Abstract School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.
{"title":"Contemporary pressures on school-based research: A cautionary tale for school leaders","authors":"Megan Smith, M. Thrupp, P. Barrett","doi":"10.21307/jelpp-2020-001","DOIUrl":"https://doi.org/10.21307/jelpp-2020-001","url":null,"abstract":"Abstract School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"34 1","pages":"44 - 64"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48420851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret. Margaret has always practised shared leadership in the context of building capacity and mentoring new and emerging researchers and academics. Margaret is most interested in researching with teachers, exploring ideas and practice alongside them. It is this commitment to empowering others that is a hallmark of her career as a teacher and academic. This was no more apparent than in her “thank you” speech at her recent Emeritus Professor award ceremony at the University of Waikato: Margaret spoke mostly about others who shared the journey with her. A number of recent events seem to indicate the timeliness of talking with Margaret about leadership: the 20th birthday of Te Whāriki, the revised 2017 version, and her receiving the award of Emeritus Professor. The following is a conversation between myself and Margaret about early childhood leadership.
{"title":"Leadership in ECE: A conversation with Professor Margaret Carr","authors":"Jeanette Clarkin–Phillips","doi":"10.21307/jelpp-2018-008","DOIUrl":"https://doi.org/10.21307/jelpp-2018-008","url":null,"abstract":"I have had the privilege of working with Margaret Carr in a variety of capacities over the past 15 years. I first encountered Margaret when I was a kindergarten teacher and studying for my Masters degree. Margaret was my lecturer for a paper entitled Early Years Curriculum and Assessment. Soon after completing this paper, I was employed at the Faculty of Education at the University of Waikato and was able to “learn the ropes” by joining Margaret in her Level 3 Developing Early Childhood Programmes paper. Subsequently Margaret has been the Chief Supervisor for both my Masters and PhD theses. I have also been fortunate enough to co-lead two TLRI projects with Margaret and been a researcher on a Marsden funded project led by Margaret. Margaret has always practised shared leadership in the context of building capacity and mentoring new and emerging researchers and academics. Margaret is most interested in researching with teachers, exploring ideas and practice alongside them. It is this commitment to empowering others that is a hallmark of her career as a teacher and academic. This was no more apparent than in her “thank you” speech at her recent Emeritus Professor award ceremony at the University of Waikato: Margaret spoke mostly about others who shared the journey with her. A number of recent events seem to indicate the timeliness of talking with Margaret about leadership: the 20th birthday of Te Whāriki, the revised 2017 version, and her receiving the award of Emeritus Professor. The following is a conversation between myself and Margaret about early childhood leadership.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"82 - 85"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research specifically exploring leadership within ECE settings illustrates how much of the educational leadership theory corpus lacks contextual relevance and fails to recognise the complexities and realities of leading in early years contexts (Rodd, 2013). The qualitative research reported on in this article examines the leadership understandings and perceptions of five qualified, registered early childhood leaders. The findings illustrated that whilst participants were cognisant of the role effective leadership plays in providing quality care and education, there was much confusion about what leadership entailed and how leadership differentiated from management in this context. The contextual complexities of the ECE sector were a significant influence on each participant’s opportunity to learn about, and practise leadership. Findings also revealed a need for contextually relevant and progressive approaches to leadership learning to support early childhood leaders and teachers in their leadership work.
{"title":"Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices","authors":"Nicki Klevering, Rachel McNae","doi":"10.21307/JELPP-2018-002","DOIUrl":"https://doi.org/10.21307/JELPP-2018-002","url":null,"abstract":"Abstract Effective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research specifically exploring leadership within ECE settings illustrates how much of the educational leadership theory corpus lacks contextual relevance and fails to recognise the complexities and realities of leading in early years contexts (Rodd, 2013). The qualitative research reported on in this article examines the leadership understandings and perceptions of five qualified, registered early childhood leaders. The findings illustrated that whilst participants were cognisant of the role effective leadership plays in providing quality care and education, there was much confusion about what leadership entailed and how leadership differentiated from management in this context. The contextual complexities of the ECE sector were a significant influence on each participant’s opportunity to learn about, and practise leadership. Findings also revealed a need for contextually relevant and progressive approaches to leadership learning to support early childhood leaders and teachers in their leadership work.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"5 - 17"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44906728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In our organisation’s research project, “Leaders Growing Leaders” (Ryder, Davitt, Higginson, Smorti, Smith & Carroll-Lind, 2017), which investigated effective ECE leadership in Aotearoa/New Zealand, leadership dispositions were identified as one means of making sense of the complexities of leadership within early childhood education. The New Zealand early childhood curriculum Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Early Childhood Curriculum (Ministry of Education, 2017) highlights the importance of kaiako (teacher) responsibilities. Similarly, this article argues that the six specific leadership dispositions of an early childhood education leader, identified in our research, can act as a framework to explore leadership responsibilities. Participant voices are drawn on to exemplify and articulate the specific leadership dispositions of being: a communicator; relationship focused; caring and supportive; and a leader of growth and change, whilst also acting as a critical friend. We argue that responsible leadership must be purposefully grown, developed and sustained across the culture of the ECE setting. Underpinning this understanding is the need for dedicated leadership professional development that supports emerging and current leaders, and their teams, to engage in robust collegial dialogue and reflective practice in terms of what it means to be a responsible leader.
