title: The role of professional development and learning in the early adoption of the New Zealand curriculum by schools.

authors: Ferrier-Kerr, Jenny L.

subjects: professional development

abstract: This paper is set in the context of Phase One of the Ministry of Education Curriculum Implementation Exploratory Studies (CIES) project. The schools selected for this study were considered early adopters of the revised New Zealand Curriculum (NZC) (Ministry of Education, 2007). The paper provides theoretical insights and research evidence related to the role of professional development and learning in the early stages of implementation of the revised curriculum. A key finding common to most schools was the progressive development of a professional learning culture led by the principal that focused on pedagogy and student achievement prior to the introduction of the curriculum. The establishment of this culture involved processes that were task-oriented, reflective, consultative and collaborative. While there are strong parallels between the experiences of primary and secondary schools in the study, some important differences have also been noted.

text: The role of professional development and learning in the early adoption of the New Zealand curriculum by schools. This paper is set in the context of Phase One of the Ministry of Education Curriculum Implementation Exploratory Studies (CIES) project. The schools selected for this study were considered early adopters of the revised New Zealand Curriculum (NZC) (Ministry of Education, 2007). The paper provides theoretical insights and research evidence related to the role of professional development and learning in the early stages of implementation of the revised curriculum. A key finding common to most schools was the progressive development of a professional learning culture led by the principal that focused on pedagogy and student achievement prior to the introduction of the curriculum. The establishment of this culture involved processes that were task-oriented, reflective, consultative and collaborative. While there are strong parallels between the experiences of primary and secondary schools in the study, some important differences have also been noted.

year: 2008

title: Job desire and response distortion in personality assessments

authors: Roess, Michaella Delphine

abstract: Purpose: The purpose of this study was to assess whether individuals engage in response distortion when applying for which they are highly motivated by job desire.
Design/Method/Approach: Participants completed questionnaires regarding scenarios of different jobs to assess the level of job desire and personality dimensions. Personality dimensions were assessed using the 50 item IPIP to determine a representation of the Big Five factor framework commonly relied upon by HR managers. The data was analysed by the use of ttests to determine statistical significance.
Findings: Response distortion was found to be significantly higher for all personality variables in the high job desire than in the low job desire.
Implications: The results indicate that merely applying for a job can not be assumed to mean that every applicant has the same level of motivation, job desire, and that consequently, the responses to the personality dimensions may be distorted.

text: Job desire and response distortion in personality assessments Purpose: The purpose of this study was to assess whether individuals engage in response distortion when applying for which they are highly motivated by job desire.
Design/Method/Approach: Participants completed questionnaires regarding scenarios of different jobs to assess the level of job desire and personality dimensions. Personality dimensions were assessed using the 50 item IPIP to determine a representation of the Big Five factor framework commonly relied upon by HR managers. The data was analysed by the use of ttests to determine statistical significance.
Findings: Response distortion was found to be significantly higher for all personality variables in the high job desire than in the low job desire.
Implications: The results indicate that merely applying for a job can not be assumed to mean that every applicant has the same level of motivation, job desire, and that consequently, the responses to the personality dimensions may be distorted.

year: 2017

title: Restorative Practices in Schools: Far-Reaching Implications

authors: Drewery, Wendy

subjects: New Zealand

abstract: In 1999, the New Zealand Ministry of Education contracted a team from the University of Waikato to develop a process for conferencing in schools. The brief was to utilise restorative justice principles to develop a conferencing process for use in schools. The purpose was to test whether such an approach to wrongdoing could reduce the exponential increase of suspensions, particularly of Maori boys, who were, and still are, disproportionately represented in reported numbers of suspensions, stand-downs and exclusions.

text: Restorative Practices in Schools: Far-Reaching Implications In 1999, the New Zealand Ministry of Education contracted a team from the University of Waikato to develop a process for conferencing in schools. The brief was to utilise restorative justice principles to develop a conferencing process for use in schools. The purpose was to test whether such an approach to wrongdoing could reduce the exponential increase of suspensions, particularly of Maori boys, who were, and still are, disproportionately represented in reported numbers of suspensions, stand-downs and exclusions.

year: 2007