title: Music to measure: symbolic representation in children's composition.

authors: Henderson, Clare L.

subjects: music education

abstract: Eisner maintains that the arts education community needs "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context's norms and the cues the teachers provide to advance their students' thinking" (2000, p. 217). This paper reflects on the results of collaborative action research between teachers and university researchers in New Zealand who have been investigating how children develop and refine their ideas and related skills in music. The paper focuses specifically on the results of action research in which the impact of symbolic representation on idea development and refinement in music is examined. It raises some issues and points of tension for generalist and specialist teachers when fostering creative idea development in music.

text: Music to measure: symbolic representation in children's composition. Eisner maintains that the arts education community needs "empirically grounded examples of artistic thinking related to the nature of the tasks students engage in, the material with which they work, the context's norms and the cues the teachers provide to advance their students' thinking" (2000, p. 217). This paper reflects on the results of collaborative action research between teachers and university researchers in New Zealand who have been investigating how children develop and refine their ideas and related skills in music. The paper focuses specifically on the results of action research in which the impact of symbolic representation on idea development and refinement in music is examined. It raises some issues and points of tension for generalist and specialist teachers when fostering creative idea development in music.

year: 2007

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: An evaluation of the cultural supervision prototype undertaken within the Department of Corrections, Hamilton

authors: Masters-Awatere, Bridgette

subjects: Maori

abstract: Disproportionately high rates of offending and recidivism among Māori are well documented. As part of its attempt to better meet the needs of Māori offenders, the Department of Corrections is developing cultural supervision for staff in the Community Probation Service, the Public Prisons Service and the Psychological Service. The aims of cultural supervision include improving staff members’ knowledge of Māori cultural values, providing support for staff in managing complex cultural issues, and ensuring safe practice and culturally appropriate behaviour. During 2002, the Māori and Psychology Research Unit was contracted to conduct a survey of current practices in relation to cultural supervision and a process evaluation of a prototype of cultural supervision being trialled in the Waikato among probation officers (Hamilton Area) and sentence planners (Waikeria Prison) (Karapu, Masters, Robertson, Trynes, & Waitoki, 2002). Findings from the survey indicated that most staff had informal cultural support or advice available to them. Usually, this was in the form of Māori colleagues within the Department. Less commonly, support was sought from Māori in other organisations, from knowledgeable non-Māori within the Department, kaumātua and kuia, and whānau members. About a third of Corrections staff were receiving some formal cultural supervision, most of whom regarded it positively. Among other staff, both Māori and non-Māori, there was a high level of interest in cultural supervision, and a view that it would be beneficial to their professional practice. Overall, staff felt that the support and advice currently available to them was inadequate. Findings from the evaluation of the prototype suggested that while many of the participants viewed cultural supervision as important for their job, fewer considered that the supervision they were receiving was meeting their needs. Some experienced non-Māori staff seemed to be resistant to the idea of cultural supervision, feeling that they already knew how to relate to Māori offenders. Māori staff were generally enthusiastic about cultural supervision but wanted it to focus on their personal safety as Māori within a “mainstream” institution rather than on their practice. However, both Māori and non-Māori staff generally felt that the cultural supervision sessions provided a safe environment. The prototype appeared to be a good beginning and the model should be stronger when modified in the light of experience.

text: An evaluation of the cultural supervision prototype undertaken within the Department of Corrections, Hamilton Disproportionately high rates of offending and recidivism among Māori are well documented. As part of its attempt to better meet the needs of Māori offenders, the Department of Corrections is developing cultural supervision for staff in the Community Probation Service, the Public Prisons Service and the Psychological Service. The aims of cultural supervision include improving staff members’ knowledge of Māori cultural values, providing support for staff in managing complex cultural issues, and ensuring safe practice and culturally appropriate behaviour. During 2002, the Māori and Psychology Research Unit was contracted to conduct a survey of current practices in relation to cultural supervision and a process evaluation of a prototype of cultural supervision being trialled in the Waikato among probation officers (Hamilton Area) and sentence planners (Waikeria Prison) (Karapu, Masters, Robertson, Trynes, & Waitoki, 2002). Findings from the survey indicated that most staff had informal cultural support or advice available to them. Usually, this was in the form of Māori colleagues within the Department. Less commonly, support was sought from Māori in other organisations, from knowledgeable non-Māori within the Department, kaumātua and kuia, and whānau members. About a third of Corrections staff were receiving some formal cultural supervision, most of whom regarded it positively. Among other staff, both Māori and non-Māori, there was a high level of interest in cultural supervision, and a view that it would be beneficial to their professional practice. Overall, staff felt that the support and advice currently available to them was inadequate. Findings from the evaluation of the prototype suggested that while many of the participants viewed cultural supervision as important for their job, fewer considered that the supervision they were receiving was meeting their needs. Some experienced non-Māori staff seemed to be resistant to the idea of cultural supervision, feeling that they already knew how to relate to Māori offenders. Māori staff were generally enthusiastic about cultural supervision but wanted it to focus on their personal safety as Māori within a “mainstream” institution rather than on their practice. However, both Māori and non-Māori staff generally felt that the cultural supervision sessions provided a safe environment. The prototype appeared to be a good beginning and the model should be stronger when modified in the light of experience.

year: 2003