ethanporcaro/eric-fulltext-meta huggingface dataset:
The &quot;Why&quot; of Who We Are: Exploring the &quot;Culture of Practice&quot; of Ministry of Education, Special Education Occupational Therapists and Physiotherapists
Author: Simmons Carlsson, Carolyn
Date: 2007-00-00
Type: Journal Articles
Subjects: Social Justice,Interviews,Occupational Therapy,Special Education,Allied Health Personnel,Foreign Countries,Models,Organizational Culture,Philosophy,Supervision,Disabilities,Ethnography,Beliefs,Acculturation

This qualitative study sought to describe the shared &quot;culture of practice&quot; of a group of Ministry of Education, Special Education occupational therapists and physiotherapists. Data from individual semi-structured interviews, enriched by insider observations, were thematically analysed within a cultural constructs framework. An ethos of practice underpinned by notions of collaborative practice, occupational practice, social justice and building inclusive society was revealed, with core attitudes, values and beliefs commensurate with practice within an inclusion philosophy and organisational culture. That ethos is distilled into seven guiding principles. Therapists who were interviewed emphasised the enormity of the attitudinal shift entailed in leaving biomedical philosophies behind and embracing inclusion philosophy. The findings highlight the need for therapy-specific induction, supervision and mentoring for entering therapists, and the importance of preparing graduates for practice in non-medical settings.
Parental Suggestions for Facilitating Acceptance and Understanding of Autism
Author: Wastney, Bernie
Date: 2007-00-00
Type: Journal Articles
Subjects: Mothers,Autism,Parents,Coping,Parent Attitudes,Consciousness Raising,Attitudes toward Disabilities,Pervasive Developmental Disorders,Program Effectiveness,Indigenous Populations,Questionnaires,Cultural Relevance,School Policy,Educational Environment,School Culture

This article contains the transcript of a session one mother ran in her child's class. The aim of the session was to give class members a better understanding of autism spectrum disorders (ASD) in general and of her son in particular. The effectiveness of her approach is evident in the follow-up stories children wrote and in the experiences this mother recounts. Included as an appendix is a questionnaire developed by three Maori parents of children with ASD. These questions were used to assist them in selecting schools to meet their children's special and cultural needs.
Forty or Fifty Something: What We Are like at Mid-Life
Author: Stanley, Peter
Date: 2007-00-00
Type: Journal Articles
Subjects: Special Education,Special Education Teachers,Older Workers,Midlife Transitions,Foreign Countries,Family Work Relationship,Individual Development,Developmental Psychology,Social Indicators,Teacher Characteristics,Human Services

Many teachers and human service workers are 40-50 years of age and this paper explores the formative influences, and the developmental characteristics, of workers who are presently middle-aged. This leads onto an examination of the importance of relationships and work to mid-lifers. In the concluding section of the paper, there is some consideration of the significance of having an older workforce for the success of the current policy innovations in special education.
&quot;We Know What You Need...&quot; and Other Misconceptions about Maori Learners
Author: Glynn, Ted
Date: 2007-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Malayo Polynesian Languages,Misconceptions,Indigenous Populations,Minority Group Children,Minority Group Teachers,Student Diversity,Diversity (Faculty),Foreign Countries,Cultural Pluralism,Whites,World Views,Social Influences,Student Needs,Culturally Relevant Education,Positive Reinforcement,Teacher Student Relationship,Interaction

