School governance and management
This New Zealand study proposes that the ethos and culture of schools can be a major protective factor in helping children to cope with violent and traumatic events. Implications for teachers are discussed.
A critical stocktake of practice identifies key factors for environmental education programmes as being resource provision, professional development, time for planning and action, funding, overcrowded school curricula, and the non-mandatory status of environmental education.
In this article Penni Cushman reviews several studies that have surveyed male school-leavers and practising male teachers on their attitudes towards teaching as a career and their experiences in the school environment.
This article describes a pilot behaviour intervention programme for boys aged 7–9 with severe, challenging behaviours. The pilot was based on the Canadian SNAP™ (Stop Now and Plan) programme and developed jointly by the Ministry of Education/Special Education and primary and secondary RTLBs.
School improvement has been the dominant paradigm informing educational policy and practice for a generation. There is no doubt that it has had a significant impact on almost every aspect of educational life. School improvement represents a powerful hegemony that informs the development of policy at the national, local, and institutional level in many education systems. Much of the prevailing academic orthodoxy informing teaching and research is centred on school improvement.
How effective is school reporting, particularly for parents of international students? Schools spend considerable time and effort in reporting to parents, but little research has been conducted on reporting, or its ability to raise achievement. This article looks at how one high school reports on student achievement and how those reports are interpreted by students and parents whose first language is not English.
Amid calls for more male teachers in primary schools, a representative sample of primary school principals gave their thoughts about the need for more "male role models" and listed the personal attributes they associate with the term.
A hui whakatika (a meeting that seeks to resolve issues and make amends), facilitated by Māori In a mainstream school setting, provides a Treaty-based model for restoring harmony and avoiding stand down and suspension.
Practical Research for Education, 38, October 2007, pp. 29–33 (reprinted with permission)
This piece demonstrates authentic research in practice.
Three key messages:
