title: Distributing the leadership: A case study of professional development

authors: Clarkin-Phillips, Jeanette

subjects: leadership

abstract: This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom's (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities.
The study uses unstructured interviews with a narrative inquiry approach to hear the teachers' stories and the findings of the study are presented in a narrative style in order to capture these voices.
The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement.
The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change.

text: Distributing the leadership: A case study of professional development This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom's (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities.
The study uses unstructured interviews with a narrative inquiry approach to hear the teachers' stories and the findings of the study are presented in a narrative style in order to capture these voices.
The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement.
The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change.

year: 2007

title: A stress-test for democracy: Analysing the New Zealand government's response to the COVID-19 pandemic from a constitutional perspective

authors: Williamson, Myra Elsie Jane Bell

subjects: COVID-19 coronavirus, New Zealand’s constitutional arrangements, freedom of expression and COVID-19, the role of the media and COVID-19, national state of emergency and COVID-19, the Epidemic Response Committee, parliamentary oversight of the executive, COVID-19 investigatory body

abstract: This article explores the New Zealand Government’s response to the COVID-19 coronavirus pandemic through a legal and constitutional lens. It adopts an essentially doctrinal analysis in describing the response but intertwines a comparative law thread, to draw selected comparisons with how other governments have responded. It offers some political, demographical and historical insights to provide background information for non-New Zealand readers. The article aims to provide a comprehensive view of New Zealand’s constitutional arrangements and how they have impacted on the Government’s response to COVID-19 as well as a critical analysis of that response by assessing the effectiveness of various measures adopted by the New Zealand Government. The article consists of six sections. Section one provides an introduction to New Zealand’s constitutional framework including some demographic information for non-New Zealand readers. Section two describes the New Zealand Government’s overall response to the COVID-19 pandemic. Section three discusses the declaration of a national state of emergency. Section four examines the Parliamentary oversight mechanism known as the “Epidemic Response Committee”. Section five explores the role of the media and the importance of upholding the right to freedom of expression when responding to the pandemic. Finally, section six draws out some overall recommendations for New Zealand and other countries to consider when moving forward and preparing for the next pandemic

text: A stress-test for democracy: Analysing the New Zealand government's response to the COVID-19 pandemic from a constitutional perspective This article explores the New Zealand Government’s response to the COVID-19 coronavirus pandemic through a legal and constitutional lens. It adopts an essentially doctrinal analysis in describing the response but intertwines a comparative law thread, to draw selected comparisons with how other governments have responded. It offers some political, demographical and historical insights to provide background information for non-New Zealand readers. The article aims to provide a comprehensive view of New Zealand’s constitutional arrangements and how they have impacted on the Government’s response to COVID-19 as well as a critical analysis of that response by assessing the effectiveness of various measures adopted by the New Zealand Government. The article consists of six sections. Section one provides an introduction to New Zealand’s constitutional framework including some demographic information for non-New Zealand readers. Section two describes the New Zealand Government’s overall response to the COVID-19 pandemic. Section three discusses the declaration of a national state of emergency. Section four examines the Parliamentary oversight mechanism known as the “Epidemic Response Committee”. Section five explores the role of the media and the importance of upholding the right to freedom of expression when responding to the pandemic. Finally, section six draws out some overall recommendations for New Zealand and other countries to consider when moving forward and preparing for the next pandemic

year: 2020

title: Engaging and working with Maori? Effective practice for psychologists in education

authors: Glynn, Ted

subjects: New Zealand

abstract: I believe this whakatauki captures the reflective processes I am now engaged in, as I assess where I have come from and where I am going, as a second-generation pakeha of Irish descent, who completed postgraduate degrees in Psychology and Education in New Zealand and Canada, and who has been engaging and working with Māori in the field of education for many years.

text: Engaging and working with Maori? Effective practice for psychologists in education I believe this whakatauki captures the reflective processes I am now engaged in, as I assess where I have come from and where I am going, as a second-generation pakeha of Irish descent, who completed postgraduate degrees in Psychology and Education in New Zealand and Canada, and who has been engaging and working with Māori in the field of education for many years.

year: 2008