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: Analysing seasonal changes in New Zealand's largest inbound market

authors: Lim, Christine

subjects: international travel demand

abstract: The purpose of the paper is to analyse seasonal changes in tourism demand by New Zealand's major tourist source market, Australia, for the period 1979-2005. A time series regression model is used to test the significance of monthly seasonality. By examining sub-periods that are based on major exogenous events which have had significant impacts on international travel demand to New Zealand, seasonal distributions and intra-year seasonal variations over the 27-year period are subsequently estimated using normalized seasonal indices, coefficient of variation, seasonal ratio and the Gini coefficient. Compared with the findings of previous studies for other countries, the empirical evidence suggests that, while the tourism flow distribution or concentration is not significant for New Zealand, the seasonality in tourism demand by New Zealand's largest inbound market has changed over time.

text: Analysing seasonal changes in New Zealand's largest inbound market The purpose of the paper is to analyse seasonal changes in tourism demand by New Zealand's major tourist source market, Australia, for the period 1979-2005. A time series regression model is used to test the significance of monthly seasonality. By examining sub-periods that are based on major exogenous events which have had significant impacts on international travel demand to New Zealand, seasonal distributions and intra-year seasonal variations over the 27-year period are subsequently estimated using normalized seasonal indices, coefficient of variation, seasonal ratio and the Gini coefficient. Compared with the findings of previous studies for other countries, the empirical evidence suggests that, while the tourism flow distribution or concentration is not significant for New Zealand, the seasonality in tourism demand by New Zealand's largest inbound market has changed over time.

year: 2008

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026