National Honor Society of Secondary Schools Charter, June 20, 1944

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Standards for secondary school libraries : a preliminary statement

The Commonwealth Secondary Schools Libraries Committee was appointed by the Minister for Education and Science to advise him on the conditions and standards necessary for the effective development of the new program in relation to the independent schools. This involves recommending desirable standards for library buildings. furniture and equipment. books and materials and also establishing methods by which existing deficiencies in library facilities and services in particular schools may be determined. Committee members will visit independent schools to report to the Minister on their library needs and to assist the schools in developing plans for building adequate library facilities and in selecting materials and equipment. The Committee will thus be concerned with defining suitable standards for a modern secondary school library and with recommending means by which these standards may be attained in particular situations

Teaching PSHE in secondary schools

This Spotlight article looks at teaching PSHE in secondary school

Sustaining effective literacy practices over time in secondary schools: School organisational and change issues

The effective, sustained implementation of literacy across the curriculum in secondary schools is still a relatively rare phenomenon. This is because such an approach to literacy requires secondary schools to undergo extensive and complex processes of school change, involving altering teachers’ thinking, attitudes and behaviour in relation to literacy and pedagogy, and establishing andmaintaining organisational processes that support teachers’ change processes and their impact on student learning. Such changes take time, not least because they often run counter to traditional organisational and pedagogical approaches in secondary schools. Drawing on our research evaluation of the Secondary Schools’ Literacy Initiative (SSLI) in New Zealand, this paper examines the medium to long term implications of school change processes for secondary schools undertaking a cross-curricular literacy focus. In so doing, it identifies three key phases that secondary schools may undergo in order to achieve and sustain effective literacy practices over time and suggests that these phases, and their characteristics, may well have wider applicability