在我们组织的研究项目“领导者成长的领导者”(Ryder, Davitt, Higginson, Smorti, Smith & Carroll-Lind, 2017)中，调查了新西兰Aotearoa/新西兰有效的ECE领导力，领导力倾向被确定为理解幼儿教育中领导力复杂性的一种手段。新西兰早期儿童课程Te Whāriki: He Whāriki Mātauranga michi ngha Mokopuna o Aotearoa。幼儿课程(教育部，2017)强调了kaiako(教师)责任的重要性。同样，本文认为，在我们的研究中确定的幼儿教育领导者的六种具体领导倾向，可以作为探索领导责任的框架。参与者的声音被用来举例说明和阐明具体的领导倾向:沟通者;集中的关系;关心和支持的;他是成长和变革的领导者，同时也是一位重要的朋友。我们认为，负责任的领导必须在欧洲经委会环境的文化中有目的地成长、发展和维持。在这种理解的基础上，需要专门的领导力专业发展，以支持新兴和现任领导者及其团队，就成为负责任的领导者意味着什么进行强有力的学院对话和反思实践。
{"title":"Dispositions of a responsible early childhood education leader: Voices from the field","authors":"Gwen Davitt, Debbie Ryder","doi":"10.21307/jelpp-2018-003","DOIUrl":"https://doi.org/10.21307/jelpp-2018-003","url":null,"abstract":"Abstract In our organisation’s research project, “Leaders Growing Leaders” (Ryder, Davitt, Higginson, Smorti, Smith & Carroll-Lind, 2017), which investigated effective ECE leadership in Aotearoa/New Zealand, leadership dispositions were identified as one means of making sense of the complexities of leadership within early childhood education. The New Zealand early childhood curriculum Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Early Childhood Curriculum (Ministry of Education, 2017) highlights the importance of kaiako (teacher) responsibilities. Similarly, this article argues that the six specific leadership dispositions of an early childhood education leader, identified in our research, can act as a framework to explore leadership responsibilities. Participant voices are drawn on to exemplify and articulate the specific leadership dispositions of being: a communicator; relationship focused; caring and supportive; and a leader of growth and change, whilst also acting as a critical friend. We argue that responsible leadership must be purposefully grown, developed and sustained across the culture of the ECE setting. Underpinning this understanding is the need for dedicated leadership professional development that supports emerging and current leaders, and their teams, to engage in robust collegial dialogue and reflective practice in terms of what it means to be a responsible leader.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"18 - 31"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43990534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s actions. Audio-recorded interviews with the principal and five teachers, followed by three years of participant observations of regular meetings and conversations recorded in field notes, chart the principal’s journey. We argue the principal’s leadership strategies developed a community of practice supporting teacher professional development, which in turn paved the way to shift teachers’ perceptions and produce a meaningful appraisal process. This shift is evidenced in surveys taken at the beginning and end of the three-year period which show a marked change in teachers’ attitudes, beliefs and perceptions of the appraisal purpose. We conclude with implications for school leaders interested in revising their appraisal process.
