‘Rich’ and ‘Poor’ Schools Revisited

Gordon, Liz

doi:10.1007/s40841-015-0011-2

Cited by 18 publications

(15 citation statements)

References 7 publications

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“…Tucker's remarks come in stark contrast to those who advocate for the charter school model on the grounds that New Zealand does not offer 'choice'. Gordon (2015) paints a similar picture.…”

Section: Charter Schools Innovation and School Choicementioning

confidence: 79%

Unpacking the initial development of New Zealand’s charter schools

Courtney¹

2017

Waikato Journal of Education

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“…Tucker's remarks come in stark contrast to those who advocate for the charter school model on the grounds that New Zealand does not offer 'choice'. Gordon (2015) paints a similar picture.…”

Section: Charter Schools Innovation and School Choicementioning

confidence: 79%

Unpacking the initial development of New Zealand’s charter schools

Courtney¹

2017

Waikato Journal of Education

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“…New Zealand's schools are now increasingly racially divided, and this too is a growing trend. Schools in low-income areas are predominantly and even overwhelmingly made up of Māori and Pacific students (around 95 percent in decile 1 schools), while high decile schools have very few such students (Gordon 2015). This kind of ethnic segregation is quite dangerous, as people only get to know people like themselves.…”

Section: Poverty and Inequality In New Zealand And The Role Of Teachersmentioning

confidence: 99%

Teachers as defenders of democracy for all in hard times

Gordon¹

2017

tandc

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“…This was predicted to happen at the time of the Tomorrow's Schools reforms (Barry, 2007;Codd, 1993). We have significant, if informal, segregation within our state school system, especially in Auckland, as evidenced by the ethnic and cultural profile of the students (Gordon, 2015;Salesa, 2017), and caused in part by practices around secondary school zones, again especially in Auckland, which sometimes work against the interests of students from lower socio-economic areas (Lubienski, Lee & Gordon, 2013;Tomorrow's Schools Independent Taskforce, 2018;Vester, 2018). Nationally we have done too little to support those schools which serve our communities suffering the most from economic deprivation, as documented by the Tomorrow's Schools Independent Taskforce (2018, p. 29):…”

Section: Introductionmentioning

confidence: 99%

Leadership in our secondary schools: good people, inadequate systems

Macann¹

2020

Journal of Educational Leadership, Policy and Practice

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The contexts in which Aotearoa New Zealand leaders learn and work have improved in some respects from 30 years ago and deteriorated in others. The improvements include a significant shift away from heroic, often dictatorial, models of leadership towards a greater focus on the many layers and types of leadership required for secondary schools to be successful. The deterioration in leaders being able to learn together across our state school system is created by high levels of competition among state secondary schools and by the inability of the Ministry of Education to have as much influence as might be hoped for in a state education system on the learning-by adults as well as children-in schools. In many parts of the country non-Māori school leaders now have the ability to know much more about hapu and iwi history relevant to their setting than was the case 30 years ago, including through the work of the Waitangi Tribunal. The "balkanisation" of our school system has become more pronounced over the last 30 years, as have the challenges resulting from the growing socioeconomic divide between our poorest state schools and our most affluent. The "hands-off" approach from the Ministry of Education and successive governments regarding school zones has damaged the integrity and efficiency of our state school system. Several bitter pay disputes between governments of the day and the secondary teachers' union, the Post-Primary Teachers' Association (PPTA) especially, have meant that shared commitments by teachers' representatives and the Ministry of Education to plan well for teacher supply for our state secondary schools have been difficult to achieve. Teacher supply challenges have added to the pressures on senior and middle leaders of the state schools serving our lowest socioeconomic communities especially.

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‘Rich’ and ‘Poor’ Schools Revisited

Cited by 18 publications

References 7 publications

Unpacking the initial development of New Zealand’s charter schools

Unpacking the initial development of New Zealand’s charter schools

Teachers as defenders of democracy for all in hard times

Leadership in our secondary schools: good people, inadequate systems

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