Abstract: Curriculum integration in secondary schools appears to be difficult to achieve in schools that are built on traditional models of single classrooms and a compartmentalised curriculum. The relatively insular nature of secondary school classrooms is, however, being upended in the design of new schools in New Zealand, which disrupt the PubDate: 2019-06-09T00:00:00Z
Abstract: Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs). Our rationale is that learning which is individualised for all learners leads to more equitable outcomes PubDate: 2019-06-09T00:00:00Z
Abstract: Setting up a brand new primary school is always a challenge but with limited resources this challenge is exacerbated. A model of curriculum, developed by James Beane (1997) and defined as “Integrated Curriculum”, which used a democratic approach, was trialled in the new school. It was co-constructed with students and PubDate: 2019-06-09T00:00:00Z
Abstract: De-privatising teaching and working collaboratively with fellow teachers in purposively designed school buildings requires effective leadership. The principal is situated amongst those closely affiliated to their school such as teachers, parents and students, and yet they need to work alongside the wider school community, the school’s governing Board of Trustee PubDate: 2019-06-09T00:00:00Z
Abstract: Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from PubDate: 2019-06-09T00:00:00Z
Abstract: Social justice is a fluid and contested notion. In the absence of a nationally accepted definition of, and commitment to, social justice, New Zealand school leaders and their communities must interpret the nature and substance of this phenomenon. This article examines the perspectives of eight secondary principals who participated in PubDate: 2019-04-21T00:00:00Z
Abstract: In the Solomon Islands, the paucity of women represented in educational leadership positions is an issue of social justice. This is an area of concern as, although women experience opportunities to practise leadership in a range of community contexts, their access to leadership in the field of education is restricted PubDate: 2019-04-21T00:00:00Z
Abstract: Providing a very different perspective on social justice, this narrative explores and discusses the inherent social justice tensions of being a Māori educator (indigenous to Aotearoa New Zealand) within a mainstream nonindigenous higher education institution in New Zealand. Here the social justice tension is not so much about how to PubDate: 2019-04-21T00:00:00Z
Abstract: Today’s school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, PubDate: 2019-04-21T00:00:00Z
Abstract: This article is based on an ethnography conducted over a six year period that used participant observation, photography, focus groups, and interviews to discover and describe the emergent school culture and the lived experiences of female secondary students in an all-girls college preparatory school. This article shares the story of PubDate: 2019-04-21T00:00:00Z
Abstract: Following international trends, and research evidence from New Zealand, England and the USA, it is likely that there will be an exponential increase in the number of students with special educational needs (SEN) enrolling in New Zealand schools in the ensuing years. Furthermore, the face of special needs is changing PubDate: 2019-04-21T00:00:00Z
Abstract: This article describes a study undertaken to examine what social justice leadership looks like and accomplishes when practiced by three women heads of school in the West African county of Ghana. Definitions of social justice and social justice leadership abound and range from the all-encompassing to the tightly constrained (Berman, PubDate: 2019-04-21T00:00:00Z
Abstract: Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a PubDate: 2019-04-21T00:00:00Z
Abstract: There is an observable trend in a number of countries, of schools moving away from the traditional or industrial modes of school organisation and leaning towards what has become known as modern or innovative learning environments (MLEs or ILEs). This has created difficulties for educational leaders who have found the PubDate: 2019-04-21T00:00:00Z
Abstract: Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the PubDate: 2019-04-21T00:00:00Z
Abstract: Evidence of the extent to which school leaders and teachers embrace core professional values may, through dialogue, open up new avenues for school improvement. With this in mind, the focus of this article is the piloting of an online survey tool designed to identify how widely four such values are PubDate: 2019-04-02T00:00:00Z
Abstract: Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not PubDate: 2019-04-02T00:00:00Z
