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In the context of the current review of New Zealand's National Certificate of Educational Achievement (NCEA), the paper reflects on the nature and relevance of geography in education, life and work. The context of school geography programmes is critically examined, and a checklist of points for further consideration and action is presented. [ABSTRACT FROM AUTHOR]

The New Zealand education system is recognised internationally for its overall high quality. At the same time, there is a persistent gap in achievement between students in low socio-economic status (SES) schools in which there is an over-representation of Māori and Pasifika students, and students in more affluent communities. In this paper, we present the findings of a study that explored the participation and achievement rates of secondary school students in selected literacy standards, and used classroom observations to record practices and resources used in literacy teaching. Our findings show the extent to which unequal opportunities to learn (OTLs) for Māori and Pasifika and other students from low SES communities exist at the systems level as well as at the level of classroom instructional offerings. We discuss the factors specific to the New Zealand curriculum and assessment systems that contribute to the current situation and suggest possible ways to achieve a more equitable outcome for all students. [ABSTRACT FROM AUTHOR]

Background There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. Aims This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background. Sample Participants were 2,210 students attending three intermediate schools. Methods Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year. Results The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students. Conclusions The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes. [ABSTRACT FROM AUTHOR]

This article draws on the findings from a mixed-methods New Zealand study of the experience of service use of 605 vulnerable young people (aged 13-17 years). Drawing on the survey data, it focuses on the factors that assisted young people to stay on-track with their education. Key findings include: being able to stay at mainstream school was the strongest predictor of capacity to stay on-track. Additional educational services did not appear to contribute directly to positive educational outcomes. There was a direct relationship between involvement with mental health services and the capacity of these vulnerable youths to stay on-track. Better integration between educational, welfare, and justice providers may yield better educational outcomes for these youths. Relational resources from domains such as friendship, family and community activities enhance young people's capacities to stay engLegal (0aged and achieving in education. However, not every positive relational resource produces a positive educational gain. For this reason, it is important that educational and other professionals carefully examine these domains (friends, family and community) to identify which of these has the potential to assist with educational engagement and then work to maximise the benefits for youths. [ABSTRACT FROM AUTHOR]