This paper challenges some of the ill-informed and misleading assumptions made about Maori students and their whanau, and about Maori teachers and education professionals. In particular it examines four prominent assumptions that impact on Maori, namely: We are all New Zealanders; We know all about Maori students and praise; We know what whanau needs are, and how to meet them; and we know what an effective partnership with Maori looks like. It is argued that non-Maori need to invest more time and energy into gaining an understanding of the worldviews and lived experiences of their Maori colleagues, students and whanau they work with. They also need to better understand how taken-for-granted Western European worldviews impact upon Maori. Deeper understanding of both issues will enable non-Maori to build close personal as well as professional relationships with Maori, and so avoid forming and acting upon untested assumptions about &quot;Maori needs&quot; and how they should be met. (Contains 36 footnotes.)
Do You Know Me? E Mohio Ana Koe Ki Ahau? A Resource for Educators
Author: Gilmore, Bill
Date: 2007-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Young Children,Reflective Teaching,Reflection,Teachers,Early Intervention,Foreign Countries,Models,Learning Problems,Parent School Relationship,Evaluation

The article shares some of the reflections of the project team who developed the &quot;Do You Know Me? E Mohio Ana Koe Ki Ahau?&quot; resource for educators, which aims to assist educators in both school and early childhood education services to clarify concerns about young children and take appropriate action. Issues discussed include the context and origins for the project, contrasting models of screening, the importance of relationships and community concern, inclusion, the implications of language, social realities, diversity, and the reflective practice model. (Contains 3 footnotes.)
Exemplar Assessment for All Learners in Aotearoa New Zealand
Author: Margrain, Valerie
Date: 2007-00-00
Type: Journal Articles
Subjects: Children,Foreign Countries,Special Education,Special Needs Students,Early Childhood Education,Inclusion,Context Effect,Student Evaluation,Disabilities

This article defines assessment exemplars and considers their purpose in New Zealand school and early childhood contexts. The role of exemplars in supporting assessment for learning and the extent to which education rights and inclusive practice are evident in exemplars are considered. The article suggests that learners with special education needs are not clearly represented within the &quot;New Zealand Curriculum Exemplars,&quot; but that diverse abilities are included in the early childhood exemplars. A number of questions are posed for consideration within future exemplar development in order to ensure that learners with special education needs are positively represented and included.
Culturally Responsive Whanau Relations for Including Maori Students in Education
Author: Berryman, Mere
Date: 2007-00-00
Type: Journal Articles
Subjects: Pacific Islanders,Special Education,Foreign Countries,Student Needs,Disabilities,Culturally Relevant Education,Behavior Problems,Cultural Influences,Minority Groups,Parent School Relationship,School Role,Cultural Pluralism

This paper presents findings from two studies that each aimed to develop understandings of how to more effectively support Maori learners with special education needs. The first study occurred just prior to Specialist Education Services (SES) move into the Ministry of Education. The second study comes from the Enhancing Effective Practice in Special Education (EEPiSE) project. Both studies identified the importance of developing culturally responsive whanau relations for including Maori students in education. An example of an immersion school's response for including a student identified as having severe behaviour is presented from the EEPiSE study to exemplify what culturally responsive whanau relations looks like. (Contains 19 footnotes.)
Interviewing Disaffected Students with &quot;Talking Stones&quot;
Author: Wearmouth, Janice
Date: 2007-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Self Advocacy,Communication Skills,Reflective Teaching,Educational Practices,At Risk Students,Interviews,Questioning Techniques,Behavior Problems,Intervention,Self Concept,Student Behavior,Educational Strategies,Foreign Countries

&quot;Talking Stones&quot; is an interview technique that is designed to support self advocacy, particularly for groups of disaffected school students whose views may be difficult to elicit. It has been developed and refined to incorporate a view of learners as active agents in their own learning and is compatible with reflective practice and a social constructivist view of mind. The technique enables individuals to invest their own meaning in concrete objects which have no intrinsic meaning themselves apart from their own &quot;stone-ness&quot;. Stones do not make the same demands as face to face conversations in terms of communication skills. They have texture, size, shape and colour and enable students to articulate their feelings about themselves in relation to school in ways that may not previously have been open to them. The current paper illustrates how &quot;Talking Stones&quot; lends itself to practice in schools by laying bare problematic relationships and opening up dialogue between, typically, teenagers and staff.
Who Are the Best Teachers of Pasifika Children?
Author: Schuster, Ezra
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Change,Foreign Countries,Change Strategies,Educational Strategies,Teacher Characteristics,Teacher Qualifications,Teacher Competencies,Professional Development,Special Needs Students,Indigenous Knowledge,Indigenous Populations,Teacher Effectiveness

