title: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry.

authors: Bewley, Sue

subjects: Distributed leadership

abstract: This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

text: Coaching teachers: Professional Learning Leaders exploration of practice and identity through collaborative inquiry. This research is a study of the development of coaching practice and sense of identity of three middle leaders in a primary school who are responsible for leading professional learning.   It is of interest because significant responsibility for leading teacher professional learning has been handed to middle leaders since the devolution of management to schools.   However little is known about how this leadership of learning is implemented and how leaders might develop for this responsibility.   Collaborative inquiry is explored as an approach where middle leaders have space to learn theoretical frameworks, practise coaching skills in an authentic situation and examine the impact.   The purpose is to stimulate reflection and guide systematic inquiry into coaching practice for action and change.
        The ethnographic methodology was deliberately used to allow the research participants to make sense of their world in which they act as coaches.  Through linking action and research, ideas about coaching teachers to be skilled critical inquirers were tried as a means of knowledge creation (Cohen, Manion, & Morrison, 2003).   The use of participatory action research ensured that the Professional Learning Leaders (PLLs) could work collaboratively to understand the situation supported by myself as a participant researcher.  Within five convergent group interviews the PLLs engaged in dialogue and reflection about their practice and the observed impacts of coaching three teachers in a group to be skilled critical inquirers of their classroom practice.  Professional literature was used to support their inquiry.  
         The findings confirm that facilitation of reflective dialogue is difficult            because it involves challenging the beliefs of others while maintaining an environment of trust.  The view that the most effective professional development is collaborative, situated and participatory is also confirmed.  Although confirmations are not new information, the learning and involvement in the process through a supported collaborative inquiry approach was a new and transformational experience for the participants where knowledge was created and people changed.   
        The findings reveal that improved coaching practice and identity learning occurred interdependently.  Being a coach in the dual position of middle leader and teacher was discovered to cause conflicts.  Collaborative inquiry into the causes and impacts of these conflicts helped to clarify the role and responsibility of coaching.  
        The findings suggest that the roles and practice of senior and middle leaders in relation to enhancing teaching and learning in the school must be examined closely.  School leaders need to consider how they can structure and support collaborative inquiry for professional learning and building leadership capacity.  Drawing on the discoveries and understandings of coaching practice and collaborative inquiry, this research presents a diagram that illustrates the significance of collaboration in the process of improving coaching practice and identity learning.

year: 2012

title: Quaker Peace Testimony and Pacifism

authors: McKeogh, Colm

abstract: This paper looks at the Peace Testimony of Quakers (the Religious Society of Friends) and argues that, although Quakerism is commonly seen as pacifist (in some sense of that term) by many both within and without the Society, the Peace Testimony is best seen as not pacifist. The paper argues that the Peace Testimony grows from the Society’s spirituality and its commitment to corporate spiritual guidance and witness, as such, it is not reconcilable with the ethical absolutism that is pacifism (as often defined). The Quaker commitment to social justice means that outcomes matter, human well-being is very important, and circumstances must be taken into account in determining policy and behaviour. The paper concludes that, at a time of great change in armed conflict, Quakers must engage to make a detailed contribution to the emerging rules of restraint.

text: Quaker Peace Testimony and Pacifism This paper looks at the Peace Testimony of Quakers (the Religious Society of Friends) and argues that, although Quakerism is commonly seen as pacifist (in some sense of that term) by many both within and without the Society, the Peace Testimony is best seen as not pacifist. The paper argues that the Peace Testimony grows from the Society’s spirituality and its commitment to corporate spiritual guidance and witness, as such, it is not reconcilable with the ethical absolutism that is pacifism (as often defined). The Quaker commitment to social justice means that outcomes matter, human well-being is very important, and circumstances must be taken into account in determining policy and behaviour. The paper concludes that, at a time of great change in armed conflict, Quakers must engage to make a detailed contribution to the emerging rules of restraint.

year: 2017

title: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation

authors: Houia, Waldo

subjects: Maori

abstract: This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

text: Inter-propositional semantic relations and semantic relational encoding in written discourse in Maori: an investigation This thesis is an investigation of the various ways in which relationships of meaning between propositions (such as reason-result and temporal overlap) are encoded (as clauses, sentences and groups of sentences) and signalled in Maori.
In Chapter 1, the overall research topic and research questions are outlined.
Chapter 2 locates the research on inter-propositional semantic relations with reference to the concept of cohesion which is central to inter-propositional relational signalling and encoding. Here, reference is made to a number of relevant publications in the area.
Chapter 3 provides an introductory examination of the role of cohesion in the encoding and signalling of inter-propositional semantic relations in Maori.
Chapter 4 introduces a corpus of written texts and examines that corpus in terms of the ways in which inter-propositional semantic relations are encoded.
Chapter 5 examines a number of textbooks designed for learners of both English and Maori in terms of the extent to which they draw upon insights relating to the operation of inter-propositional semantic relations.
In Chapter 6, the research findings are summarised and their implications for aspects of the teaching and learning of Maori are discussed. In addition, suggestions are made in relation to future research possibilities.
Overall, the conclusion reached is that the study of semantic relational encoding and signalling in Maori texts reveals a number of aspects of language that appear not to be commonly taught and suggests the need for further studies of this type.

year: 2001