JournalTOCs

Journal of Educational Leadership, Policy and Practice
Number of Followers: 16

This is an Open Access Journal

Open Access journal
ISSN (Print) 1178-8690 - ISSN (Online) 1178-8704
Published by Exeley Inc

[23 journals]

Disrupting the “paradigm of one”: Restructuring structures to
integrate learning in a modern learning environment
- 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
Teacher leadership report: How student-led pedagogy in modern learning
environments (MLEs) can improve literacy learning
- 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
Social justice and curriculum integration in a New Zealand primary
school: A foundation principal’s view
- 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
A New Zealand case study: What is happening to lead changes to effective
co-teaching in flexible learning spaces'
- 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
Collaborative teaching in flexible learning spaces: Capabilities of
beginning teachers
- 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
Multiple hues: New Zealand school leaders’ perceptions of social
justice
- 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
Editorial
- PubDate: 2019-04-21T00:00:00Z
Shifting leadership out of the backyard: Expanding opportunities for women
leading in higher education in the Solomon Islands
- 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
E rua taha o te awa: There are two sides to the river… Navigating
‘social justice’ as an indigenous educator in non-indigenous
tertiary education
- 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
Dialogue as socially just communication
- 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
The importance of safe space and student voice in schools that serve
minoritized learners
- 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
Researching social justice for students with special educational needs
- 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
Leading for social justice in Ghanaian secondary schools
- 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
When the walls have fallen: Socially just leadership in post-traumatic
times
- 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
Tui tui tuituia - Weaving together: What can be generalized from these
articles'
- PubDate: 2019-04-21T00:00:00Z
In the mi[d]st of policy enactment: Leading innovative learning
environments (ILEs) in New Zealand schools
- PubDate: 2019-04-21T00:00:00Z
Innovative learning environments: Beginning with the concept
- 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
The “state of play” concerning New Zealand’s transition
to innovative learning environments: Preliminary results from phase one of
the ILETC project
- 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
Core professional values for school leaders and teachers: Piloting an
online tool
- 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
Making sense of leadership in early childhood education: Tensions and
complexities between concepts and practices
- 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
Dispositions of a responsible early childhood education leader: Voices
from the field
- 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
Leading schooling in Aotearoa New Zealand: Understanding and supporting
the weight of culture for Māori teachers
- 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
Culturally sustaining instructional leadership: Perspectives from Native
American public school principals in Montana and Wyoming
- 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
Leading schools that make a difference to bullying behaviour
- 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
Middle-level leaders as direct instructional leaders in New Zealand
schools: A study of role expectations and performance confidence
- 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
Transitioning to a meaningful appraisal process: One principal’s
journey
- 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
Widening the leadership story – moving beyond the individual
- 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
Indigenous knowledge and early childhood care and education in Ethiopia
- 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
Learning in nature: Leadership opportunities in an Education Outside the
Classroom programme in a New Zealand early childhood centre
- 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
Data- and research-informed improvement work in ECE
- 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
Teachers’ beliefs and practices regarding young children´s
leadership: A comparison between New Zealand and Honduras
- 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
Leadership in ECE: A conversation with Professor Margaret Car
- PubDate: 2019-04-02T00:00:00Z
EDITORIAL
- PubDate: 2019-04-02T00:00:00Z
In the mi[d]st of policy enactment: Leading innovative learning
environments (ILEs) in New Zealand schools
- PubDate: --T00:00:00Z
O le Tautai Matapalapala: Leadership strategies for supporting Pasifika
students in New Zealand schools
- 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
Who will lead' Principal succession in New Zealand’s
faith-based integrated schools
- 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
Effective leadership practices leading to distributed leadership
- 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
The integration of the functions of principals and deputy principals in
the management of secondary school
- 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
Teachers’ perspectives of the school leadership strategies for a
successful change initiative
- 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
Local logics versus centralisation: A possible dilemma for the boards of
trustees of New Zealand’s small primary schools
- 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
School principal perceptions of the school counsellor’s role:
Traditional or transformed'
- 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
Book Review: Educational leadership in Aotearoa New Zealand: Issues of
context and social justice
- PubDate: --T00:00:00Z