Abstract: In our organisation's research project, “Leaders Growing Leaders” (Ryder, Davitt, Higginson, Smorti, Smith & CarrollLind, 2017), which investigated effective ECE leadership in Aotearoa/New Zealand, leadership dispositions were identified as one means of making sense of the complexities of leadership within early childhood education. The New Zealand early childhood curriculum Te PubDate: 2019-04-02T00:00:00Z
Abstract: Leading schools in Aotearoa New Zealand is a critical role. In a bicultural country, a key aspect of this role is developing a school ethos where culturally responsive practices are strongly embedded. Frequently, this is considered in light of the tamariki and rangatahi and their whānau within the wider school PubDate: 2019-04-02T00:00:00Z
Abstract: The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements PubDate: 2019-04-02T00:00:00Z
Abstract: Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known PubDate: 2019-04-02T00:00:00Z
Abstract: The literature on instructional leadership consistently assigns this role to school principals whilst indicating that it can be spread amongst others. Recently the spotlight has moved to middle leadership involving a focus on classrooms through direct instructional leadership. The purpose of this study was to add to a small but PubDate: 2019-04-02T00:00:00Z
Abstract: This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at PubDate: 2019-04-02T00:00:00Z
Abstract: Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights PubDate: 2019-04-02T00:00:00Z
Abstract: The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky's (1986) sociocultural theory in combination with Yosso's (2005) community cultural wealth theory served as the conceptual as well as the PubDate: 2019-04-02T00:00:00Z
Abstract: This article explores how involvement in an Education Outside the Classroom (EOTC) programme in one New Zealand early childhood centre provides leadership opportunities for teachers and children and highlights the benefits of [re]connecting young children with nature on a regular basis. It focuses on teachers’ and parents’ views and perspectives PubDate: 2019-04-02T00:00:00Z
Abstract: The article describes an approach to data- and research-informed improvement work in Early Childhood Education and Care (ECEC) that is used by the Laboratory for Research-based School Development (LSP) at Aalborg University, Denmark. The approach includes collaboration between research, policy and practice and it incorporates two current policy priorities in PubDate: 2019-04-02T00:00:00Z
Abstract: Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand PubDate: 2019-04-02T00:00:00Z
Abstract: This article addresses effective school leaders so that leaders may navigate robust, vigorous and well-thought through changes and supports in schools to raise the engagement and achievement of Pasifika learners. From a Pasifika perspective, a “true leader” in education is an effective leader, a leader with high integrity (aloaia) and PubDate: --T00:00:00Z
Abstract: One of the most challenging tasks for any school’s board of trustees is leading the process to employ a new principal when a principal change is impending. The importance of this task cannot be underestimated as there is an integral relationship between school leadership and student achievement. Globally, research indicates PubDate: --T00:00:00Z
Abstract: Leadership within the early childhood education (ECE) sector in New Zealand is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model. This article reports on PubDate: --T00:00:00Z
Abstract: This paper presents and compares the results of two qualitative studies about leadership roles in secondary education. Both studies were conducted in the northwest of Mexico. The results show that in the first instance principals and deputy principals do not form work teams and show little concern for participation with PubDate: --T00:00:00Z
Abstract: This exploratory case study examined the role of leadership in the context of curriculum mapping implementation to determine leadership approaches and strategies needed for the initiative success. Twelve participants shared their experiences concerning the “phenomenon” of the study through semi-structured interviews. The study results confirmed findings from previous research about PubDate: --T00:00:00Z
Abstract: This article reports the findings of a study into the boards of trustees of two small primary schools in New Zealand, the boards of which had been deemed by the Ministry of Education to be “at risk”. Both boards also fitted into a broad band of schools identified by the PubDate: --T00:00:00Z
Abstract: There is a continued emphasis on the importance of building collaborative working relationships between school principals and counsellors to address the growing academic, career and college readiness, and social-emotional needs of students in K-12 schools. This study explored and analysed 1466 school principals’ perceptions around important school counselling priorities, perceptions, PubDate: --T00:00:00Z
Open Access journal
[23 journals]
