title: The development of a whole school approach to education for sustainability

authors: Kalnins, Tatiana Irina

subjects: education for sustainability

abstract: To address environmental and sustainability problems we need a new way of educating our young people; one that provides them with the capabilities and skills to find and examine their own frameworks for solving these problems in the future.  Thus, it has been argued that we urgently need to find new models and approaches to education that reflect and contribute to sustainable practices, as traditional educational systems have contributed to the unsustainable conditions we now face.  A whole school approach to education for sustainability (EfS) supports the notion that children learn both through an enacted curriculum and informally through the messages and meanings inherent in their surroundings. A whole school approach to EfS involves transforming the system rather than reforming it or simply accommodating change. One school-focussed programme that has been fostering such whole school approaches in New Zealand is the Enviroschools programme.  The Enviroschools programme supports a whole centre/school approach to EfS, and describes four key areas of schooling life that have an effect on sustainability and student learning:  (1)  People (and Participation); (2) Programmes; (3)  Practices; and (4) Place.  
 
This thesis has examined the development of a whole school approach to EfS by investigating the planning, implementation and outcomes of such an approach in a New Zealand primary school.  An interpretive methodology was used to guide data collection through observations, interviews and analysis of student work as an Enviroschools facilitator worked with the staff and students of the school during their first year of integrating EfS into their school. An analytical framework, based on themes emerging from the ‘People, Programmes, Practices and Place’ dimensions of a whole school approach to EfS, was used to interpret the data arising from this single, case study school. 
 
 
This study found that the school leader(s), such as the Principal, have a profound effect on the success of the integration of the whole school approach to EfS. It also found that teacher knowledge and understanding of the complexity of EfS is key to successful integration into the curriculum, with particular emphasis on its transdisciplinary nature. In addition, special attention needs to be paid to the nature of EfS Facilitation and the interface between EfS theory and practice, for example, how to practically involve the ‘whole school’ in EfS participation. 
 
This research may assist schools in their own EfS journeys by providing insight and clarity around the process of development of a whole school approach to EfS. Detailing the factors that enable and inhibit the development of a whole school approach may provide schools with the direction needed to avoid possible pitfalls, and focus on factors that progress the development of EfS in their school.

text: The development of a whole school approach to education for sustainability To address environmental and sustainability problems we need a new way of educating our young people; one that provides them with the capabilities and skills to find and examine their own frameworks for solving these problems in the future.  Thus, it has been argued that we urgently need to find new models and approaches to education that reflect and contribute to sustainable practices, as traditional educational systems have contributed to the unsustainable conditions we now face.  A whole school approach to education for sustainability (EfS) supports the notion that children learn both through an enacted curriculum and informally through the messages and meanings inherent in their surroundings. A whole school approach to EfS involves transforming the system rather than reforming it or simply accommodating change. One school-focussed programme that has been fostering such whole school approaches in New Zealand is the Enviroschools programme.  The Enviroschools programme supports a whole centre/school approach to EfS, and describes four key areas of schooling life that have an effect on sustainability and student learning:  (1)  People (and Participation); (2) Programmes; (3)  Practices; and (4) Place.  
 
This thesis has examined the development of a whole school approach to EfS by investigating the planning, implementation and outcomes of such an approach in a New Zealand primary school.  An interpretive methodology was used to guide data collection through observations, interviews and analysis of student work as an Enviroschools facilitator worked with the staff and students of the school during their first year of integrating EfS into their school. An analytical framework, based on themes emerging from the ‘People, Programmes, Practices and Place’ dimensions of a whole school approach to EfS, was used to interpret the data arising from this single, case study school. 
 
 
This study found that the school leader(s), such as the Principal, have a profound effect on the success of the integration of the whole school approach to EfS. It also found that teacher knowledge and understanding of the complexity of EfS is key to successful integration into the curriculum, with particular emphasis on its transdisciplinary nature. In addition, special attention needs to be paid to the nature of EfS Facilitation and the interface between EfS theory and practice, for example, how to practically involve the ‘whole school’ in EfS participation. 
 
This research may assist schools in their own EfS journeys by providing insight and clarity around the process of development of a whole school approach to EfS. Detailing the factors that enable and inhibit the development of a whole school approach may provide schools with the direction needed to avoid possible pitfalls, and focus on factors that progress the development of EfS in their school.

year: 2018

title: State-dominant and non-state-dominant ownership concentration and firm performance: Evidence from China

authors: Hess, Kurt

subjects: business performance

abstract: Purpose – This paper aims to investigate the relationship between ownership structure and performance for a comprehensive sample of Chinese listed firms for the years 2000-2004. In particular, the paper seeks to explore the effect of the dominance of state and private blockholders and control on firm performance. It aims to use a more differentiated approach than previous research on the subject, which has mainly focused on the effects of the pervasive state ownership on firm values. Accordingly, the main theme of the paper intends to relate to the analysis of the effects of private blockholders on firm value. 
Design/methodology/approach – The paper tests the ownership-performance relationship for the state and for sub-samples with predominantly private shareholders. The paper uses both an ordinary least squares and a two-stage least squares analysis, which treats ownership concentration as endogenous. 
Findings – The paper finds evidence that large private blockholdings are to the benefit of firm value for the full sample. Conversely, for smaller samples of companies without or with very low shareholdings by the various state players, there is some evidence that large private block shareholdings might be to the detriment of firm value. 
Originality/value – The study contributes to the literature by presenting a more comprehensive treatment of the ownership-performance relationship of listed firms in China. The main theme of the paper relates to ownership concentration and the effects of private blockholders on the performance of firms, in addition to the endogeneity of ownership. It also contributes by utilising the alternative ownership classification system developed by the National University of Singapore.

text: State-dominant and non-state-dominant ownership concentration and firm performance: Evidence from China Purpose – This paper aims to investigate the relationship between ownership structure and performance for a comprehensive sample of Chinese listed firms for the years 2000-2004. In particular, the paper seeks to explore the effect of the dominance of state and private blockholders and control on firm performance. It aims to use a more differentiated approach than previous research on the subject, which has mainly focused on the effects of the pervasive state ownership on firm values. Accordingly, the main theme of the paper intends to relate to the analysis of the effects of private blockholders on firm value. 
Design/methodology/approach – The paper tests the ownership-performance relationship for the state and for sub-samples with predominantly private shareholders. The paper uses both an ordinary least squares and a two-stage least squares analysis, which treats ownership concentration as endogenous. 
Findings – The paper finds evidence that large private blockholdings are to the benefit of firm value for the full sample. Conversely, for smaller samples of companies without or with very low shareholdings by the various state players, there is some evidence that large private block shareholdings might be to the detriment of firm value. 
Originality/value – The study contributes to the literature by presenting a more comprehensive treatment of the ownership-performance relationship of listed firms in China. The main theme of the paper relates to ownership concentration and the effects of private blockholders on the performance of firms, in addition to the endogeneity of ownership. It also contributes by utilising the alternative ownership classification system developed by the National University of Singapore.

year: 2010

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012