title: A case study of Whangaparaoa College: a transformative learning organisation in the making?

authors: Krishnamoorthy, Rajalakshmi

subjects: Learning organisations

abstract: The concept of a learning organisation is relatively new to schools and educational
institutions in New Zealand. Understanding educational institutions as learning
organisations can enable institutions to meet the demands of an ever changing context.
In this way, educational institutions can strategically develop as transformative learning
organisations that are dynamic and responsive.
This research sought to explore the extent to which a particular school exhibits the
characteristics of a learning organisation in its organisational development. The case
study was situated in a New Zealand secondary school in relation to its transition from
an intermediate school into a full-fledged secondary school. More specially, to what
extent is Whangaparaoa College a transformative learning organisation in the making?
The findings presented in this thesis highlight the characteristics of a learning
organisation as exhibited by this particular school. While some characteristics relate
directly to the five disciplines of learning organisations (Senge, 1990), this research has
identified other characteristics that enable a unique way of considering a school as a
learning organisation.
The most notable attribute of this case study is the breadth of innovative thinking and
practice that was voiced by the participants. The innovative nature of the school is
expressed in the positional titles; infrastructure and the ICT influenced pedagogy.
Developmental challenges are also construed as learning opportunities. Critically
important to this schools development as a learning organisation is the role of
professional development for staff as this enhances the formation of a learning
community. This research opens a range of possibilities for future research which
might investigate the characteristics of a learning organisation in different educational contexts.

text: A case study of Whangaparaoa College: a transformative learning organisation in the making? The concept of a learning organisation is relatively new to schools and educational
institutions in New Zealand. Understanding educational institutions as learning
organisations can enable institutions to meet the demands of an ever changing context.
In this way, educational institutions can strategically develop as transformative learning
organisations that are dynamic and responsive.
This research sought to explore the extent to which a particular school exhibits the
characteristics of a learning organisation in its organisational development. The case
study was situated in a New Zealand secondary school in relation to its transition from
an intermediate school into a full-fledged secondary school. More specially, to what
extent is Whangaparaoa College a transformative learning organisation in the making?
The findings presented in this thesis highlight the characteristics of a learning
organisation as exhibited by this particular school. While some characteristics relate
directly to the five disciplines of learning organisations (Senge, 1990), this research has
identified other characteristics that enable a unique way of considering a school as a
learning organisation.
The most notable attribute of this case study is the breadth of innovative thinking and
practice that was voiced by the participants. The innovative nature of the school is
expressed in the positional titles; infrastructure and the ICT influenced pedagogy.
Developmental challenges are also construed as learning opportunities. Critically
important to this schools development as a learning organisation is the role of
professional development for staff as this enhances the formation of a learning
community. This research opens a range of possibilities for future research which
might investigate the characteristics of a learning organisation in different educational contexts.

year: 2009

title: O wie ist die Barmherzigkeit

authors: Stölzel, Gottfried Heinrich

abstract: This is a 21st century performance edition of a sacred cantata written by Stölzel in 1738 for the 3rd Sunday after Trinity.

text: O wie ist die Barmherzigkeit This is a 21st century performance edition of a sacred cantata written by Stölzel in 1738 for the 3rd Sunday after Trinity.

year: 2024

title: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school

authors: Takurua, Nātana

subjects: Maori

abstract: Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Maori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for 'te reo' Maori in English-medium school Opinions are divided about how the content of language courses should be specified and whether educational authorities should include specifications/ suggestions about language content in national curriculum documents. Issues associated with language content are, however, not ones that can be avoided, particularly as teachers are expected to prepare students for national examinations at the upper levels of schooling and these examinations are necessarily predicated on general expectations about proficiency achievements and more specific expectations about the types of language with which students will be familiar. In this article, we explore the complex nature of some of the issues involved and the ways in which the New Zealand Ministry of Education has sought/ is seeking to resolve them in the case of the curriculum for Maori in English-medium schools. We also report on the responses of a sample of teachers of Maori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009