This paper discusses the complexities of engaging with Pasifika communities in Aotearoa New Zealand and examines the assumption that the best people to provide services to Pasifika children &quot;have to be Pasifika&quot;. The paper offers strategies on building the capability of non-Pasifika staff to work with Pasifika children and their families. (Contains 1 figure and 1 note.)
Comment on &quot;Schooling for Happiness: Rethinking the Aims of Education&quot;
Author: Glynn, Ted
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Objectives,Educational Change,Behavioral Objectives,Reader Response,Foreign Countries,Educational Philosophy,Foundations of Education

This commentary presents the author's response to an article published in the last version of &quot;Kairaranga&quot; entitled &quot;Schooling for Happiness: Rethinking the aims of education,&quot; written by Dr. Tom Cavanagh. He found it refreshing to read Cavanagh's article that focuses educators' energies onto re-visiting the wider socio-cultural goals of education. The article tries to move educators' thinking beyond current concerns focused on accountability of teachers and students to meeting specific achievement standards and curriculum objectives. While these concerns are certainly appropriate and important, and deserve the careful attention they are now receiving from educational professionals and the media, Cavanagh's article reminds educators that they may be losing sight of much of the wider educational picture. Key pointers to increasing the responsiveness of nation's educational aims and goals are found in Cavanagh's pleas for the central positioning of caring, respectful and inclusive relationships within classroom and school learning communities. Tom Cavanagh's article leads educators to think not just about defining specific curriculum aims and goals, and assessing students' progress towards these, but to think also about the nature of the classroom and school contexts they need to create, and the part that these contexts play in shaping learning and behaviour appropriate to those aims and goals. The article also provides educators with a timely reminder to examine the short-term as well as the long-term goals they set for themselves and for their students.
The Importance of Educating Student Teachers in Inclusive Education: A Disability Perspective
Author: Neilson, Wendy
Date: 2008-00-00
Type: Journal Articles
Subjects: Student Teachers,Role Models,Inclusion,Mainstreaming,Disabilities,Physical Disabilities,Foreign Countries,Social Values,Females,College Faculty,Social Attitudes,Preservice Teacher Education,Profiles,Civil Rights,Equal Education,Leadership,Barriers,Public Policy,Federal Legislation

In schools today inclusion involves a challenge to attitudes and expectations within educational communities. &quot;The New Zealand Disability Strategy&quot; (Minister for Disability Issues, 2001), is a guide for government action to promote a more inclusive society. Out of its 15 Objectives, Objective 1 encourages and educates the community and society to understand, respect and support disabled people. Objective 3 looks at providing the best education for disabled people. Objective 5 fosters leadership by disabled people. The summary states that New Zealand will be fully inclusive when it's &quot;a society that highly values our lives and continually enhances our full participation&quot;. Educators must be committed to &quot;The New Zealand Disability Strategy&quot; because its main focus is about a fully inclusive community. Often, through role models, strong messages challenge negative assumptions and prove that there are alternative ways of looking at the world. Generally those who are the most critical to implementing inclusion, such as teachers, are introduced to the notion by individuals for whom it is a theoretical, rather than a lived concept. This article involves a sharing of experiences of two women who are involved in teaching inclusion at tertiary level, who live with physical disabilities and who have proved this to be a powerful combination in changing attitudes.
Disability: A Pacific Experience
Author: Smith, Donna
Date: 2008-00-00
Type: Journal Articles
Subjects: Inclusion,Disabilities,Social Attitudes,Mainstreaming,Foreign Countries,Children,Adults,Social Values,Cultural Differences,Pacific Islanders,Case Studies,Social Development

