title: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province.

authors: Rombo, John Longo

subjects: school culture

abstract: Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

text: School cultural features and practices that influence inclusive education in Papua New Guinea: A consideration of schools in Southern Highlands Province. Inclusive education is a recent phenomenon in the education system in Papua New Guinea. It is about giving equal educational opportunities to all children, whether with disabilities or not in the regular school or classroom.  Schools are considered as social institutions that should endeavour to enhance all children's lives through appropriate teaching and learning practices.  However, the school culture, which is generally defined as 'how things are done here' is vital for the promotion of inclusive practices. The main aim of this study was to identify the school cultural features and practices that influenced or did not influence inclusive education, and the impact on inclusion.  Teachers and school administrators appeared to play a vital role in enhancing inclusive practices through their practices.

The study was based on an interpretive/naturalistic research paradigm, the qualitative research approach and the case study methodology. Four schools were studied and categorised as rural and urban settings. The main purpose of categorisation was to identify some similarities and differences in terms of how inclusion was promoted in these schools. Teachers and school administrators were chosen as the main participants. The primary source of data collection was semi-structured interviews. Interview questions were developed for both teachers and school administrators respectively.  A non-participant observation method was used as a support instrument to collect more data from selected research participants based on the preliminary interview data.  

The results suggested the existence of four broad school cultural features and practices. These included staff understanding of special and inclusive education concepts, leadership and organisation, school cultural features/practices and implications for staff, and policies.  Teachers and school administrators appeared to have limited knowledge and understanding about what constitutes special and inclusive education practices. However, the school leadership, collaboration and inspection practices minimally influenced inclusive practices. At the same time other school cultural features such as the outcomes-based education curriculum and ecological assessment seemed to have the potential to influence the outcomes of the process of inclusion.  The results suggest the value of Callan Services as a school support service agency to influence inclusive education in the Southern Highlands Province. It was noted that children with disabilities were already part of the education system. Though the teachers and school administrators claimed this to be inclusive education, according to the literature this was a manifestation of functional mainstreaming practices.

The teachers and school administrators and the Department of Education at the provincial and national levels appeared to take less responsibility in disseminating information pertaining to inclusive practices. The teachers and school administrators received limited support and information from the national and provincial Departments of Education.  Therefore, the special education policies developed at the national level had not trickled down to the school level.  This situation created a gap between inclusive education policy and practice. One of the major channels of communication and connection was through the inspectors and their inspection practices, but this appeared to have been under-utilised.

year: 2007

title: The economics concepts of sixth and seventh form secondary school students and their teachers

authors: Orere-Clifford, Samuel D.

abstract: The nature of teaching and learning continues to elude educators and researchers despite over half a century of research in teaching and learning. The central problem seems to be how teachers should practise their profession to facilitate student learning. In this regard, there has been several suggestions such as developing certain teacher personality attributes (Ryans, 1960), special teaching behavioural techniques (Rosenshine, 1976a) and the child-centered education of Piaget (1966) and Ausubel (1968).
More recently, studies such as the Learning in Science Project of the University of Waikato (e.g., Osborne, 1981a) have drawn attention to the suggestion that children tend to develop misconceptions about scientific phenomena in the classroom. It is felt this could be due to teachers not tapping and relating new material to children’s previous knowledge and cognitive structures. 
This study sought to examine the suggestions of the Learning in Science Project as described above with regards to Economics. The investigation was therefore aimed at uncovering the Economics ideas Sixth and Seventh Formers generated about certain Economics concepts after lessons. It also investigated the nature of conceptions held by their teachers for the same concepts. 
The method of investigation included both qualitative and quantitative features. A qualitative approach was used to uncover the ideas held by a small sample of students. This was then reduced into a survey format and administered to a large sample of students and teachers.
The findings of the study suggest that Sixth and Seventh Form Economics Students possess conceptions of Economics not generally acceptable to Economists. This substantiates the suggestion of the Learning in Science Project that learners tend to develop misconceptions about phenomena introduced in the classroom. However, the findings of the study also indicate that the teachers of the students also possess misconceptions about Economics concepts. The suggestion is therefore made that students’ misconceptions about Economics concepts may not necessarily be due to teachers not taking students’ past knowledge into account, but to the possibility that teachers may be introducing misconceptions about Economics concepts in the classroom.
The study, therefore, suggests that teaching and learning may be enhanced if teachers take stock of the state of their knowledge of subject matter constantly and also introduce concepts to students in such a way as to retain the meanings of experts.

