title: Principal Voice: Triumphs, Trials and Training. The Experience of Beginning in Principalship from the Perspectives of Principals in Years 3 - 5.

authors: Patuawa, Jacqueline Margaret

subjects: principals

abstract: ABSTRACT
It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. 

This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: 
 	What training do those entering principalship receive prior to taking up the role?
 	How are principals supported as they begin in the role? 
 	What support is available to them currently - beyond the induction period?
 	What training and support is considered to be effective by beginning principals? 
 	What else could do they believe could be introduced to enhance current support and training? 
Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development.

A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective.

The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.

text: Principal Voice: Triumphs, Trials and Training. The Experience of Beginning in Principalship from the Perspectives of Principals in Years 3 - 5. ABSTRACT
It is widely accepted that the quality of school leadership and school improvement are inextricably linked. Therefore it can be said that, investment in principal development is an investment in quality schools, and therefore an investment in the future. 

This report describes a qualitative research project undertaken in 2006, to examine the experience of beginning in principalship in New Zealand, from the perspectives of principals now in their third to fifth year in the role. It attempts to seek answers to questions: 
 	What training do those entering principalship receive prior to taking up the role?
 	How are principals supported as they begin in the role? 
 	What support is available to them currently - beyond the induction period?
 	What training and support is considered to be effective by beginning principals? 
 	What else could do they believe could be introduced to enhance current support and training? 
Twelve principals were interviewed, from a diverse range of school contexts, individually, and then a focus group approach was used to affirm and clarify emergent findings, and to suggest a potential model for improved development.

A review of the literature identified a series of stages that principals move through during their career and the importance of professional learning to support each career stage. It highlighted several strategies deemed to be effective in assisting the development of leadership within the stages identified. The literature concluded, that while there is an awareness of both the stages of leadership, and the importance of targeted development to meet the needs of individuals throughout those stages, most learning remains organisationally rather than individually focussed, and there remains a lack of a planned, structured and synergistic approach to principal development. The biggest area of concern is suggested as being in the stage where principals are deemed to be effective.

The research findings showed that in the current New Zealand context, there are several effective strategies enhancing principal professional learning. It does, however, conclude with several recommendations for strengthening and enhancing the status quo. Participants in the research suggested that many of the current initiatives offered, remain isolated from each other and now need to be brought into a more robust and aligned framework. There is a perception from those involved in the research, that beyond the induction period, currently eighteen months, there is a void in professional learning opportunities, and that principals struggle to get targeted feedback that allows them to identify their needs. They further suggested that greater preparation for principalship on appointment was required, and believed that a period shadowing an experienced colleague would be invaluable.

year: 2007

title: Identifying dissolved oxygen variability and stress in tidal freshwater streams of northern New Zealand

authors: Wilding, Thomas K.

subjects: dissolved oxygen

abstract: Tidal streams are ecologically important components of lotic network, and we identify dissolved oxygen (DO) depletion as a potentially important stressor in freshwater tidal streams of northern New Zealand. Other studies have examined temporal DO variability within rivers and we build on this by examining variability between streams as a basis for regional-scale predictors of risk for DO stress. Diel DO variability in these streams was driven by: (1) photosynthesis by aquatic plants and community respiration which produced DO maxima in the afternoon and minima early morning (range, 0.6–4.7 g/m³) as a product of the solar cycle and (2) tidal variability as a product of the lunar cycle, including saline intrusions with variable DO concentrations plus a small residual effect on freshwater DO for low-velocity streams. The lowest DO concentrations were observed during March (early autumn) when water temperatures and macrophyte biomass were high. Spatial comparisons indicated that lowgradient tidal streams were at greater risk of DO depletions harmful to aquatic life. Tidal influence was stronger in low-gradient streams, which typically drain more developed catchments, have lower reaeration potential and offer conditions more suitable for aquatic plant proliferation. Combined, these characteristics supported a simple method based on the extent of low-gradient channel for identifying coastal streams at risk of DO depletion. High-risk streams can then be targeted for riparian planting, nutrient limits and water allocation controls to reduce potential ecological stress.

text: Identifying dissolved oxygen variability and stress in tidal freshwater streams of northern New Zealand Tidal streams are ecologically important components of lotic network, and we identify dissolved oxygen (DO) depletion as a potentially important stressor in freshwater tidal streams of northern New Zealand. Other studies have examined temporal DO variability within rivers and we build on this by examining variability between streams as a basis for regional-scale predictors of risk for DO stress. Diel DO variability in these streams was driven by: (1) photosynthesis by aquatic plants and community respiration which produced DO maxima in the afternoon and minima early morning (range, 0.6–4.7 g/m³) as a product of the solar cycle and (2) tidal variability as a product of the lunar cycle, including saline intrusions with variable DO concentrations plus a small residual effect on freshwater DO for low-velocity streams. The lowest DO concentrations were observed during March (early autumn) when water temperatures and macrophyte biomass were high. Spatial comparisons indicated that lowgradient tidal streams were at greater risk of DO depletions harmful to aquatic life. Tidal influence was stronger in low-gradient streams, which typically drain more developed catchments, have lower reaeration potential and offer conditions more suitable for aquatic plant proliferation. Combined, these characteristics supported a simple method based on the extent of low-gradient channel for identifying coastal streams at risk of DO depletion. High-risk streams can then be targeted for riparian planting, nutrient limits and water allocation controls to reduce potential ecological stress.

year: 2012

title: Māori & Psychology Research Unit Annual Report 2013

authors: Waitoki, Waikaremoana

abstract: Annual report of the Māori and Psychology Research Unit (MPRU) 2013. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

text: Māori & Psychology Research Unit Annual Report 2013 Annual report of the Māori and Psychology Research Unit (MPRU) 2013. The unit was established in August of 1997. The unit is designed to provide a catalyst and support network for enhancing research concerning the psychological needs, aspirations, and priorities of Maori people. The MPRU is well situated to draw together skilled and experienced interdisciplinary research groups by networking and establishing working relationships with staff and students within the Faculty of Arts and Social Sciences, the University, and the wider community

year: 2013