This paper is a personal perspective about the disability issues within the Cook Islands. It looks at how the needs of children and adults with disabilities have been addressed over the years and the vision of many people who have worked towards building an inclusive society, starting with mainstreaming in the schools to full inclusion. It discusses the challenges along the way and the challenges that continue. This paper hopes to convey a message to all readers which promotes inclusion in the Cook Islands, and that with inclusion a strong base can be developed in all individuals about acceptance and understanding of one another's needs. To achieve this, one needs to be exposed to people's differences and to value people's differences. However, for this to be successful, the appropriate supports need to be in place and it is vital that all work towards the same vision. (Contains 3 footnotes.)
Are Girls Behaving like Boys?
Author: Arnott, Rosie
Date: 2008-00-00
Type: Journal Articles
Subjects: Females,At Risk Persons,Identification,Males,Aggression,Gender Differences,Social Attitudes,Sex Role,Gender Issues,Stereotypes,Adolescents

This article explores some of the issues that have given rise to the perception of an increase in aggressive behaviour by females. It asserts that merely comparing girls' behaviour with that of boys, especially the claim that "girls are behaving like boys", trivialises the very real issues associated with females and aggression. This paper will refer to recent research into girls and aggression and will also propose that the prevailing discourse of gender dualism contributes to the lack of early identification and support services for girls at risk of severe aggression at adolescence.
An Insight into the Educational Needs of Deaf High School Students: Interviews with School Staff and Students
Author: Esera, Tracey
Date: 2008-00-00
Type: Journal Articles
Subjects: Educational Needs,School Culture,Deafness,Peer Groups,High School Students,Student Needs,Interviews,Student Attitudes,Teacher Attitudes,Educational Environment,Interaction,Interpersonal Relationship,Interpersonal Communication,Peer Relationship,Student Experience,Foreign Countries,Secondary School Students,Paraprofessional School Personnel,Teacher Aides

This article provides an insight into the educational needs, experiences and school support for deaf high school students attending a mainstream school, from the perspectives of the deaf students themselves, their teachers and support staff. Themes emerged from interviews with the students and staff around learning, communication, school culture and social interactions. The gathered information highlighted that the deaf students' ability to communicate directly with the school staff and their peer group formed a central part of their educational experience. This article also provides an insight into the practical strategies perceived as effective by the students and staff, which were discussed and highlighted to ensure an overall visual approach can be employed when working with deaf students. (Contains 1 footnote.)
Ko te Maoopopo ko te Lima Malohi: Collaboration Is Our Strength
Author: Meredith, Kathryn
Date: 2008-00-00
Type: Journal Articles
Subjects: Special Education,Special Needs Students,Foreign Countries,Disabilities,Teamwork,Cooperative Planning,Physical Therapy,Pacific Islanders,Cultural Influences,Interdisciplinary Approach

A delegation from the Ministry of Education, Special Education (GSE) went to Tokelau in 2007 in response to a request from the Tokelauan government to help establish services for children with special education needs. The team was led by Ezra Schuster and made up of a special education advisor, a speech-language therapist, an advisor on deaf children, and a physiotherapist. This article discusses the work of this team and describes their unique, challenging and incredibly fulfilling experience. (Contains 3 footnotes.)
Anticipated Death in New Zealand School Communities
Author: Broughton, Katherine
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Death,Coping,Counseling Techniques,Terminal Illness,Children,Crisis Management,Pacific Islanders,Indigenous Populations,School Role,Grief,Cultural Influences,Well Being

