title: Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools

authors: Lupton, Ruth

subjects: schools

abstract: Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle-class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.

text: Headteachers’ readings of and responses to disadvantaged contexts: evidence from English primary schools Existing research demonstrates the impact of context on school organisation and management, curriculum and pedagogy and on student peer relations. New developments in English education policy will devolve more responsibility for dealing with these issues to headteachers. Headteachers' readings of their contexts and the responses that they make are thus of increasing interest. This paper draws on interviews with eight headteachers of less advantaged English primary schools to explore how they understand and articulate the contexts in which their schools operate and how this knowledge is translated into strategies for organising curriculum, pedagogy and other school processes. These headteachers observed context through the lens of the behaviour of parents and children in relation to school, contrasting it with an assumed middle-class normality. More critical perspectives on families' social and economic position or on the contribution of school practice to educational exclusion were largely absent. School responses were many and varied but, given the constraints of budgets, market and performative pressures, were unlikely to substantially transform the educational experiences and outcomes of disadvantaged students. We point to the continuing need for more contextualised funding mechanisms and policies to improve schools in disadvantaged areas and also, in the light of devolution to schools, to the need to develop mechanisms of support to headteachers to help them to develop critical understandings of context and to reflect on school process and practices in the light of these understandings.

year: 2013

title: The WEKA workbench. Online appendix for "Data mining: Practical machine learning tools and techniques"

authors: Frank, Eibe

subjects: computer science

abstract: The WEKA workbench is a collection of machine learning algorithms and data preprocessing tools that includes virtually all the algorithms described in our book. It is designed so that you can quickly try out existing methods on new datasets in flexible ways. It provides extensive support for the whole process of experimental data mining, including preparing the input data, evaluating learning schemes statistically, and visualizing the input data and the result of learning. As well as a wide variety of learning algorithms, it includes a wide range of preprocessing tools. This diverse and comprehensive toolkit is accessed through a common interface so that its users can compare different methods and identify those that are most appropriate for the problem at hand. WEKA was developed at the University of Waikato in New Zealand; the name stands for Waikato Environment for Knowledge Analysis. Outside the university the WEKA, pronounced to rhyme with Mecca, is a flightless bird with an inquisitive nature found only on the islands of New Zealand. The system is written in Java and distributed under the terms of the GNU General Public License. It runs on almost any platform and has been tested under Linux, Windows, and Macintosh operating systems.

text: The WEKA workbench. Online appendix for "Data mining: Practical machine learning tools and techniques" The WEKA workbench is a collection of machine learning algorithms and data preprocessing tools that includes virtually all the algorithms described in our book. It is designed so that you can quickly try out existing methods on new datasets in flexible ways. It provides extensive support for the whole process of experimental data mining, including preparing the input data, evaluating learning schemes statistically, and visualizing the input data and the result of learning. As well as a wide variety of learning algorithms, it includes a wide range of preprocessing tools. This diverse and comprehensive toolkit is accessed through a common interface so that its users can compare different methods and identify those that are most appropriate for the problem at hand. WEKA was developed at the University of Waikato in New Zealand; the name stands for Waikato Environment for Knowledge Analysis. Outside the university the WEKA, pronounced to rhyme with Mecca, is a flightless bird with an inquisitive nature found only on the islands of New Zealand. The system is written in Java and distributed under the terms of the GNU General Public License. It runs on almost any platform and has been tested under Linux, Windows, and Macintosh operating systems.

year: 2016

title: The Māori precariat: A silhouette

authors: Stubbs, Thomas

abstract: Recent financial crises and a host of punitive labour and welfare reforms have intensified socio-economic divisions across advanced nations. In Aotearoa New Zealand, the indigenous Maori peoples are subject to systemic labour market disadvantages, and are thus more likely to be affected by increased inequalities in times of economic downturn. Despite the legacies of systematic economic exclusion and discrimination in the economy, the majority of Maori demonstrate a resounding level of social resilience in the face of this hostile context. Even so, there is evidence to suggest that an unacceptable number of Maori still struggle to overcome these challenges. For instance, 13.0 per cent of Maori are in temporary work compared to 8.2 per cent of Pakeha,1 and 12.4 per cent of Maori are experiencing unemployment against 4.4 per cent. of Pakeha.2 These trends contribute to a range of socio-economic challenges, to which mainstream and Maori service providers are struggling to respond.
In this chapter, we develop a demographic silhouette to seek an understanding of socio-economically marginalised - or 'precariat' - Maori. Although we are wary of portraying Maori in an unduly negative light, we also submit that an appreciation of the extent of the issues faced by this group is necessary if our analysis is to be useful in the development of an effective response. We begin by defining the precariat. Using data obtained from Statistics New Zealand's Te Kupenga survey of Maori wellbeing, we then outline the prevalence and composition of the Maori precariat in Aotearoa New Zealand. Overall, we find that the Maori precariat comprises a substantial portion of the Maori population, particularly among females, younger age groups, and those with low or no qualifications. They are predominantly located-in regions that have high levels of seasonal employment, and in more deprived areas. We also find the value attached to Maori culture and experiences of stigma for this group are, for the most part, similar to those among the Maori non-precariat.

text: The Māori precariat: A silhouette Recent financial crises and a host of punitive labour and welfare reforms have intensified socio-economic divisions across advanced nations. In Aotearoa New Zealand, the indigenous Maori peoples are subject to systemic labour market disadvantages, and are thus more likely to be affected by increased inequalities in times of economic downturn. Despite the legacies of systematic economic exclusion and discrimination in the economy, the majority of Maori demonstrate a resounding level of social resilience in the face of this hostile context. Even so, there is evidence to suggest that an unacceptable number of Maori still struggle to overcome these challenges. For instance, 13.0 per cent of Maori are in temporary work compared to 8.2 per cent of Pakeha,1 and 12.4 per cent of Maori are experiencing unemployment against 4.4 per cent. of Pakeha.2 These trends contribute to a range of socio-economic challenges, to which mainstream and Maori service providers are struggling to respond.
In this chapter, we develop a demographic silhouette to seek an understanding of socio-economically marginalised - or 'precariat' - Maori. Although we are wary of portraying Maori in an unduly negative light, we also submit that an appreciation of the extent of the issues faced by this group is necessary if our analysis is to be useful in the development of an effective response. We begin by defining the precariat. Using data obtained from Statistics New Zealand's Te Kupenga survey of Maori wellbeing, we then outline the prevalence and composition of the Maori precariat in Aotearoa New Zealand. Overall, we find that the Maori precariat comprises a substantial portion of the Maori population, particularly among females, younger age groups, and those with low or no qualifications. They are predominantly located-in regions that have high levels of seasonal employment, and in more deprived areas. We also find the value attached to Maori culture and experiences of stigma for this group are, for the most part, similar to those among the Maori non-precariat.

year: 2017