title: Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey

authors: Murrihy, Lesley Ruth

subjects: coaching

abstract: This qualitative research project began with the question of whether coaching assists the growth and development of educators in the multiple dimensions of the spiritual, emotional, social and conceptual/intellectual. The project followed three participants through a nine month master's level Coaching and Mentoring Paper (PROF507Y-05) and revisited them a year later. Data was gathered largely through a series of semi-structured interviews as conversations in a narrative inquiry approach with educational criticism as the tool for data analysis. Key narratives emerged through the stories the participants told and these were examined over time to see whether growth and development had taken place. 

The researcher entered the data gathering phase thinking that the study would focus on participants' involvement in a formalised coaching partnership. However, it quickly became clear that the Coaching and Mentoring Paper was a multi-level professional development intervention that involved coaching partnerships, but also included coaching professional development in which the theories, skills and practices of coaching were purposefully and discretely taught. A third layer of intervention was the action research phase of the Paper in which individuals explored their facilitation of coaching partnerships in their own institutions. 

The stories of the participants indicated that involvement in coaching partnerships did produce some quite stunning outcomes. However, the findings suggest that coaching partnerships may well be underpowered if coaching partnerships stand alone and are not set within a framework of coaching professional development in which the knowledge, skills and processes of coaching are purposefully taught, scaffolded, practiced and reflected upon, in which roles are reciprocal and the professional development/coaching process is facilitated. In fact, the evidence from this research project suggests that though involvement in a formal coaching partnership did assist the achievement of professional goals as Robertson (2005) posited, it was largely the facilitated coaching professional development process that assisted the growth and development across the social, emotional, conceptual/intellectual and spiritual dimensions of each research participants as they implemented the coaching practices across a range of professional and personal contexts. 

Unexpectedly, but in hindsight not surprisingly, out of growth and development, leadership emerged. Similar to John West-Burnham (2001), this study found that for these three research participants, interpersonal intelligence and leadership,  [were] in such a symbiotic relationship that they [were] actually tautological  (p. 1). This was not positional or hierarchical leadership, but leadership that acknowledged individuals as 'whole' people and where leadership was increasingly distributed and shared with others. 

However, it would be dishonest to stop here because the participants' narratives are not fairy tales in which everyone lives happily ever after. Though significant growth and development did take place, it was a case of both/and - the participants stories continued to be of both success and struggle with the selfsame issues. This thesis proposes therefore, that change is not a destination, but is an ongoing process of remaining open to the learning that can be found in each and every human experience, whether it is of failure or success. Growth and development or change is not an end point which is revealed through consistent adherence to a particular way of being, but is revealed through an openness to learn from all experience and in the capacity to keep a particular narrative going over time. Thus the answer to the question this thesis started with is yes. For these particular individuals, coaching did assist the growth and development in the multiple dimensions. However, here 'coaching' means more than just involvement in a coaching partnership, but a multilayered professional development intervention as outlined above, and change or growth and development that is defined, not as a permanent transformation, but as an ongoing journey of seeking what can be learned from every experience.

text: Coaching and the Growth of Three New Zealand Educators: a Multi-dimensional Journey This qualitative research project began with the question of whether coaching assists the growth and development of educators in the multiple dimensions of the spiritual, emotional, social and conceptual/intellectual. The project followed three participants through a nine month master's level Coaching and Mentoring Paper (PROF507Y-05) and revisited them a year later. Data was gathered largely through a series of semi-structured interviews as conversations in a narrative inquiry approach with educational criticism as the tool for data analysis. Key narratives emerged through the stories the participants told and these were examined over time to see whether growth and development had taken place. 

The researcher entered the data gathering phase thinking that the study would focus on participants' involvement in a formalised coaching partnership. However, it quickly became clear that the Coaching and Mentoring Paper was a multi-level professional development intervention that involved coaching partnerships, but also included coaching professional development in which the theories, skills and practices of coaching were purposefully and discretely taught. A third layer of intervention was the action research phase of the Paper in which individuals explored their facilitation of coaching partnerships in their own institutions. 

