title: Technology education in New Zealand

authors: Jones, Alister

abstract: Technology in New Zealand schools is a new area of learning that is now compulsory for all students (years 1–10). Technology education policy was first developed in 1992 (Jones & Carr, 1993). Since then there has been a sustained research and development focus to inform the structure of the curriculum, its subsequent national implementation, and classroom practice. This article discusses the structure of the technology curriculum, programs that were developed to inform teachers of the curriculum and its content, and strategies to enhance the classroom practice of technology.

text: Technology education in New Zealand Technology in New Zealand schools is a new area of learning that is now compulsory for all students (years 1–10). Technology education policy was first developed in 1992 (Jones & Carr, 1993). Since then there has been a sustained research and development focus to inform the structure of the curriculum, its subsequent national implementation, and classroom practice. This article discusses the structure of the technology curriculum, programs that were developed to inform teachers of the curriculum and its content, and strategies to enhance the classroom practice of technology.

year: 2002

title: Primary teachers, policy, and physical education

authors: Petrie, Kirsten Culhane

subjects: physical education

abstract: This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

text: Primary teachers, policy, and physical education This article focuses on the challenges arising for primary school teachers who have responsibility for teaching physical education (PE) and who are working in particularly complex and contestable policy contexts. In New Zealand provision of physical education is identified as occurring amidst multiple, and not necessarily compatible, sets of expectations, associated with government priorities, initiatives focusing on children’s health, sport, and improved national achievement outcomes. This article examines the contemporary educational policy landscape, and the effect constantly shifting policy initiatives have on teachers’ work in physical education in primary schools. Key themes characterizing primary PE teaching/teachers’ situation currently centre on pressures to adhere to policies that have stricter accountability measures, the utilization of ‘external providers’, limited time for teacher learning and what appears to paralysis by policy. Discussion considers possible alternative approaches to the development of policy that would arguably better support teachers of physical education in primary schools.

year: 2011

title: Disabled Māori and disability support options

authors: Nikora, Linda Waimarie

subjects: Maori

abstract: The goal of this research project was to provide information to enhance the development and implementation of an effective model of disability support service provision to Maori with disabilities. This was done by identifying and documenting the needs expressed by disabled Maori and their carers living in the Midland area, and by considering the experiences and observations of a key informant group. From our reading of the literature and the feedback we received from participants, a proposed model of disability support service provision has been proposed.

In five sections, this report begins by defining disability, and also by defining the act of caring for the disabled. Focussing on the Maori experience, obstacles, access to existing support services, cultural barriers, and health policies are discussed. In the second chapter, the research methodology is described, along with how the information was gathered. Following this is the third section which presents the opinions and reflections of Maori with disabilities. It concludes strategically with a view of the ideal community, suggesting possible resolutions, by exposing current flaws and inadequacies. Chapter four records the views and perspectives of key informant/whanau carers who participated in the project. They offer an insightful account of the often unrecognised side of the disability experience. Considering the preceding discussions, the final section develops a model of service provision for Maori with disabilities, and proposes this for effective service delivery.

text: Disabled Māori and disability support options The goal of this research project was to provide information to enhance the development and implementation of an effective model of disability support service provision to Maori with disabilities. This was done by identifying and documenting the needs expressed by disabled Maori and their carers living in the Midland area, and by considering the experiences and observations of a key informant group. From our reading of the literature and the feedback we received from participants, a proposed model of disability support service provision has been proposed.

In five sections, this report begins by defining disability, and also by defining the act of caring for the disabled. Focussing on the Maori experience, obstacles, access to existing support services, cultural barriers, and health policies are discussed. In the second chapter, the research methodology is described, along with how the information was gathered. Following this is the third section which presents the opinions and reflections of Maori with disabilities. It concludes strategically with a view of the ideal community, suggesting possible resolutions, by exposing current flaws and inadequacies. Chapter four records the views and perspectives of key informant/whanau carers who participated in the project. They offer an insightful account of the often unrecognised side of the disability experience. Considering the preceding discussions, the final section develops a model of service provision for Maori with disabilities, and proposes this for effective service delivery.

year: 2004-01-01