Bøker utgitt av New Zealand Council for Educational Research (NZCER) Press

They were expected to be wives and mothers. Instead, they challenged the traditional domestic roles of the time to gain a higher education for themselves and to carve out new careers and independent lifestyles. As teachers, they went on to influence the pathways of a new generation of women in New Zealand. This is the story of how higher education has profoundly changed the pattern of women's lives in New Zealand over the past 150 years. It is the story of a surprisingly large number of women who managed to achieve an academic education, and of those who, taught by those early graduates, became the next wave of educated women. Kay Morris Matthews weaves together three themes-access to institutions, beliefs about what young women should and should not learn, and the impact of education on women's life choices-to trace the development of higher education for women in New Zealand. She shows how political, cultural, social and economic conditions shaped their educational choices. Based on over 10 years of research, In Their Own Right brings these themes to life through the unsung story of Maori girls' schooling and the stories of individual women whose remarkable educational journeys challenged expectations and influenced others.

"Kia hiwa ra" literally means "to be alert." This book is intended to alert teachers to models of good teaching in diverse classrooms and to encourage them to be alert to the various cultures that are represented. If we want to extend academic achievement for Māori students, we need to create a strong foundation for their learning. This foundation includes building upon students' cultural and experiential strengths to help them acquire new skills and knowledge. This book records the work and thoughts of culturally-relevant teachers, all of whom demonstrate connectedness with students and who see their classrooms as places where they "listen to culture" in order to forge meaningful relationships that enhance the quality of the learning environment. Kia Hiwa Ra is a book which can help all teachers to become "educultural" helping them to understand themselves, their culture, and the culture of others - and to be more successful with all students.

What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others. Using New Zealand's Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable. Their model can be applied to a variety of levels within education: classroom, school and system wide. It has seven elements that should be present in the reform initiative from the outset. These elements include establishing goals and a vision for reducing disparities; embedding a new pedagogy to depth in order to change the core of educational practice; developing new institutions and organisational structures to support in-class initiatives; developing leadership that is responsive, proactive and distributed; spreading the reform to include all teachers, parents, community members and external agencies; developing and using appropriate measures of performance as evidence for modifying core classroom and school practices; creating opportunities for all involved to take ownership of the reform in such a way that the original objectives of the reform are protected and sustained.

Sylvia Ashton-Warner, novelist and educationist, was extraordinarily famous in the 1960s. She maintained that young children best learn to read and write when they produce their own vocabulary, especially sex words - like 'kiss', and fear words - like 'ghost'. Educators lauded her. Her autobiographical novels about teaching in remote schools, and being culturally abandoned in a remote country, New Zealand, attained enormous international popularity in both literary and educational circles. But she had an intensely ambivalent relationship with the land of her birth. Despite receiving many accolades in New Zealand, she claimed to have been rejected and persecuted by her homeland. In her darkest moments, she railed against New Zealand and New Zealanders, even stating in one television interview: "I'm not a New Zealander!" This is the first book to make Sylvia Ashton-Warner's passionately difficult relationship with New Zealand its central focus. Its contributors argue that, rather than stultifying her, the country she decried produced Sylvia and her work. In addition, infant schooling in New Zealand in the post-war years was relatively radical and progressive, and education officials seemed to welcome Sylvia's ideas about literacy. The edited collection includes chapters by M ori teachers and others who worked with Sylvia, as well as recollections of her son, Elliot Henderson. It reprints her Teaching Scheme which was originally published in New Zealand in the 1950s, and it celebrates her novels as brilliant and angry evocations of life in the wildness of New Zealand."

Completely eliminating behaviour difficulties in schools is probably not possible but reducing them is a realistic aim. This book provides a useful range of practical approaches, responses, practices, and procedures that teachers can use in their everyday work. The main focus is to illustrate the links between behavioural theory and competent teaching practice. The combination of research scholarship and on-the-job experience will support teachers to be more skilful managers of students with challenging behaviours. The title, Discipline, Democracy, and Diversity recurs as a theme throughout the book. Discipline is about teaching and modelling responsible individual and collective behaviours that will encourage students to become self-motivated and self-regulated learners. Democracy is about putting into practice skilful and respectful approaches for meeting the needs of students experiencing behaviour difficulties. Diversity is about creating an inclusive and safe environment: one that stimulates the development of knowledge, creativity, acceptance, and participation, and encourages the expression of feelings.