text: The economics concepts of sixth and seventh form secondary school students and their teachers The nature of teaching and learning continues to elude educators and researchers despite over half a century of research in teaching and learning. The central problem seems to be how teachers should practise their profession to facilitate student learning. In this regard, there has been several suggestions such as developing certain teacher personality attributes (Ryans, 1960), special teaching behavioural techniques (Rosenshine, 1976a) and the child-centered education of Piaget (1966) and Ausubel (1968).
More recently, studies such as the Learning in Science Project of the University of Waikato (e.g., Osborne, 1981a) have drawn attention to the suggestion that children tend to develop misconceptions about scientific phenomena in the classroom. It is felt this could be due to teachers not tapping and relating new material to children’s previous knowledge and cognitive structures. 
This study sought to examine the suggestions of the Learning in Science Project as described above with regards to Economics. The investigation was therefore aimed at uncovering the Economics ideas Sixth and Seventh Formers generated about certain Economics concepts after lessons. It also investigated the nature of conceptions held by their teachers for the same concepts. 
The method of investigation included both qualitative and quantitative features. A qualitative approach was used to uncover the ideas held by a small sample of students. This was then reduced into a survey format and administered to a large sample of students and teachers.
The findings of the study suggest that Sixth and Seventh Form Economics Students possess conceptions of Economics not generally acceptable to Economists. This substantiates the suggestion of the Learning in Science Project that learners tend to develop misconceptions about phenomena introduced in the classroom. However, the findings of the study also indicate that the teachers of the students also possess misconceptions about Economics concepts. The suggestion is therefore made that students’ misconceptions about Economics concepts may not necessarily be due to teachers not taking students’ past knowledge into account, but to the possibility that teachers may be introducing misconceptions about Economics concepts in the classroom.
The study, therefore, suggests that teaching and learning may be enhanced if teachers take stock of the state of their knowledge of subject matter constantly and also introduce concepts to students in such a way as to retain the meanings of experts.

year: 1985

title: Indigenous Psychology in Aotearoa: Realising Māori Aspirations

authors: Levy, Michelle Patricia

subjects: Maori

abstract: Indigenous psychology in Aotearoa positions the aspirations of Māori as central.  The aim of this thesis is to describe and contribute to the development of a psychological discipline which is relevant and of benefit for Māori communities.  Part One sets the scene in Aotearoa, examining the relationship between Māori development and psychology.  Part Two explores the indigenous psychology literature base, identifying strategies which may be relevant to Aotearoa.  The key themes of context, critical mass, and mechanisms to support indigenous psychology development are identified as being relevant to Aotearoa.  Part Three explores indigenous psychology development in Aotearoa.  Data from a range of sources is qualitatively analysed to develop five themes which describe the current status of Māori development in psychology, the importance of the critical mass and the notion of collective responsibility.  Part Four, drawing from the analysis in Parts One, Two and Three, identifies 'reaching the point of irreversible change' as the next phase of indigenous psychology development in Aotearoa.  This is the point at which indigenous psychology development becomes self-sustaining.  

The point at which irreversible change occurs is when: Māori knowledge bases are a legitimate part of psychology in Aotearoa; resistance to the legitimacy of Māori knowledge bases in psychology is not a characteristic of our landscape; environments supportive of indigenous psychology development are commonplace; and responsibility for contributing to indigenous psychology development is shared among and sustained by the collective capacity of the Leaders and Producers.  Consolidation, the process by which multiple and interrelated pathways are connected to form a unified whole, is fundamental to reaching the point of irreversible change.  An original interactional framework for consolidation is proposed.  This framework is based on two key consolidating mechanisms: a working description of Kaupapa Māori Psychologies; and a Kaupapa Māori Psychologies Research and Training Centre.  Psychologies relevant and of benefit to Māori communities which contribute to the realisation of Māori aspirations are the cornerstones, with all elements of the framework leading back into this fundamental foundation.

text: Indigenous Psychology in Aotearoa: Realising Māori Aspirations Indigenous psychology in Aotearoa positions the aspirations of Māori as central.  The aim of this thesis is to describe and contribute to the development of a psychological discipline which is relevant and of benefit for Māori communities.  Part One sets the scene in Aotearoa, examining the relationship between Māori development and psychology.  Part Two explores the indigenous psychology literature base, identifying strategies which may be relevant to Aotearoa.  The key themes of context, critical mass, and mechanisms to support indigenous psychology development are identified as being relevant to Aotearoa.  Part Three explores indigenous psychology development in Aotearoa.  Data from a range of sources is qualitatively analysed to develop five themes which describe the current status of Māori development in psychology, the importance of the critical mass and the notion of collective responsibility.  Part Four, drawing from the analysis in Parts One, Two and Three, identifies 'reaching the point of irreversible change' as the next phase of indigenous psychology development in Aotearoa.  This is the point at which indigenous psychology development becomes self-sustaining.  

The point at which irreversible change occurs is when: Māori knowledge bases are a legitimate part of psychology in Aotearoa; resistance to the legitimacy of Māori knowledge bases in psychology is not a characteristic of our landscape; environments supportive of indigenous psychology development are commonplace; and responsibility for contributing to indigenous psychology development is shared among and sustained by the collective capacity of the Leaders and Producers.  Consolidation, the process by which multiple and interrelated pathways are connected to form a unified whole, is fundamental to reaching the point of irreversible change.  An original interactional framework for consolidation is proposed.  This framework is based on two key consolidating mechanisms: a working description of Kaupapa Māori Psychologies; and a Kaupapa Māori Psychologies Research and Training Centre.  Psychologies relevant and of benefit to Māori communities which contribute to the realisation of Māori aspirations are the cornerstones, with all elements of the framework leading back into this fundamental foundation.

year: 2007