth child, was born on 30 August, 1871, near Nelson, at Brightwater, and there he went to the State primary school, whence he obtained a scholarship to the Nelson School. About this time his father had moved to Pungarehu, Taranika Province, where he had a flax farm and mill and a rope walk. Rutherford is reported on good authority to have been a normal, happy, unassuming boy, but with unusual powers of concentration — the secret of his success in life. He shot pheasants and wild pigeons, played forward at Rugby football, caught eels and brook trout, nearly drowned himself bathing, took clocks to pieces, made water wheels (like Newton), photographed, loved reading and music; he also won prizes and scholarships for English, History, French, and Latin. He was greatly helped by a good schoolmaster, W . S. Littlejohn, who taught him sound mathematics, and, in a very small class, chemistry and physics.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

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