Intermediate schools today : an examination of certain aspects

My original intention, when I was a member of the staff of a post-primary school, was to carry out an investigation into the Post-primary Examination system in this country, but on my appointment to my present position at the beginning of this year, I decided that the best and quickest way of becoming acquainted with the Intermediate School system in New Zealand would be to make a survey of the schools of this country as they are at present.

Intermediate schools today : an examination of certain aspects

My original intention, when I was a member of the staff of a post-primary school, was to carry out an investigation into the Post-primary Examination system in this country, but on my appointment to my present position at the beginning of this year, I decided that the best and quickest way of becoming acquainted with the Intermediate School system in New Zealand would be to make a survey of the schools of this country as they are at present.

Environmental engagement through behaviour change interventions: A case study of litter reduction in New Zealand Schools

<p>Litter has serious implications for the environment and is recognised as a significant form of marine and terrestrial pollution. A major source of litter pollution is recreational litter. Although litter is identified as an environmental problem, the propensity to litter continues within society. Behaviour change interventions have significant potential to influence the production of recreational litter. A shift in littering behaviour is necessary to reduce the environmental impact litter has on terrestrial and marine ecosystems. This research used the framework Community-Based Social Marketing to identify the barriers and benefits of littering as well as interventions to increase the reduction of littering in a school setting. The behaviour change interventions hypocrisy and goal setting were selected and separately implemented in two Intermediate schools in the Greater Wellington Region of New Zealand. Behaviour change was assessed using pre, post, and follow up litter counts on school grounds, and supported by interviews with student, teacher and parent participants. Results found both interventions to be significant in reducing the rate of recreational littering when used in conjunction with education. Goal setting was also found to be significant in reducing wrappers in school lunches. Cognitive, situational, and personal variables, as well as key stakeholders, were also recognised as influencing the litter and packaging behaviour of participants. Findings from this research can be used to support the selection and implementation of future behaviour change interventions and campaigns, specifically those targeting the behaviour of littering in a school setting.</p>

Environmental engagement through behaviour change interventions: A case study of litter reduction in New Zealand Schools

<p>Litter has serious implications for the environment and is recognised as a significant form of marine and terrestrial pollution. A major source of litter pollution is recreational litter. Although litter is identified as an environmental problem, the propensity to litter continues within society. Behaviour change interventions have significant potential to influence the production of recreational litter. A shift in littering behaviour is necessary to reduce the environmental impact litter has on terrestrial and marine ecosystems. This research used the framework Community-Based Social Marketing to identify the barriers and benefits of littering as well as interventions to increase the reduction of littering in a school setting. The behaviour change interventions hypocrisy and goal setting were selected and separately implemented in two Intermediate schools in the Greater Wellington Region of New Zealand. Behaviour change was assessed using pre, post, and follow up litter counts on school grounds, and supported by interviews with student, teacher and parent participants. Results found both interventions to be significant in reducing the rate of recreational littering when used in conjunction with education. Goal setting was also found to be significant in reducing wrappers in school lunches. Cognitive, situational, and personal variables, as well as key stakeholders, were also recognised as influencing the litter and packaging behaviour of participants. Findings from this research can be used to support the selection and implementation of future behaviour change interventions and campaigns, specifically those targeting the behaviour of littering in a school setting.</p>

National Standards: A secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey

<p>This thesis describes a secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey. The aim of this project was to conduct an exploratory investigation into the attitudes of education stakeholders toward National Standards. Open response data from the NZCER 2010 Primary and Intermediate Schools National Survey principal, teacher, trustee, and parent questionnaires was coded in two different ways. First, a thematic framework was developed and the open responses were coded against the themes. The open responses were then recoded as a binary attitude variable, according to whether they were considered to convey a negative or positive attitude toward the standards. Logistic regression and Fisher’s exact tests were used to determine statistically significant relationships between the binary attitude variable and other elements of the survey data, in the interests of finding predictors for attitude to the National Standards. These analyses were carried out with a selection of items from each of the principal, teacher, and trustee questionnaires; and with all of the items from the parent questionnaire. For teachers and principals (and to a lesser extent, trustees), findings from the thematic analysis of open responses largely reflected concerns about the standards being voiced by sector groups and academics around the time the survey was undertaken. Results from the statistical analysis of the binary attitude variable indicated that principal and teacher attitudes were associated with teaching experience and career plans. General findings from the analysis of parent responses included a suggestion that parents may lack knowledge and understanding of the National Standards, and may be expecting the standards to deliver something they are not designed for. Patterns in parent responses also indicated that attitudes to the National Standards might be related to wider perceptions of the purpose of education, and the various roles of education stakeholders. A similar pattern emerged in analysis of trustee responses. More specific findings related to parent attitude included associations with student year level, and with school reporting practice.</p>

