Abstract Setting up a brand new primary school is always a challenge but with limited resources this challenge is exacerbated. A model of curriculum, developed by James Beane (1997) and defined as “Integrated Curriculum”, which used a democratic approach, was trialled in the new school. It was co-constructed with students and had not been previously used in a full primary school before in New Zealand. This proved to be yet another challenge. In this reflective narrative, the Foundation Principal shares her experience of the development of the model based on the principles of social justice and democracy and the unexpected results it brings.
{"title":"Social justice and curriculum integration in a New Zealand primary school: A foundation principal’s view","authors":"Barbara Fogarty-Perry","doi":"10.21307/jelpp-2017-004","DOIUrl":"https://doi.org/10.21307/jelpp-2017-004","url":null,"abstract":"Abstract Setting up a brand new primary school is always a challenge but with limited resources this challenge is exacerbated. A model of curriculum, developed by James Beane (1997) and defined as “Integrated Curriculum”, which used a democratic approach, was trialled in the new school. It was co-constructed with students and had not been previously used in a full primary school before in New Zealand. This proved to be yet another challenge. In this reflective narrative, the Foundation Principal shares her experience of the development of the model based on the principles of social justice and democracy and the unexpected results it brings.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"39 - 47"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45503471","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}
Pub Date : 2017-01-01DOI: 10.21307/jelpp-2017-0015
T. Taleni, A. Macfarlane, Sonja Macfarlane, J. Fletcher
Abstract This article addresses effective school leaders so that leaders may navigate robust, vigorous and well-thought through changes and supports in schools to raise the engagement and achievement of Pasifika learners. From a Pasifika perspective, a “true leader” in education is an effective leader, a leader with high integrity (aloaia) and standing, who is driven by culturally responsive principles, values, aspirations and world views of the students. Such a leader utilizes a personal humanitarian approach with the self-belief, courage, determination and perseverance to wholeheartedly take students from where they are currently at in learning, to where they need to be. This research used Talanoa methodology to explore the perceptions off our principals on supporting Pasifika students in primary and secondary New Zealand schools. This research found a significant need for effective leadership by principals to navigate educational changes that genuinely make a difference to unlock doors of opportunities in every school to raise achievement and wellbeing for all Pasifika learners.
{"title":"O le Tautai Matapalapala: Leadership strategies for supporting Pasifika students in New Zealand schools","authors":"T. Taleni, A. Macfarlane, Sonja Macfarlane, J. Fletcher","doi":"10.21307/jelpp-2017-0015","DOIUrl":"https://doi.org/10.21307/jelpp-2017-0015","url":null,"abstract":"Abstract This article addresses effective school leaders so that leaders may navigate robust, vigorous and well-thought through changes and supports in schools to raise the engagement and achievement of Pasifika learners. From a Pasifika perspective, a “true leader” in education is an effective leader, a leader with high integrity (aloaia) and standing, who is driven by culturally responsive principles, values, aspirations and world views of the students. Such a leader utilizes a personal humanitarian approach with the self-belief, courage, determination and perseverance to wholeheartedly take students from where they are currently at in learning, to where they need to be. This research used Talanoa methodology to explore the perceptions off our principals on supporting Pasifika students in primary and secondary New Zealand schools. This research found a significant need for effective leadership by principals to navigate educational changes that genuinely make a difference to unlock doors of opportunities in every school to raise achievement and wellbeing for all Pasifika learners.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"16 - 32"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42052695","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 Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes effectively. One key element that has had much less focus is how students are assessed when working in an Innovative Learning Environment (ILE) and how this assessment information might be communicated to all stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional Learning to enable us to assess and track students who might not be in our assigned class and reflect upon whether traditional written reports to parents fitted the new pedagogies. Key findings from collaboration with teachers, students and parents demonstrated the desire for a system of assessment that was online and allowed: Higher levels of student voice and agency On-going review so that the most current information about achievement and goals was available Parents to share in the richness of their child’s learning journey A holistic profile of the students, rather than one which purely focussed on academic achievements. We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and learning in our ILEs.
