title: Restorative practice and behaviour management in schools: discipline meets care.

authors: Drewery, Wendy

subjects: restorative practices

abstract: The history of restorative practices in New Zealand schools is directly related to projects such as the Suspension Reduction Initiative (SRI) and the more recent Student Engagement Initiative (SEI); thus the origins of restorative practices in schools are linked with behaviour management and school discipline. During the same period, teachers' work has become more complex: They are working with an increasingly diverse range of students, which in turn requires epistemologically diverse teaching and relationship-building approaches to ensure maximum participation for all. Teachers are looking for new and better ways to interact with students in their classrooms, and those responsible for disciplinary systems are looking to restorative practice for new ways to resolve the increasing range and number of difficulties between teachers and students, students and other students, and between the school and parents. Restorative practices (RP) are currently seen as a way of achieving all this, so they carry a huge burden of hope. Relationship skills are a key competency in the new curriculum, and the philosophy of restoration offers both a basis for understanding and a process for putting this agenda into practice. In effect, it means educating for citizenship in a diverse world, including teaching the skills of conflict resolution. If we accept this philosophy, the curriculum for teacher education will require significant changes in what students are taught about behaviour and classroom management.

text: Restorative practice and behaviour management in schools: discipline meets care. The history of restorative practices in New Zealand schools is directly related to projects such as the Suspension Reduction Initiative (SRI) and the more recent Student Engagement Initiative (SEI); thus the origins of restorative practices in schools are linked with behaviour management and school discipline. During the same period, teachers' work has become more complex: They are working with an increasingly diverse range of students, which in turn requires epistemologically diverse teaching and relationship-building approaches to ensure maximum participation for all. Teachers are looking for new and better ways to interact with students in their classrooms, and those responsible for disciplinary systems are looking to restorative practice for new ways to resolve the increasing range and number of difficulties between teachers and students, students and other students, and between the school and parents. Restorative practices (RP) are currently seen as a way of achieving all this, so they carry a huge burden of hope. Relationship skills are a key competency in the new curriculum, and the philosophy of restoration offers both a basis for understanding and a process for putting this agenda into practice. In effect, it means educating for citizenship in a diverse world, including teaching the skills of conflict resolution. If we accept this philosophy, the curriculum for teacher education will require significant changes in what students are taught about behaviour and classroom management.

year: 2010

title: Teaching novice conceptual data modellers to become experts

authors: Venable, John R.

subjects: computer science

abstract: This paper describes teaching practices designed to help novice data modellers become expert data modellers. We base these practices on extant empirical research which highlights the strengths of expert data modellers and reveals the weaknesses of novices. After reviewing this research and analysing the causes of the novices' difficulties, we describe the strategy and specific techniques for helping novices to overcome their weaknesses and acquire the strengths and skills of expert data modellers. Techniques recommended include explicit comparison and teaching of novice and expert characteristics and behaviours, providing students with a realistic plan for how to acquire expert data modellers' capabilities, exposure to and comparison of a wide variety of data modelling approaches and topics, extensive amounts of practice on a wide variety of application domains, and critique of practical work in light of the understanding of novice errors and expert behaviours. Our intent is not just to make significant progress during a course, but to provide students with a means to continue to learn and improve in the long term.

text: Teaching novice conceptual data modellers to become experts This paper describes teaching practices designed to help novice data modellers become expert data modellers. We base these practices on extant empirical research which highlights the strengths of expert data modellers and reveals the weaknesses of novices. After reviewing this research and analysing the causes of the novices' difficulties, we describe the strategy and specific techniques for helping novices to overcome their weaknesses and acquire the strengths and skills of expert data modellers. Techniques recommended include explicit comparison and teaching of novice and expert characteristics and behaviours, providing students with a realistic plan for how to acquire expert data modellers' capabilities, exposure to and comparison of a wide variety of data modelling approaches and topics, extensive amounts of practice on a wide variety of application domains, and critique of practical work in light of the understanding of novice errors and expert behaviours. Our intent is not just to make significant progress during a course, but to provide students with a means to continue to learn and improve in the long term.

year: 1995-09

title: Succeeding as Māori: Māori students’ views on our Stepping Up to the Ka Hikitia Challenge

authors: Berryman, Mere

subjects: Ka Hikitia

abstract: This paper examines the vision and intent of New Zealand’s Māori education policy, Ka Hikitia, and its implications on the daily lives of Māori students in New Zealand’s education system. Extensive information on the secondary school experiences of rangatahi Māori (youth) have been gathered—originally in 2001 and at the end of 2015, through Kia Eke Panuku: Building on Success (Kia Eke Panuku: Building on Success is a secondary school reform initiative that is fully funded by the Ministry of Education, however, this paper represents the view of the authors and is not necessarily the view of the Ministry). Based on the messages from these two points in time, the paper concludes that the promises of Ka Hikitia are yet to be fully realised. If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains.

text: Succeeding as Māori: Māori students’ views on our Stepping Up to the Ka Hikitia Challenge This paper examines the vision and intent of New Zealand’s Māori education policy, Ka Hikitia, and its implications on the daily lives of Māori students in New Zealand’s education system. Extensive information on the secondary school experiences of rangatahi Māori (youth) have been gathered—originally in 2001 and at the end of 2015, through Kia Eke Panuku: Building on Success (Kia Eke Panuku: Building on Success is a secondary school reform initiative that is fully funded by the Ministry of Education, however, this paper represents the view of the authors and is not necessarily the view of the Ministry). Based on the messages from these two points in time, the paper concludes that the promises of Ka Hikitia are yet to be fully realised. If we, as educators, are to leave a legacy of more Māori students fashioning and leading our future, the need for the system to step up still remains.

year: 2017