Successful and Unsuccessful Schools: A Study in Southern Auckland

Abstract

A central question within the 'new' sociology of knowledge is whether schools act as agencies of transformation or reproduction. Allied to this question is the skeptical claim that schools do not make dramatic differences to children's behaviour, performance, or attitudes in any case. The present ethnographic, grounded theory study, which was located in working class, predominantly Polynesian schools, focusses on these two points and argues that 'successful' schools, through much modified curriculum content, through changed pedagogical techniques and through alternative organisational styles, were endeavouring to effect transformations. However, by contrast, 'unsuccessful' schools were aiming at reproducing existing structures within the community.

Teachers, school reform and social justice: Challenging research and practice

“…We would agree with this view. Nonetheless, there is some limited evidence to suggest that recognition of difference is a factor in improving the academic outcomes of underachieving students from disadvantaged backgrounds (Ramsay et al 1983, Renshaw 1992, Renshaw & Brown 1997. Such pedagogies not only take into account the importance of improving the life chances of disadvantaged students, but also recognise the significance of ensuring that students from more advantaged backgrounds acquire an understanding and appreciation of difference, justice and equity.…”

Managing for Improved School Effectiveness: an international survey

“…Rutter et al, 1979;Reynolds, 1982Reynolds, , 1985Gray et al, 1983;Willms & Cuttance, 1985). Developments in other parts of the world have also been rapid and research has already been undertaken in New Zealand (Ramsey et al, 1982) and in New Guinea (Vulliamy, 1987), with improvement efforts based on the emerging school effectiveness research also being undertaken in Australia (Caldwell & Spinks, 1988), Canada (Sackney, 1985;Stoll & Fink, 1989) and the United Kingdom (Reid et al, 1987;Reynolds, 1988).…”

Poor performers or just plain poor?: Assumptions in the neo-liberal account of school failure

“…Yet the written rationale for the able students" programme, worth quoting in full, suggests that there were other, more pressing, issues at stake: xii In this respect, I agree with Ramsay, Sneddon, Grenfell, and Ford (1983) that the characteristics of schools are often idiosyncratic. xiii From Tui College's development plan.…”