{"title":"Assessment within ILP: A journey of collaborative inquiry","authors":"Linda Harvie, Steve Harper-Travers, Amanda Jaeger","doi":"10.21307/jelpp-2017-012","DOIUrl":"https://doi.org/10.21307/jelpp-2017-012","url":null,"abstract":"Abstract Innovative Learning Pedagogies (ILPs) have given rise to much focus on the pedagogical changes required to ensure students work collaboratively, apply knowledge, create outcomes and communicate these outcomes effectively. One key element that has had much less focus is how students are assessed when working in an Innovative Learning Environment (ILE) and how this assessment information might be communicated to all stakeholders. As a school, we commenced our collaborative inquiry using action research-based Professional Learning to enable us to assess and track students who might not be in our assigned class and reflect upon whether traditional written reports to parents fitted the new pedagogies. Key findings from collaboration with teachers, students and parents demonstrated the desire for a system of assessment that was online and allowed: Higher levels of student voice and agency On-going review so that the most current information about achievement and goals was available Parents to share in the richness of their child’s learning journey A holistic profile of the students, rather than one which purely focussed on academic achievements. We believe that the outcomes of this assessment inquiry will have a significant impact on all teaching and learning in our ILEs.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"133 - 139"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41568355","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}
Pub Date : 2017-01-01DOI: 10.21307/jelpp-2017-0021
Olcay Yavuz, Carol Dahir, Ali İlker Gümüşeli
Abstract There is a continued emphasis on the importance of building collaborative working relationships between school principals and counsellors to address the growing academic, career and college readiness, and social-emotional needs of students in K-12 schools. This study explored and analysed 1466 school principals ‘perceptions around important school counselling priorities, perceptions, and activities that are carried out in Turkish public and private schools. The study additionally explored school principals’ expectations of school counsellors’ roles and responsibilities as aligned with traditional and transformed school counselling programmes and practices. This study may be of value to school leaders, policy makers and educators interested in revising and improving their school counselling services to meet the complex academic and counselling needs of students in contemporary schools.
{"title":"School principal perceptions of the school counsellor’s role: Traditional or transformed?","authors":"Olcay Yavuz, Carol Dahir, Ali İlker Gümüşeli","doi":"10.21307/jelpp-2017-0021","DOIUrl":"https://doi.org/10.21307/jelpp-2017-0021","url":null,"abstract":"Abstract There is a continued emphasis on the importance of building collaborative working relationships between school principals and counsellors to address the growing academic, career and college readiness, and social-emotional needs of students in K-12 schools. This study explored and analysed 1466 school principals ‘perceptions around important school counselling priorities, perceptions, and activities that are carried out in Turkish public and private schools. The study additionally explored school principals’ expectations of school counsellors’ roles and responsibilities as aligned with traditional and transformed school counselling programmes and practices. This study may be of value to school leaders, policy makers and educators interested in revising and improving their school counselling services to meet the complex academic and counselling needs of students in contemporary schools.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"32 1","pages":"81 - 97"},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920453","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}
Pub Date : 2015-01-01DOI: 10.21307/jelpp-2015-0011
C. Branson, Michele Morrison, Rachel McNae
As has been often acknowledged amid the articles presented in this JELPP special issue, the impetus for its focus on leadership for social justice arose out of the editors' involvement in the international research project exploring the same phenomenon. One of the key questions guiding this particular international research project is: How can an international and comparative research enhance our understanding of what social justice leadership means in different national contexts? To date, this research project has attracted the involvement of some 36 universities across 25 different countries. Indeed, there are research sites in each and every continent. It seems that the issue of social justice, and how it can be proclaimed and established through suitable leadership, has become a global concern. Arguably, there is growing scepticism about the panacean social benefits of neo-liberal economic policies. Despite the economic influence of such policies for more than 20 years, people are not witnessing the heralded social benefits of a free market. Quite the contrary, it seems that the rich are getting richer and more people are becoming disadvantaged (OECD, 2011). Now it seems that rather than leaving socially just outcomes to the insentient vagaries of national economic policies, a significant number of people around the world are striving to reclaim this perceived essential human responsibility. Thus, a laudable aim of this international research project is, first, to understand what constitutes leadership for social justice and then, provided there are discernible universal norms and principles, propose ways in which such leadership can be nurtured and enhanced. Surely any means for broadening and hastening the spread of leadership for social justice is a worthwhile achievement.
