title: Futures-focused leadership in New Zealand secondary schools

authors: Hayes, Juliette

subjects: leadership

abstract: This study explores the issues facing twenty-first century secondary school principals as they face changes in education brought about by the New Zealand Curriculum, and changes in their communities in the face of the emerging knowledge society.

The study explores literature on educational leadership, futures thinking and some of the social factors influencing communities today. Data is gathered from semi-structured interviews with four futures-focused secondary principals from a range of schools and localities. Findings are presented in a narrative style that attempts to capture the person behind the principal, while maintaining confidentiality. 

The major findings from the study indicate that school leadership in the twenty-first century is likely to be complex, and have influence far beyond the school gates. It concludes with recommendations for principals and systems administrators in supporting next steps for leadership.

text: Futures-focused leadership in New Zealand secondary schools This study explores the issues facing twenty-first century secondary school principals as they face changes in education brought about by the New Zealand Curriculum, and changes in their communities in the face of the emerging knowledge society.

The study explores literature on educational leadership, futures thinking and some of the social factors influencing communities today. Data is gathered from semi-structured interviews with four futures-focused secondary principals from a range of schools and localities. Findings are presented in a narrative style that attempts to capture the person behind the principal, while maintaining confidentiality. 

The major findings from the study indicate that school leadership in the twenty-first century is likely to be complex, and have influence far beyond the school gates. It concludes with recommendations for principals and systems administrators in supporting next steps for leadership.

year: 2009

title: Using professional colleagues as interviewers in action research: Possibilities and pitfalls.

authors: Hume, Anne Christine

subjects: action research

abstract: In this study of her university teaching practice in science education, an action researcher sought the collaboration of a colleague to address research design issues related to researcher bias. The colleague worked in another field of study (mathematics education) but was experienced in qualitative research, notably interviewing. Acting as an outside interviewer, the colleague used her skills related to the dynamics of interviewing and her knowledge of the content of the study to elicit pertinent information from interviewees about the effectiveness of the first author's teaching. The additional expertise enhanced the quality of the study considerably and highlighted how "two heads can work better than one". In the process both researchers gained appreciable professional knowledge from each other. The first author gained a greater understanding of the interview process while the second author acquired an appreciation of how pedagogical content knowledge (PCK) is viewed within the context of science, raising the possibility that there are some differences in the way that PCK is conceived within science versus mathematics. The collaboration also raised some unforseen issues that may have impacted on the nature of the findings. This paper discusses the positive outcomes of using a colleague as an interviewer in an action research project as well as some of the pitfalls that can also accompany such teamwork. Consideration is given to the issue of balancing the costs and benefits of this approach to data gathering.

text: Using professional colleagues as interviewers in action research: Possibilities and pitfalls. In this study of her university teaching practice in science education, an action researcher sought the collaboration of a colleague to address research design issues related to researcher bias. The colleague worked in another field of study (mathematics education) but was experienced in qualitative research, notably interviewing. Acting as an outside interviewer, the colleague used her skills related to the dynamics of interviewing and her knowledge of the content of the study to elicit pertinent information from interviewees about the effectiveness of the first author's teaching. The additional expertise enhanced the quality of the study considerably and highlighted how "two heads can work better than one". In the process both researchers gained appreciable professional knowledge from each other. The first author gained a greater understanding of the interview process while the second author acquired an appreciation of how pedagogical content knowledge (PCK) is viewed within the context of science, raising the possibility that there are some differences in the way that PCK is conceived within science versus mathematics. The collaboration also raised some unforseen issues that may have impacted on the nature of the findings. This paper discusses the positive outcomes of using a colleague as an interviewer in an action research project as well as some of the pitfalls that can also accompany such teamwork. Consideration is given to the issue of balancing the costs and benefits of this approach to data gathering.

year: 2011

title: Maori identity within whanau: A review of literature.

authors: Moeke-Pickering, Taima Materangatira

subjects: Maori identity

abstract: The study of identities is an enormous and complex undertaking. Research on identity formation has revealed a clear link between family practices and identity development. In traditional Maori times, the whanau was the place where initial teaching and socialisation of things Maori took place. While there is no single exact measure of what constitutes Maori identity (Durie, 1994), that Maori identity is still being asserted today means that the shaping of Maori identity is still occurring. Rather than attempt to cover all aspects of how Maori shape their identities, I have chosen to focus on the shaping of Maori identity within whanau. Given that this paper is about both Maori identity and whanau identity it seemed logical to review and examine the literature surrounding these two notions. In this paper I also discuss the ecological threats and supports that influenced Maori and whanau identity. Then I review literature on whanau identity from traditional and contemporary works, and explore the concept of whanau identity as a management framework. The literature on whanau does not vary from what Maori authors have expressed regarding their conceptualisations of Maori identity. The tribal structures, descent and cultural practices provide integral pathways through which whanau and Maori identity can be developed and maintained. What is of significance, is that the formation of a secure whanau identity is likely to contribute toward an overall stable Maori identity. Creating an environment where a sense of secure wellbeing among members of a whanau is nurtured, leads to members constructing a whanau and Maori identity that is meaningful to them in their lives.

text: Maori identity within whanau: A review of literature. The study of identities is an enormous and complex undertaking. Research on identity formation has revealed a clear link between family practices and identity development. In traditional Maori times, the whanau was the place where initial teaching and socialisation of things Maori took place. While there is no single exact measure of what constitutes Maori identity (Durie, 1994), that Maori identity is still being asserted today means that the shaping of Maori identity is still occurring. Rather than attempt to cover all aspects of how Maori shape their identities, I have chosen to focus on the shaping of Maori identity within whanau. Given that this paper is about both Maori identity and whanau identity it seemed logical to review and examine the literature surrounding these two notions. In this paper I also discuss the ecological threats and supports that influenced Maori and whanau identity. Then I review literature on whanau identity from traditional and contemporary works, and explore the concept of whanau identity as a management framework. The literature on whanau does not vary from what Maori authors have expressed regarding their conceptualisations of Maori identity. The tribal structures, descent and cultural practices provide integral pathways through which whanau and Maori identity can be developed and maintained. What is of significance, is that the formation of a secure whanau identity is likely to contribute toward an overall stable Maori identity. Creating an environment where a sense of secure wellbeing among members of a whanau is nurtured, leads to members constructing a whanau and Maori identity that is meaningful to them in their lives.

year: 1996-01-01