title: Distributed leadership for innovative use of ICT in teaching and learning: Empowerment through culture, capacity and collaboration

authors: White, Debra Anne

subjects: Distributed leadership

abstract: The explosion and advancements of information and communication technology (ICT) are shaping the skills and competencies our children will need for their future. School leaders are confronted with the challenge to redesign traditional models of schooling and embrace ICTs in order to create innovative school cultures to support 21st century learner needs. Opportunities that allow students to construct their own learning pathways, connect with each other and the world beyond their classroom, collaborate, reflect, and solve real problems will prepare our students to take an active role in a highly complex and demanding society. School leaders adopting a distributed leadership approach has shown potential to build school capacity to undertake innovation and change.
This research adopts the distributed leadership theory to understand how school leaders and teachers can implement innovative ICT pedagogies within New Zealand primary schools. Using a qualitative interpretive methodology two high performing urban schools were case studied. Data was collected through semi-structured interviews with school leaders and teachers and a document analysis of relevant school documentation. Thematic analyses within and between the cases revealed three key themes: developing a supportive culture, building teacher and leadership capacity and providing formal opportunities for collaboration. 
The findings indicate that school leaders play a crucial role in creating the necessary conditions to foster and sustain innovation and change. This approach involves developing a positive culture, building capacity of individuals, and providing opportunities for collaboration. Teachers indicated that when these conditions were in place they felt empowered to leverage the potential of technology in their teaching and learning practice. The distributed leadership model was valuable for understanding such leadership in action. It highlighted the need for a positive synergy between a supportive school culture, building teacher and leadership capacity and  formal opportunities for collaboration.
Implications for school leaders interested in adopting a distributed approach to leadership and practice in order to support innovative ICT teaching practice include: understanding the conditions required for effective distributed leadership; how to establish these conditions in their school context; intentionally seeking to be life long learners; appreciating the role technology can play; building leadership capacity throughout the school; and establishing learning communities in their school.

text: Distributed leadership for innovative use of ICT in teaching and learning: Empowerment through culture, capacity and collaboration The explosion and advancements of information and communication technology (ICT) are shaping the skills and competencies our children will need for their future. School leaders are confronted with the challenge to redesign traditional models of schooling and embrace ICTs in order to create innovative school cultures to support 21st century learner needs. Opportunities that allow students to construct their own learning pathways, connect with each other and the world beyond their classroom, collaborate, reflect, and solve real problems will prepare our students to take an active role in a highly complex and demanding society. School leaders adopting a distributed leadership approach has shown potential to build school capacity to undertake innovation and change.
This research adopts the distributed leadership theory to understand how school leaders and teachers can implement innovative ICT pedagogies within New Zealand primary schools. Using a qualitative interpretive methodology two high performing urban schools were case studied. Data was collected through semi-structured interviews with school leaders and teachers and a document analysis of relevant school documentation. Thematic analyses within and between the cases revealed three key themes: developing a supportive culture, building teacher and leadership capacity and providing formal opportunities for collaboration. 
The findings indicate that school leaders play a crucial role in creating the necessary conditions to foster and sustain innovation and change. This approach involves developing a positive culture, building capacity of individuals, and providing opportunities for collaboration. Teachers indicated that when these conditions were in place they felt empowered to leverage the potential of technology in their teaching and learning practice. The distributed leadership model was valuable for understanding such leadership in action. It highlighted the need for a positive synergy between a supportive school culture, building teacher and leadership capacity and  formal opportunities for collaboration.
Implications for school leaders interested in adopting a distributed approach to leadership and practice in order to support innovative ICT teaching practice include: understanding the conditions required for effective distributed leadership; how to establish these conditions in their school context; intentionally seeking to be life long learners; appreciating the role technology can play; building leadership capacity throughout the school; and establishing learning communities in their school.

year: 2014

title: Physiological, kinematic and electromyographic responses to patella taping in elite cyclists

authors: Hébert-Losier, Kim

abstract: The use of Kinesiology-Type Tape (KTT) has become increasingly popular in sports for injury prevention, injury management, and performance enhancement.
Many cyclists use patella KTT; however, the benefits of such interventions remain unclear, especially in uninjured elite cyclists.
We aimed to determine the acute physiological, kinematic, and electromyographic (EMG) responses to applying patella KTT in elite cyclists.

text: Physiological, kinematic and electromyographic responses to patella taping in elite cyclists The use of Kinesiology-Type Tape (KTT) has become increasingly popular in sports for injury prevention, injury management, and performance enhancement.
Many cyclists use patella KTT; however, the benefits of such interventions remain unclear, especially in uninjured elite cyclists.
We aimed to determine the acute physiological, kinematic, and electromyographic (EMG) responses to applying patella KTT in elite cyclists.