{"title":"Tui tui tuituia - Weaving together: What can be generalized from these articles?","authors":"C. Branson, Michele Morrison, Rachel McNae","doi":"10.21307/jelpp-2015-0011","DOIUrl":"https://doi.org/10.21307/jelpp-2015-0011","url":null,"abstract":"As has been often acknowledged amid the articles presented in this JELPP special issue, the impetus for its focus on leadership for social justice arose out of the editors' involvement in the international research project exploring the same phenomenon. One of the key questions guiding this particular international research project is: How can an international and comparative research enhance our understanding of what social justice leadership means in different national contexts? To date, this research project has attracted the involvement of some 36 universities across 25 different countries. Indeed, there are research sites in each and every continent. It seems that the issue of social justice, and how it can be proclaimed and established through suitable leadership, has become a global concern. Arguably, there is growing scepticism about the panacean social benefits of neo-liberal economic policies. Despite the economic influence of such policies for more than 20 years, people are not witnessing the heralded social benefits of a free market. Quite the contrary, it seems that the rich are getting richer and more people are becoming disadvantaged (OECD, 2011). Now it seems that rather than leaving socially just outcomes to the insentient vagaries of national economic policies, a significant number of people around the world are striving to reclaim this perceived essential human responsibility. Thus, a laudable aim of this international research project is, first, to understand what constitutes leadership for social justice and then, provided there are discernible universal norms and principles, propose ways in which such leadership can be nurtured and enhanced. Surely any means for broadening and hastening the spread of leadership for social justice is a worthwhile achievement.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"107 - 115"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67663593","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 the Solomon Islands, the paucity of women represented in educational leadership positions is an issue of social justice. This is an area of concern as, although women experience opportunities to practise leadership in a range of community contexts, their access to leadership in the field of education is restricted by a number of social and cultural discourses that marginalize women leaders. This qualitative research investigated the leadership experiences of ten women leaders located in one cultural context, the unique island of Santa Isabel in the Solomon Islands. Semi-structured interviews and focus group discussions were engaged to explore women’s leadership perceptions and experiences and how these ideas were realized in the way they practised leadership. Findings indicated that women’s perceptions of, and participation in, leadership was immersed in a cultural context which was founded on a belief of matrilineal leadership culture providing opportunities for women to have power and respect in community contexts but not necessarily organizational contexts. However, the findings also illustrated the challenges met by these women when they sought to extend their leadership practices beyond the home and their close communities, into organizations. Although a complex concept to negotiate, extending the cultural discourses of matrilineal leadership into educational leadership contexts may provide an alternative and supporting mechanism to enhance the representation of women in formal educational leadership positions in the Solomon Islands.