Few resources seem to be available to support school communities that have a child whose death is anticipated. The present article draws on the experiences of school staff and special education employees who have been involved in New Zealand school communities where a child was terminally ill and died. These experiences could help other school communities to provide optimal support and avoid pitfalls. Schools could use this article to develop a plan to fit their own unique situation. (Contains 15 footnotes.)
Ethical Issues for an Editorial Board: &quot;Kairaranga&quot;
Author: Clark, John
Date: 2008-00-00
Type: Journal Articles
Subjects: Periodicals,Governing Boards,Ethics,News Media,Editing,Freedom of Speech,Administrative Principles,Government Role,Scholastic Journalism,Information Policy,Foreign Countries,Confidentiality

With academic journals, we think of the ethical aspects of the research contained in the articles rather than with the journal itself. However, journal editing has its own set of ethical concerns, which this article addresses. One is ensuring that the anonymity of institutions and participants, in research and the reporting of practice, is preserved. Another is to ensure a clear separation between &quot;owner&quot; of the journal and the editorial judgement, so that editorial independence is preserved. This defence of free speech is especially important when a journal, its editorial board and contributors, are variously associated with a government agency or Board of Trustees. (Contains 1 footnote.)
&quot;Kairaranga&quot; Survey Feedback: Responses to the 2007 Readers' Questionnaire
Date: 2008-00-00
Type: Journal Articles
Subjects: Feedback (Response),Periodicals,Questionnaires,Partnerships in Education,Editing,Action Research,Institutional Research,Publications,Reader Response,Audience Response

&quot;Kairaranga&quot; operates as a partnership between the Ministry of Education, Special Education, Resource Teachers: Learning and Behavior (RTLB) and the tertiary sector. The journal was published by and for RTLB from 2000 to 2003, but the partnership model has been in operation since Volume 5, Issue 2, 2004. After three years of collaborative journal production, the &quot;Kairaranga&quot; Editorial Board surveyed readers. Survey responses were sought in order to inform editorial decision-making and constructively enhance the journal for the benefit of readers. As &quot;Kairaranga&quot; has always valued partnership, the survey provided an opportunity to include the voices of journal readers. This paper outlines a summary of the feedback for &quot;Kairaranga&quot; readers.
SFO Certification: Recognizing High Standards for Managers of School Business Operations Today
Author: Statz, Bambi
Date: 2010-00-00
Type: Journal Articles
Subjects: Managerial Occupations,Educational Finance,Foreign Countries,Certification,School Business Officials,School Business Relationship,Administrators,Course Descriptions,Employees,Employment

These are challenging times for schools across the United States and Canada, and the ability of those providing the fiscal leadership of these multi-million dollar organizations has never been more critical. There is no better time to identify the specific skills and knowledge needed by those managing the business operations of schools today, and then recognize those who have taken the initiative to measure their own qualifications against these standards. Toward that end, ASBO is introducing a new, ground-breaking school business management certification program this fall: the Certified Administrator of School Finance and Operations (SFO) program. This program, designed by and for school business officials, will provide a way for professionals to identify themselves as meeting the standards associated with the position. Certification will be available to practitioners throughout the United States and Canada. Qualifying to become a Certified Administrator of School Finance and Operations (SFO) will mean meeting the education and experience prerequisites while adhering to the prescribed code of conduct and successfully completing an exam. The certification program will help already strong practitioners demonstrate their knowledge and skills needed to do their jobs. Employers will also be able to show that the people they hire to assume these vital management positions have unique expertise and know-how to do the job, and that the interests of their constituents are being protected as a result. (Contains 2 tables.)
Peer Review: Promoting Efficient School District Operations
Author: Hale, Jason S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Peer Evaluation,School Districts,School Business Officials,Administrators,Budgeting,Budgets,Educational Improvement,Financial Audits

Many professions recognize the benefits of peer reviews to assess processes and operations because peers can more easily identify one another's inefficiencies and provide some kind of intervention. Generally, the goal of the peer review process is to verify whether the work satisfies the standards set by the industry. A number of states have begun to address the issue of financial peer reviews of school districts, recognizing that in many instances the current practitioners are the most qualified to determine whether the standard is being met. This article discusses how peer reviews can promote efficient school district operations.