The stories of the participants indicated that involvement in coaching partnerships did produce some quite stunning outcomes. However, the findings suggest that coaching partnerships may well be underpowered if coaching partnerships stand alone and are not set within a framework of coaching professional development in which the knowledge, skills and processes of coaching are purposefully taught, scaffolded, practiced and reflected upon, in which roles are reciprocal and the professional development/coaching process is facilitated. In fact, the evidence from this research project suggests that though involvement in a formal coaching partnership did assist the achievement of professional goals as Robertson (2005) posited, it was largely the facilitated coaching professional development process that assisted the growth and development across the social, emotional, conceptual/intellectual and spiritual dimensions of each research participants as they implemented the coaching practices across a range of professional and personal contexts. 

Unexpectedly, but in hindsight not surprisingly, out of growth and development, leadership emerged. Similar to John West-Burnham (2001), this study found that for these three research participants, interpersonal intelligence and leadership,  [were] in such a symbiotic relationship that they [were] actually tautological  (p. 1). This was not positional or hierarchical leadership, but leadership that acknowledged individuals as 'whole' people and where leadership was increasingly distributed and shared with others. 

However, it would be dishonest to stop here because the participants' narratives are not fairy tales in which everyone lives happily ever after. Though significant growth and development did take place, it was a case of both/and - the participants stories continued to be of both success and struggle with the selfsame issues. This thesis proposes therefore, that change is not a destination, but is an ongoing process of remaining open to the learning that can be found in each and every human experience, whether it is of failure or success. Growth and development or change is not an end point which is revealed through consistent adherence to a particular way of being, but is revealed through an openness to learn from all experience and in the capacity to keep a particular narrative going over time. Thus the answer to the question this thesis started with is yes. For these particular individuals, coaching did assist the growth and development in the multiple dimensions. However, here 'coaching' means more than just involvement in a coaching partnership, but a multilayered professional development intervention as outlined above, and change or growth and development that is defined, not as a permanent transformation, but as an ongoing journey of seeking what can be learned from every experience.

year: 2009

title: Unique but diverse: some observations on the formation, structure, and morphology of halloysite

authors: Churchman, G. Jock

subjects: Water

abstract: New insights from the recent literature are summarised and new data presented concerning the formation, structure and morphology of halloysite. Halloysite formation by weathering always requires the presence of water. Where substantial drying occurs, kaolinite is formed instead. Halloysite formation is favoured by a low pH. The octahedral sheet is positively charged at pH < ~8, whereas the tetrahedral sheet is negatively charged at pH > ~2. The opposing sheet charge would facilitate interlayer uptake of H₂O molecules. When halloysite intercalates certain polar organic molecules, additional (hkl) reflections appear in the X-ray diffractogram, suggesting layer re-arrangement which, however, is dissimilar to that in kaolinite. Associated oxides and oxyhydroxides of Fe and Mn may limit the growth of halloysite particles as does incorporation of Fe into the structure. Particles of different shape and iron content may occur within a given sample of halloysite.

text: Unique but diverse: some observations on the formation, structure, and morphology of halloysite New insights from the recent literature are summarised and new data presented concerning the formation, structure and morphology of halloysite. Halloysite formation by weathering always requires the presence of water. Where substantial drying occurs, kaolinite is formed instead. Halloysite formation is favoured by a low pH. The octahedral sheet is positively charged at pH < ~8, whereas the tetrahedral sheet is negatively charged at pH > ~2. The opposing sheet charge would facilitate interlayer uptake of H₂O molecules. When halloysite intercalates certain polar organic molecules, additional (hkl) reflections appear in the X-ray diffractogram, suggesting layer re-arrangement which, however, is dissimilar to that in kaolinite. Associated oxides and oxyhydroxides of Fe and Mn may limit the growth of halloysite particles as does incorporation of Fe into the structure. Particles of different shape and iron content may occur within a given sample of halloysite.