year: 2017

title: Hawaiki ora: Waka ama, it's a kind of magic

authors: Nuku, Michael

subjects: waka ama

abstract: Waka ama is a heterotopic social space deeply embedded in Te Ao Māori and is navigating transformative currents as it balances cultural integrity and the pursuit of performance excellence. This study investigated the magic of waka ama, namely the magnetic phenomenon that captivated participants, the lifestyle changes resulting from engagement and participants’ environmental perceptions. Magic is understood as the recognition of the enchanted amid modern pressures. A critical gap identified in the literature is the lack of recognition of the key elements that underpin positive participation in waka ama. By articulating and validating these key elements, this thesis lays a foundation for protecting and sustaining these cultural dimensions as waka ama grows in prominence and recognition as a high-performance sport. The study also raises concerns that increasing formalisation may risk eroding traditional values, underscoring the need for culturally responsive strategies to preserve the essence of waka ama for future generations. 
This Kaupapa Māori Research is rooted in Te Ao Māori, with Kaupapa Māori Theory maintaining a Māori lens for interpretation and positionality. It utilised the Waka Ama Rangahau conceptual framework, creating stability and rigour for this journey of discovery. It employed an in-depth review of literature and semi-structured interviews with 15 established kaihoe (paddlers) from across Aotearoa to gather data. It also included perspectives of a group of kaihoe that experienced waka ama from an unexplored viewpoint to add depth and breadth to the findings. Thematic analysis and the Whakaaro method were employed to analyse the data. The findings were then presented using Thematic Synthesis. The knowledge and experiences shared by kaihoe contributed towards answering the three research questions and establishing the Waka AMA (Āhuru Mōwai Aroha) Model for supportive environments that characterised the concept of āhuru mōwai. This study conceptualised the āhuru mōwai, Hawaiki Ora, inspired by historical discourse and interpretations of Hawaiki Nui. The spatio-temporal environment of waka ama cultivated Hawaiki Ora in ways that align with Te Ao Māori time and space, and are reinforced by Foucault’s concept of heterotopia and Lefebvre’s theory of social space, offering a unique, transformative space for identity, performance, connection, and care.  Within this environment, kaihoe collectively negotiate and uphold their ideals, forging unity and compromise over time. These findings underscore the necessity of preserving waka ama’s whānau-centric ethos to safeguard its cultural and spiritual essence against the encroachment of Eurocentric marginalisation commonly framed as modernity. 
The Waka AMA Model provides an environmental social construction plan to ensure a supportive and genuinely caring environment is available throughout challenging times and spaces. Crucially, this support must be ongoing and never taken for granted. Waka AMA supports Hawaiki Ora from the experiences, aspirations and rangatiratanga of kaihoe.

text: Hawaiki ora: Waka ama, it's a kind of magic Waka ama is a heterotopic social space deeply embedded in Te Ao Māori and is navigating transformative currents as it balances cultural integrity and the pursuit of performance excellence. This study investigated the magic of waka ama, namely the magnetic phenomenon that captivated participants, the lifestyle changes resulting from engagement and participants’ environmental perceptions. Magic is understood as the recognition of the enchanted amid modern pressures. A critical gap identified in the literature is the lack of recognition of the key elements that underpin positive participation in waka ama. By articulating and validating these key elements, this thesis lays a foundation for protecting and sustaining these cultural dimensions as waka ama grows in prominence and recognition as a high-performance sport. The study also raises concerns that increasing formalisation may risk eroding traditional values, underscoring the need for culturally responsive strategies to preserve the essence of waka ama for future generations. 
This Kaupapa Māori Research is rooted in Te Ao Māori, with Kaupapa Māori Theory maintaining a Māori lens for interpretation and positionality. It utilised the Waka Ama Rangahau conceptual framework, creating stability and rigour for this journey of discovery. It employed an in-depth review of literature and semi-structured interviews with 15 established kaihoe (paddlers) from across Aotearoa to gather data. It also included perspectives of a group of kaihoe that experienced waka ama from an unexplored viewpoint to add depth and breadth to the findings. Thematic analysis and the Whakaaro method were employed to analyse the data. The findings were then presented using Thematic Synthesis. The knowledge and experiences shared by kaihoe contributed towards answering the three research questions and establishing the Waka AMA (Āhuru Mōwai Aroha) Model for supportive environments that characterised the concept of āhuru mōwai. This study conceptualised the āhuru mōwai, Hawaiki Ora, inspired by historical discourse and interpretations of Hawaiki Nui. The spatio-temporal environment of waka ama cultivated Hawaiki Ora in ways that align with Te Ao Māori time and space, and are reinforced by Foucault’s concept of heterotopia and Lefebvre’s theory of social space, offering a unique, transformative space for identity, performance, connection, and care.  Within this environment, kaihoe collectively negotiate and uphold their ideals, forging unity and compromise over time. These findings underscore the necessity of preserving waka ama’s whānau-centric ethos to safeguard its cultural and spiritual essence against the encroachment of Eurocentric marginalisation commonly framed as modernity. 
The Waka AMA Model provides an environmental social construction plan to ensure a supportive and genuinely caring environment is available throughout challenging times and spaces. Crucially, this support must be ongoing and never taken for granted. Waka AMA supports Hawaiki Ora from the experiences, aspirations and rangatiratanga of kaihoe.

year: 2025