{"title":"Transitioning to a meaningful appraisal process: One principal’s journey","authors":"Bilinda Offen, Susan Sandretto","doi":"10.21307/JELPP-2018-013","DOIUrl":"https://doi.org/10.21307/JELPP-2018-013","url":null,"abstract":"Abstract This paper focuses on the role of the principal in establishing a meaningful appraisal process. The journey of one urban primary school is explored from the perspective of the principal as the teaching staff transition from an ineffective system to a process that has teacher growth and learners’ achievement at the centre. We acknowledge that the leadership team and teachers played an important role in implementing any changes, however, the key focus of this paper is the principal’s actions. Audio-recorded interviews with the principal and five teachers, followed by three years of participant observations of regular meetings and conversations recorded in field notes, chart the principal’s journey. We argue the principal’s leadership strategies developed a community of practice supporting teacher professional development, which in turn paved the way to shift teachers’ perceptions and produce a meaningful appraisal process. This shift is evidenced in surveys taken at the beginning and end of the three-year period which show a marked change in teachers’ attitudes, beliefs and perceptions of the appraisal purpose. We conclude with implications for school leaders interested in revising their appraisal process.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"60 - 71"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45730157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people.
{"title":"Leading schools that make a difference to bullying behaviour","authors":"S. Boyd, E. Lawes","doi":"10.21307/JELPP-2018-015","DOIUrl":"https://doi.org/10.21307/JELPP-2018-015","url":null,"abstract":"Abstract Student bullying behaviour is a long-standing concern in New Zealand schools. International studies consistently show high rates of student reports of this behaviour. Research suggests that bullying behaviour is a socioecological and systemic phenomenon that is best addressed via systems-based and multifaceted approaches implemented using collaborative processes. Less is known about the most effective components of these multifaceted approaches. This article analyses New Zealand Wellbeing@School survey data to suggest ways forward for schools. A multilevel model was used to associate two student and two teacher measures from the same schools. The findings indicate that a mix of school-wide actions were associated with lower levels of student aggressive and bullying behaviour. Five sub-groups of actions are discussed in the light of recent New Zealand and international research. The article concludes with a call to locate anti-bullying approaches within a multifaceted and holistic framework which has the overall aim of promoting wellbeing and healthy social relationships. A holistic approach enables schools to foster protective factors such as belonging, and address risk factors that influence bullying behaviour, as well as a range of desirable education and health outcomes for young people.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"90 - 103"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49203172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements and five cultural elements were developed to guide principals in the removal of barriers and in support of teacher implementation of CSP. Principals of public schools located on Native American reservations in Montana and Wyoming (USA) were surveyed regarding their beliefs about CSIL practices and if their beliefs differed between instructional elements and cultural elements. Through a reporting of means and paired samples t-testing, the results of this study indicated principals demonstrated a significant preference for working in instructional versus cultural elements. The lowest CSIL element was student empowerment signifying that the voices of Native American students were not being heard. The principals of this study did not have a clear definition of the Democratic Project of Schooling congruent with Paris (2012). The implications of this study are the need for training and awareness in CSP and CSIL to preservice administrators in training and in-service administrators in the field.
{"title":"Culturally sustaining instructional leadership: Perspectives from Native American public school principals in Montana and Wyoming","authors":"W. Holmes, S. Young","doi":"10.21307/JELPP-2018-010","DOIUrl":"https://doi.org/10.21307/JELPP-2018-010","url":null,"abstract":"Abstract The purpose of this quantitative study was to gain a deeper understanding of principal beliefs of an emergent framework called Culturally Sustaining Instructional Leadership (CSIL) developed from a review of literature designed to support the implementation of Culturally Sustaining Pedagogy (CSP). Through a detailed review of literature, six instructional elements and five cultural elements were developed to guide principals in the removal of barriers and in support of teacher implementation of CSP. Principals of public schools located on Native American reservations in Montana and Wyoming (USA) were surveyed regarding their beliefs about CSIL practices and if their beliefs differed between instructional elements and cultural elements. Through a reporting of means and paired samples t-testing, the results of this study indicated principals demonstrated a significant preference for working in instructional versus cultural elements. The lowest CSIL element was student empowerment signifying that the voices of Native American students were not being heard. The principals of this study did not have a clear definition of the Democratic Project of Schooling congruent with Paris (2012). The implications of this study are the need for training and awareness in CSP and CSIL to preservice administrators in training and in-service administrators in the field.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"17 - 31"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48834926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Auxiliadora Cerrato, K. Thornton, M. Haggerty
Abstract Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers’ beliefs and practices regarding children’s leadership. While teachers in New Zealand settings encouraged leadership by empowering children to assume leadership roles, teachers in the Honduran settings allocated leadership opportunities. In addition, New Zealand teachers viewed young leaders as sharing leadership and leading their learning, whereas Honduran teachers viewed them as influencing peers. These findings may encourage teachers to reflect on how their beliefs regarding children’s leadership guide their teaching practice.