year: 2016-10-11

title: Mai ngā reo pou tangata

authors: Nathan, Lisa Kiriwai

subjects: Maori

abstract: Globally the prevalence rate of dementia is estimated to be 50 million.  In 2016, Aotearoa New Zealand prevalence projections reported 62,287 people were affected by dementia.  Māori represented 5.1 per cent, which is expected to rise to 8 per cent by 2038.  Māori people prefer to care for ill kaumātua (older people) at home and are experiencing greater stress and increased caregiver burden due to the cultural expectations of caring for kaumātua at home.  The two aims of this study were first, to explore the perspectives of Māori whānau carers caring for kaumātua with dementia, and the second aim was to explore the perspectives of staff who work for dementia service providers, addressing areas such as staff’s experiences with Māori whānau carers and cultural competency in service delivery.
	Semi-structured interviews were conducted with eight whānau (11 whānau carers) within the Waikato region of New Zealand and seven service provider staff participants. Whānau carers were interviewed first.  They were asked to share information about their kaumātua.  The topics explored the diagnosis process; the behavioural changes of the kaumātua living with dementia and the whānau caring experience.  Thematic analysis was conducted on the resulting transcripts to identify themes and to identify potential service providers to approach for interviews.  Five service provider organisations were selected, of which four service providers were able to commit to an interview.  One service provider could not commit to an interview due to thesis time constraints. Seven staff participants across the four service providers were recruited and invited to share their perspectives of working with Māori whānau.  Again, thematic analysis was conducted on the verbatim transcripts to identify salient themes.
	Two major findings amidst the perspectives of whānau carers was identified.  First, the systemic lack of support across three dimensions, and second the negative impact of caregiver burden. The first deficiency was the lack of support from whānau members, second, the lack of support from community services and third, the lack of support from the government.  Whānau experienced poor health as a result of caregiver burden. Staff participants findings were firstly staff believed they were culturally inclusive and responsive, second they reported going beyond their roles and the system to support Māori and third staff identified barriers which exist for Māori in terms of accessing services.
	Whānau carers are struggling to find support from other whānau members.  Some whānau members are critical of caring methods, while others place additional burden on the carers.  Whānau are often described as an interconnected unit, however findings show that Māori whānau carers are feeling isolated and alone, and as a result are experiencing poor health. 
	Whānau carers perceive a services in their community as not being culturally inclusive or appropriate.  Staff participants said that they incorporate respect and compassion into their service delivery.  Staff recognise that the numbers of Māori represented at services are low, compared to non-Māori clients.  Services need to be integrate cultural training on a regular basis to ensure Māori are comfortable with being Māori in service settings.

text: Mai ngā reo pou tangata Globally the prevalence rate of dementia is estimated to be 50 million.  In 2016, Aotearoa New Zealand prevalence projections reported 62,287 people were affected by dementia.  Māori represented 5.1 per cent, which is expected to rise to 8 per cent by 2038.  Māori people prefer to care for ill kaumātua (older people) at home and are experiencing greater stress and increased caregiver burden due to the cultural expectations of caring for kaumātua at home.  The two aims of this study were first, to explore the perspectives of Māori whānau carers caring for kaumātua with dementia, and the second aim was to explore the perspectives of staff who work for dementia service providers, addressing areas such as staff’s experiences with Māori whānau carers and cultural competency in service delivery.
	Semi-structured interviews were conducted with eight whānau (11 whānau carers) within the Waikato region of New Zealand and seven service provider staff participants. Whānau carers were interviewed first.  They were asked to share information about their kaumātua.  The topics explored the diagnosis process; the behavioural changes of the kaumātua living with dementia and the whānau caring experience.  Thematic analysis was conducted on the resulting transcripts to identify themes and to identify potential service providers to approach for interviews.  Five service provider organisations were selected, of which four service providers were able to commit to an interview.  One service provider could not commit to an interview due to thesis time constraints. Seven staff participants across the four service providers were recruited and invited to share their perspectives of working with Māori whānau.  Again, thematic analysis was conducted on the verbatim transcripts to identify salient themes.
	Two major findings amidst the perspectives of whānau carers was identified.  First, the systemic lack of support across three dimensions, and second the negative impact of caregiver burden. The first deficiency was the lack of support from whānau members, second, the lack of support from community services and third, the lack of support from the government.  Whānau experienced poor health as a result of caregiver burden. Staff participants findings were firstly staff believed they were culturally inclusive and responsive, second they reported going beyond their roles and the system to support Māori and third staff identified barriers which exist for Māori in terms of accessing services.
	Whānau carers are struggling to find support from other whānau members.  Some whānau members are critical of caring methods, while others place additional burden on the carers.  Whānau are often described as an interconnected unit, however findings show that Māori whānau carers are feeling isolated and alone, and as a result are experiencing poor health. 
	Whānau carers perceive a services in their community as not being culturally inclusive or appropriate.  Staff participants said that they incorporate respect and compassion into their service delivery.  Staff recognise that the numbers of Māori represented at services are low, compared to non-Māori clients.  Services need to be integrate cultural training on a regular basis to ensure Māori are comfortable with being Māori in service settings.

year: 2019