title: Conceptualising leadership in early childhood education in Aotearoa New Zealand

authors: Thornton, Kate

subjects: education

abstract: The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Council’s Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE.

text: Conceptualising leadership in early childhood education in Aotearoa New Zealand The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Council’s Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE.

year: 2009

title: Changes in social security eligibility and the international mobility of New Zealand citizens in Australia

authors: Poot, Jacques

subjects: international migration

abstract: This paper is concerned with the international mobility of New Zealanders who migrate to Australia. One in ten New Zealand citizens lives in Australia and their settlement and subsequent mobility is important from demographic, socio-economic and policy perspectives in both countries. Using a unique longitudinal dataset on New Zealand citizens arriving for a stay of 12 months or longer between 1 August 1999 and 31 July 2002, we track all subsequent moves of these migrants out of and back into Australia, up to July 2005. This allows us to assess the impact of the removal of labour market-related social security eligibility and some other policy changes affecting New Zealand migrants to Australia, implemented between February and June 2001. United Kingdom migrants to Australia, who were not affected by the policy changes, provide a ‘control group’.

Using hazard models, we find that the policy changes increased the probability of remigration from Australia among those who had intended to settle permanently. Competing risk models suggested no difference between the impact of the policy changes on onward or return moves. Settlers arriving after the policy changes spend less time Australia and make more trips away than earlier migrants.

text: Changes in social security eligibility and the international mobility of New Zealand citizens in Australia This paper is concerned with the international mobility of New Zealanders who migrate to Australia. One in ten New Zealand citizens lives in Australia and their settlement and subsequent mobility is important from demographic, socio-economic and policy perspectives in both countries. Using a unique longitudinal dataset on New Zealand citizens arriving for a stay of 12 months or longer between 1 August 1999 and 31 July 2002, we track all subsequent moves of these migrants out of and back into Australia, up to July 2005. This allows us to assess the impact of the removal of labour market-related social security eligibility and some other policy changes affecting New Zealand migrants to Australia, implemented between February and June 2001. United Kingdom migrants to Australia, who were not affected by the policy changes, provide a ‘control group’.

Using hazard models, we find that the policy changes increased the probability of remigration from Australia among those who had intended to settle permanently. Competing risk models suggested no difference between the impact of the policy changes on onward or return moves. Settlers arriving after the policy changes spend less time Australia and make more trips away than earlier migrants.

year: 2007-06

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

authors: Takurua, Nātana

subjects: New Zealand

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 Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

text: Teaching Māori in English-medium schools in New Zealand: Teacher responses to aspects of the curriculum guidelines for te reo Māori in English-medium school settings 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 Māori in English-medium schools. We also report on the responses of a sample of teachers of Māori in secondary schools in New Zealand to the omission of language examples from the final version of the curriculum guidelines document.

year: 2009-09