title: Social work education: Reflections during Covid-19 lockdown

authors: Glubb-Smith, Kelly J.

abstract: Teaching social work students in Aotearoa New Zealand during the Covid-19 crisis produced an acute awareness of the impact of lockdown levels 3 and 4 on student wellbeing. Students were required to rapidly adapt to study in a fully online environment without the face-to-face support of university campus life. Normal social and academic pressures were immediately intensified, with no immediate relief in sight. Student resilience was tested further due to multiple factors such as: suddenly reduced incomes, parenting during lockdown, caring for whānau both within and external to their “bubble”, and being unable to come together with loved ones to celebrate life events or mourn those who had passed.

text: Social work education: Reflections during Covid-19 lockdown Teaching social work students in Aotearoa New Zealand during the Covid-19 crisis produced an acute awareness of the impact of lockdown levels 3 and 4 on student wellbeing. Students were required to rapidly adapt to study in a fully online environment without the face-to-face support of university campus life. Normal social and academic pressures were immediately intensified, with no immediate relief in sight. Student resilience was tested further due to multiple factors such as: suddenly reduced incomes, parenting during lockdown, caring for whānau both within and external to their “bubble”, and being unable to come together with loved ones to celebrate life events or mourn those who had passed.

year: 2020

title: Creating an Effective Learning Culture in a New School

authors: Taylor, Melanie Suzanne

subjects: new schools

abstract: The purpose of this study was to describe the experiences of the Principal and staff during the establishment of a new school, to understand the development of a learning culture and to examine the tensions for leadership. 
This study is situated within an interpretive paradigm and uses two methodologies: self-study research and case study research. Methods of collecting information in this study were designed to capture the culture in the school as it developed.  The combined documentation of my professional journal, the focus group and school documents allowed an insight into the realities of developing a learning culture in a new school.
 The findings of this study highlight four themes:
•	Stakeholders having ownership of touchstone documents to provide focus. 
•	The importance of relationship building. 
•	Focusing on learning for students, staff and the community.
•	Leadership challenges for new schools.  

The study concludes by making recommendations at policy level to support new school principals and at school level to offer suggestions for focus points.

text: Creating an Effective Learning Culture in a New School The purpose of this study was to describe the experiences of the Principal and staff during the establishment of a new school, to understand the development of a learning culture and to examine the tensions for leadership. 
This study is situated within an interpretive paradigm and uses two methodologies: self-study research and case study research. Methods of collecting information in this study were designed to capture the culture in the school as it developed.  The combined documentation of my professional journal, the focus group and school documents allowed an insight into the realities of developing a learning culture in a new school.
 The findings of this study highlight four themes:
•	Stakeholders having ownership of touchstone documents to provide focus. 
•	The importance of relationship building. 
•	Focusing on learning for students, staff and the community.
•	Leadership challenges for new schools.  

The study concludes by making recommendations at policy level to support new school principals and at school level to offer suggestions for focus points.

year: 2013

title: Secondary school subject choice: an ethnographic study

authors: Darnell, Doreen Anne

abstract: This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

text: Secondary school subject choice: an ethnographic study This study of subject choice followed two groups of pupils through the decision-making process at two state, co-educational high schools in the North Island of New Zealand. The high schools were similar in size, location, ethnic composition and range of home background of pupils, but had differing option systems. 
At the end of their form two year, 53 children (27 boys, 26 girls) were interviewed at their respective primary or intermediate schools while they were considering the options offered to them in form three at one of the two high schools. The children were re-interviewed the following year at their respective high schools. A further 37 pupils (17 boys, 20 girls) were interviewed in form four at their respective high schools while they were choosing fifth form subjects and were re-interviewed the following year after they had experienced the subjects they had chosen. All children in the study were chosen by their teachers as being representative of the range of pupils at their schools, in terms of ability, ethnic origin and home background. 
In addition, parents of eight of the younger children were interviewed in their homes and 31 teachers, representing all the subjects offered to the children at the two high schools, were interviewed at their respective schools. 
Analysis of interview transcripts showed that pupils’ decisions were influenced by the structure of the option systems, the attitudes of parents and peers and by the overt and covert actions of teachers. Access to information was found to be a key component of decision making. Children’s and parents’ views about the school subjects showed a strong measure of agreement, but there was less agreement between children’ views and teachers’ views. 
A model of decision making was elicited from the data and case studies illustrated the range of pupils’ individual experience, in particular, the experience of Maori pupils identified as ‘winners’ and ‘losers’ in the school system.

year: 1985