Keith Sullivan

Introducing Students to Self‐assessment

Abstract This study describes the introduction of self‐assessment to third‐year education students as a strategy for improving learning. Students were required to self‐assess a literature review using the marking guide developed by the course lecturer. The results showed a good level of agreement between students and the teacher but with a tendency for more students to overestimate than underestimate their grades. Interviews with students indicated that those who over estimated their grades were less clear about the standard by which to judge their work and looked for more specific guidance on what the lecturer ‘wanted’ than students whose estimates were closer to the lecturers. The former group also tended to include ‘effort’ as a factor in their judgement. Students who responded more positively to the self‐assessment exercise were also more positive about the value of having a marking guide given out with the assignment. The paper concludes with suggestions for improving the study and some advice to ot...

Bullying in Schools

There is no doubt that the issue of school bullying is now well and truly on the agenda for educationalists and employers on a global scale (Graham und Juvonen, 2001; Ohsako, 1997). In the Asia-Pacific region countries significant cross -cultural research into the issue has been conducted by Rigby and Slee (1999), Morita et al. (1985, 2001), and Sullivan (2000a). These researchers have addressed the issue of bullying within their individual countries including Australia (Slee, 2001);China (Lang Ma und Zhang, 2002); Japan (Taki, 2001); Korea (Sim, 2001); and New Zealand (Sullivan, 2000a) The present article draws together for the first time a summary of research relating to school bullying from these five countries.

Teachers and Schools Succeeding Against the Odds: An Exploratory Case Study

This article examines how one low-decile New Zealand secondary school has managed to succeed against the odds. After examining Education Review Office and Ministry of Education responses to school failure, the paper looks at the influence of recent educational reform upon teaching, and at what the teachers in the case study school have done within their professional practice to create a culture of success. It argues that the teachers of the school have been professional in defending themselves against governmental attacks, and in their innovative approaches to a difficult teaching context. As a means of generating more understanding, the article finishes by exploring first of all the role of “teacher as hero” as portrayed in film, and secondly the relationship between schooling and cultural capital.

“The David and Goliath Routine can Backfire – Tread Carefully”: A Focus-Group Evaluation of the Kia Kaha Anti-Bullying Kit

This article provides an evaluation of Kia Kaha, the New Zealand Police’s anti-bullying initiative. Information was generated by using three international focus-groups: (i) a group of Oxford University PGCE (Post Graduate Certificate in Education) students; (ii) a group of anti-bullying experts from Adelaide, Australia; and (iii) a group of third-year Education students from Victoria University of Wellington. After analysis of the data, several recommendations for possible improvements were made. These included retaining the bicultural theme but changing the programme, and using information from recent international research to develop a range of anti-bullying tools. It was also underlined that the onus for change should not be placed on the shoulders of the victim of bullying.

Getting Heard: The CRASH Project, A Case Study of Community Involvement with “At Risk” Secondary School Students

The CRASH (Cultural, Recreational, Academic, Skills for life, and Health) programme was designed for “at risk” secondary students and ran for the 1996 and 1997 school years in a multi-ethnic Porirua secondary school. The research which accompanied the project derives its strength from the triangulation of the experiences and perceptions of the teachers, the CRASH course tutors (local community youthworkers) and the students. The research has developed theoretical and practical understandings of the achievements and shortcomings of the project. This particular article provides an overview of the CRASH programme and focuses specifically on the students’ perspective. CRASH was found to be a positive experience for the students who participated, at least in the short term. A central feature of the programme’s success was the ability of successful tutors both to create a safe place for “at risk” students and to assist them in “getting heard”.

Progressive Education: where are you now that we need you?

The Progressives were not a disciplined army marching, united, on a particular town. They were a group of travellers who, finding themselves together on the road, had formed a loosely united band. They shared not a dogma or a doctrine, but a tendency of thought ... They shared a general attitude to children and teaching (but not uniformly), they were preoccupied with a similar set of problems (but not all progressives worried equally about all of them); they reached similar conclusions; they agreed that the old education was bad (but not always for the same reasons). (Selleck, 1972, pp. 60-61)