National Standards: A secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey

<p>This thesis describes a secondary analysis of the NZCER 2010 Primary and Intermediate Schools National Survey. The aim of this project was to conduct an exploratory investigation into the attitudes of education stakeholders toward National Standards. Open response data from the NZCER 2010 Primary and Intermediate Schools National Survey principal, teacher, trustee, and parent questionnaires was coded in two different ways. First, a thematic framework was developed and the open responses were coded against the themes. The open responses were then recoded as a binary attitude variable, according to whether they were considered to convey a negative or positive attitude toward the standards. Logistic regression and Fisher’s exact tests were used to determine statistically significant relationships between the binary attitude variable and other elements of the survey data, in the interests of finding predictors for attitude to the National Standards. These analyses were carried out with a selection of items from each of the principal, teacher, and trustee questionnaires; and with all of the items from the parent questionnaire. For teachers and principals (and to a lesser extent, trustees), findings from the thematic analysis of open responses largely reflected concerns about the standards being voiced by sector groups and academics around the time the survey was undertaken. Results from the statistical analysis of the binary attitude variable indicated that principal and teacher attitudes were associated with teaching experience and career plans. General findings from the analysis of parent responses included a suggestion that parents may lack knowledge and understanding of the National Standards, and may be expecting the standards to deliver something they are not designed for. Patterns in parent responses also indicated that attitudes to the National Standards might be related to wider perceptions of the purpose of education, and the various roles of education stakeholders. A similar pattern emerged in analysis of trustee responses. More specific findings related to parent attitude included associations with student year level, and with school reporting practice.</p>

threatening a teacher

Background: Threatening teachers increases teacher stress and impairs emotional well-being. There are many reasons for violence against teachers. There are communication errors and conceptual differences in applying the rules that emphasizes corporal punishment rather than persuasive punishment. Also, it is related to a parent complaint that expresses Parents' belief in the education their child received in school is getting weaker. In addition to the incompetence that teachers must implement, like personal, social and professional aspects that make students offend teachers. Threatening someone considered as physical aggression. Aggression is any behavior intended to harm another person that wishes to avoid such harm High rates of aggression were reported recently in Iraq, especially after wars. Some studies have shown that students, whose friends engage in negative activities such as dropping out of school and have lower academic performance, may engage in aggressive activities toward teachers and/or other students. Objectives: To estimate the prevalence of students’ aggressive act towards teachers. Methodology: A cross-sectional study was carried out in Al-Sadr city in Baghdad. A total of 720 adolescent secondary schools students from both genders were included in the study. They were selected by multistage random sampling. Their age was ranged from 13-21 years. Data was collected from 1st of February 2019 to 30 of April 2019 through a self-reported questionnaire (Aggression-Problem Behavior Frequency Scale). Results: The mean age of participants was 16.2±2.04 years. Of all participants, 84.3% were assessed to be aggressive. There was a significant difference between aggressive act (threatening a teacher) and sex, school type, grade, history of absence from school and employed mother,(P=0.038, 0.009, 0.0001,p= 0.02 and p=0.018, respectively). 10% of male threatening a teacher. Conclusion: A high prevalence of aggression among students was found. Threatening a teacher was dominant among male students, intermediate schools, 4th grade, students with history of absence from school, and not employed mother.

Training Needs of Students' Parents for Mentoring and Counseling Programs - in Al-Makhwah Province: الاحتياجات التدريبية لأولياء أمور الطلبة لبرامج التوجيه والإرشاد بمحافظة المخواة

The study aimed to identify the most important training needs for students' parents in general education schools in Al-Makhwah governorate in the Kingdom of Saudi Arabia and to identify the existence of statistically significant differences between the average of study individuals regarding the training needs due to the difference in the school stage for students' parents of students (primary, intermediate, secondary). The study used the descriptive-analytical method. The study population consisted of 420 parents in Al-Makhwah Governorate in the Kingdom. Results of the study came as follows: The arrangement of the training needs from counseling programs of students parents, the first phrase was: the definition of the growth characteristics of students, it was at a great level, from the results also there are statistically significant differences in the training needs of the students’ parents of the counseling programs due to the variable of the school stage for student's parents, there are statistically significant differences in favor of parents whose children study in intermediate schools. The recommendations reached by the study: the need for training courses for parents of students to be derived from their training needs for programs in the field of guidance and counseling, the need to provide continuous studies on a regular basis to determine training needs on the same category of parents to be a starting point for the development of current guidance and counseling programs or to develop training programs to meet this need.