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Background: Secondary schools are important settings for promoting varied physical activity (PA) opportunities for adolescents to promote PA throughout life. However, research on the effect of secondary school-based interventions on future PA is limited. This study examined the potential impact of secondary school-based interventions on the determinants of future PA participation of Aotearoa New Zealand (NZ) adolescents using simulated modelling. Methods: We used data from a nationally representative sample of secondary school students (n = 5035) aged 12–17 between 2017 and 2020 in NZ. We modelled four secondary school-based interventions and their projected impact on five determinants of future PA. Modelled interventions were the technological augmentation of physical education (TAPE), a peer-led PA mentoring programme (PL), physically active learning (PAL) and the inclusion of a natural environment play area (NE). Results: Total weekly PA increased the most from the NE intervention (+ 0.2 h/week), followed by TAPE (+ 0.08 h/week), PAL (+ 0.05 h/week) and PL (-0.06 h/week). Current number of PA settings increased the most in NE (+ 1.75 settings/week), followed by TAPE (+ 1.29 settings/week), PAL (+ 1.21 settings/week) and PL (+ 0.73 settings/week). Current number of PA types increased the most in NE (+ 1.57 types/week), followed by PL (+ 1.05 types/week), TAPE (+ 0.34 types/week) and PAL (+ 0.15 types/week). Physical literacy scores increased the most from PL (+ 3.6%), followed by PAL (+ 3.3%), TAPE (+ 0.43%) and NE (+ 0.12%). Social support scores increased the most from PAL (+ 5%), followed by PL (+ 1.9%), TAPE (+ 1.46%) and NE (+ 0.57%). Conclusions: On average, all interventions benefitted determinants of future PA participation to a small degree. Results show differing magnitudes of the intervention effect by determinant, indicating the complexities surrounding the promotion of PA adherence. Future interventions could be improved through detailed consultation alongside, and involving, adolescents and stakeholders within schools. Researchers should also prioritise the collection of longitudinal PA data and explore its connection with sociodemographic differences between adolescents. [ABSTRACT FROM AUTHOR]

This paper, a critical examination of educational concepts, policies and practices, presents findings from research into the impact of accountability agendas on teacher professionalism and pedagogic practices. The study, theoretically framed through Halstead's notions of contractual and responsive accountability, and Gramsci's hegemonic practices, examined secondary arts teachers' pedagogical autonomy and professionalism in England and New Zealand. We provide an overview of current education policy contexts in both countries, and their impact upon secondary school arts education (years 11–16). Drawing from interview data from 15 England and New Zealand teachers, we offer a critique and innovative counter-narrative for the accountability measures currently dominating English schooling. Drawing together perspectives from both jurisdictions, we suggest more inclusive, democratic and responsive assessment and performative measures for the English context. [ABSTRACT FROM AUTHOR]

Issues arising in the transition from secondary school to tertiary mathematics study are increasingly coming under scrutiny. In this paper, we analyse two practical aspects of the school-tertiary interface: teaching style; and assessment. We present some of the findings arising from a 2-year national project in New Zealand titled 'Analysing the Transition from Secondary to Tertiary Education in Mathematics' supported by the New Zealand Ministry of Education. The results provide evidence of similarities and differences between teachers and lecturers in their preferred teaching approaches and assessment strategies that contribute to a transitional gap between the school and tertiary sectors. The results also show that each group lacks a clear understanding of the issues involved in the transition from the other's perspective, and there is a need for improved communication between the two sectors. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to assess the degree of patient compliance with medications prescribed at hospital discharge following ischaemic stroke, and concordance between self-reported medication use and general practitioner (GP) records. Methods: The Auckland City Hospital Stroke database was used to identify consecutive patients with ischaemic stroke over a three-month period. Participants were contacted and invited to participate in a telephone questionnaire that asked about current medications. GPs were also asked to list the medications their patients were taking. Results: Fifty-one patients were approached to participate of whom 48 consented to be interviewed at 6 weeks and 47 at 6 months. At 6 weeks, 36 of 38 (95%) were compliant with aspirin, 12 of 13 (92%) dipyridamole, 8 of 9 (88%) warfarin, 36 of 41 (88%) statins, 33 of 38 (87%) antihypertensive medications, and 7 of 7 (100%) diabetes medications. At 6 months, 97% were compliant with aspirin, 100% dipyridamole, 100% warfarin, 94% statins, 91% antihypertensive medications, and 100% diabetes medications. Natural or herbal remedy use was reported by 10 of 48 (21%) at 6 weeks and 11 of 47 (23%) at 6 months. Blister packs were used by 8 of 48 (17%) at 6 weeks and 5 of 47 (11%) at 6 months. Conclusion: Adherence to secondary stroke prevention medication was between 87% and 100% at 6 weeks with similar findings at 6 months after discharge. We speculate that these high compliance rates may be due to one-on-one stroke nurse counselling and the use of stroke information packs, which include information about the importance of adherence to secondary prevention medication. [ABSTRACT FROM AUTHOR]

The Education Review Office (ERO) conducted an external evaluation in over two hundred New Zealand schools to find out more about the engagement between schools and the parents and whānau (families and extended families) of their students. This paper provides some historical background and key findings from the relevant literature before expanding on the six key factors which the evaluation found were critical to enhancing and strengthening this engagement: leadership, relationships, school culture, partnerships, community networks, and communication. The paper concludes with recommendations for ways in which all parties can strengthen this vital relationship. [ABSTRACT FROM AUTHOR]

Algebra has been recognised for some time as a difficult topic for many secondary school students. Discovering the best way(s) of introducing algebra into the students' experience and fostering understanding has stimulated much discussion and research. It is our belief that an understanding of the concept of variable is fundamental to further student progress in algebra. This paper describes a study using a module of work based on a graphic calculator which provided an environment where students could experience some aspects of variables and hence begin to build an understanding of them. The graphic calculator proved to be an instrument for achieving a significant improvement in student understanding, something which has often proved difficult previously. [ABSTRACT FROM AUTHOR]