{"title":"Teachers’ beliefs and practices regarding young children’s leadership: A comparison between New Zealand and Honduras","authors":"Maria Auxiliadora Cerrato, K. Thornton, M. Haggerty","doi":"10.21307/JELPP-2018-006","DOIUrl":"https://doi.org/10.21307/JELPP-2018-006","url":null,"abstract":"Abstract Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers’ beliefs and practices regarding children’s leadership. While teachers in New Zealand settings encouraged leadership by empowering children to assume leadership roles, teachers in the Honduran settings allocated leadership opportunities. In addition, New Zealand teachers viewed young leaders as sharing leadership and leading their learning, whereas Honduran teachers viewed them as influencing peers. These findings may encourage teachers to reflect on how their beliefs regarding children’s leadership guide their teaching practice.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"57 - 69"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44383682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article explores how involvement in an Education Outside the Classroom (EOTC) programme in one New Zealand early childhood centre provides leadership opportunities for teachers and children and highlights the benefits of [re]connecting young children with nature on a regular basis. It focuses on teachers’ and parents’ views and perspectives on their participation in this nature-based education programme, specifically in regard to the leadership opportunities that the programme provided for teachers and children. This article highlights the powerful influence of the EOTC programme in the development of teachers’ leadership. It describes how leadership is a contextual phenomenon and explains how a formal EOTC programme in an early childhood centre provided increased opportunities for teacher leadership regardless of formal leadership position. Distributed leadership and relational leadership were identified as key components of the programme. The article also explores how involvement with the EOTC programme and the natural environment provided significant opportunities for the leadership development of children, in addition to developing their physical abilities, independence and social skills. This article adds valuable knowledge in the area of leadership opportunities resulting from involvement in an EOTC programme.
{"title":"Learning in nature: Leadership opportunities in an Education Outside the Classroom programme in a New Zealand early childhood centre","authors":"Vicki Hill","doi":"10.21307/jelpp-2018-004","DOIUrl":"https://doi.org/10.21307/jelpp-2018-004","url":null,"abstract":"Abstract This article explores how involvement in an Education Outside the Classroom (EOTC) programme in one New Zealand early childhood centre provides leadership opportunities for teachers and children and highlights the benefits of [re]connecting young children with nature on a regular basis. It focuses on teachers’ and parents’ views and perspectives on their participation in this nature-based education programme, specifically in regard to the leadership opportunities that the programme provided for teachers and children. This article highlights the powerful influence of the EOTC programme in the development of teachers’ leadership. It describes how leadership is a contextual phenomenon and explains how a formal EOTC programme in an early childhood centre provided increased opportunities for teacher leadership regardless of formal leadership position. Distributed leadership and relational leadership were identified as key components of the programme. The article also explores how involvement with the EOTC programme and the natural environment provided significant opportunities for the leadership development of children, in addition to developing their physical abilities, independence and social skills. This article adds valuable knowledge in the area of leadership opportunities resulting from involvement in an EOTC programme.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"32 - 45"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47019983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation ofpractice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.
{"title":"New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments","authors":"C. Cardno, Emma Tolmie, Jo Howse","doi":"10.21307/JELPP-2017-010","DOIUrl":"https://doi.org/10.21307/JELPP-2017-010","url":null,"abstract":"Abstract The New Zealand Ministry of Education is requiring that all primary school “new builds” and renovations be Innovative Learning Environments (ILEs), and within these spaces there is an expectation that personalised learning is to be implemented. This qualitative study involved an investigation ofpractice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented. In each setting, a school leader and a teacher were interviewed, and national and school level documents were analysed. A key finding was that leaders and teachers had confused and often disparate understandings of the term personalised learning. A further finding showed that both shallow and deep personalisation was evident. Yet another key finding revealed that all participants were challenged by the changes required. The study concludes that leaders must take certain actions to ensure the effective implementation of deep personalised learning including clarifying how personalised learning is understood and practised and sharing this with all stakeholders.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"33 1","pages":"111 - 124"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47150333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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