{"title":"Shifting leadership out of the backyard: Expanding opportunities for women leading in higher education in the Solomon Islands","authors":"Susanne Maezama","doi":"10.21307/JELPP-2015-006","DOIUrl":"https://doi.org/10.21307/JELPP-2015-006","url":null,"abstract":"Abstract In the Solomon Islands, the paucity of women represented in educational leadership positions is an issue of social justice. This is an area of concern as, although women experience opportunities to practise leadership in a range of community contexts, their access to leadership in the field of education is restricted by a number of social and cultural discourses that marginalize women leaders. This qualitative research investigated the leadership experiences of ten women leaders located in one cultural context, the unique island of Santa Isabel in the Solomon Islands. Semi-structured interviews and focus group discussions were engaged to explore women’s leadership perceptions and experiences and how these ideas were realized in the way they practised leadership. Findings indicated that women’s perceptions of, and participation in, leadership was immersed in a cultural context which was founded on a belief of matrilineal leadership culture providing opportunities for women to have power and respect in community contexts but not necessarily organizational contexts. However, the findings also illustrated the challenges met by these women when they sought to extend their leadership practices beyond the home and their close communities, into organizations. Although a complex concept to negotiate, extending the cultural discourses of matrilineal leadership into educational leadership contexts may provide an alternative and supporting mechanism to enhance the representation of women in formal educational leadership positions in the Solomon Islands.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"47 1","pages":"51 - 64"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664165","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 Following international trends, and research evidence from New Zealand, England and the USA, it is likely that there will be an exponential increase in the number of students with special educational needs (SEN) enrolling in New Zealand schools in the ensuing years. Furthermore, the face of special needs is changing such that what is meant by the term, ‘special needs’, appears to be highly contestable and somewhat elusive. Although international literature uses the term ‘special needs’ unproblematically, what is now considered to be special needs appears far more complicated. Research by Graham-Matheson (2012a), Richards (2012) and Hall (1997) shows that the term ‘special needs’ leads to preconceptions which often ignore contextual issues. This can exacerbate the learning difficulties of students with special educational needs because it tends to support inappropriate leadership practices, ineffective teaching techniques, and insufficient resourcing in the context of these particular students. While education is considered to be a moral enterprise, the field of special education is arguably wrought with ethical dilemmas and moral problems, especially when educators are called upon to advocate for children with disabilities who often comprise a minority group within a school community (Fiedler & VanHaren, 2009; Hallett & Hallett, 2012). This article elaborates upon these perspectives so as to highlight the seriousness of this issue and, hence, to stress the need for its implications upon socially just school leadership practices in New Zealand to be far more thoroughly explored.
{"title":"Researching social justice for students with special educational needs","authors":"Rose Symes","doi":"10.21307/jelpp-2015-009","DOIUrl":"https://doi.org/10.21307/jelpp-2015-009","url":null,"abstract":"Abstract Following international trends, and research evidence from New Zealand, England and the USA, it is likely that there will be an exponential increase in the number of students with special educational needs (SEN) enrolling in New Zealand schools in the ensuing years. Furthermore, the face of special needs is changing such that what is meant by the term, ‘special needs’, appears to be highly contestable and somewhat elusive. Although international literature uses the term ‘special needs’ unproblematically, what is now considered to be special needs appears far more complicated. Research by Graham-Matheson (2012a), Richards (2012) and Hall (1997) shows that the term ‘special needs’ leads to preconceptions which often ignore contextual issues. This can exacerbate the learning difficulties of students with special educational needs because it tends to support inappropriate leadership practices, ineffective teaching techniques, and insufficient resourcing in the context of these particular students. While education is considered to be a moral enterprise, the field of special education is arguably wrought with ethical dilemmas and moral problems, especially when educators are called upon to advocate for children with disabilities who often comprise a minority group within a school community (Fiedler & VanHaren, 2009; Hallett & Hallett, 2012). This article elaborates upon these perspectives so as to highlight the seriousness of this issue and, hence, to stress the need for its implications upon socially just school leadership practices in New Zealand to be far more thoroughly explored.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"92 - 105"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664534","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 Todays school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, & Earl, 2003; West-Burnham & Coates, 2006). Together, these expectations place the building of effective interpersonal relationships at the heart of leadership and, thereby, raise the primacy of pervasive communication as an essential aspect of leadership. Thus, this article focuses on dialogue as a form of communication befitting the requirements of contemporary school leadership. It argues that dialogue contributes to a form of communal professionalism in which there is a reduction in barriers between school principals, other leaders, teaching staff, parents in schools, and students. It is in this respect, it is argued, that dialogue is able to automatically promote school leadership practices that effectively address equality and social justice concerns.
{"title":"Dialogue as socially just communication","authors":"Jeremy Kedian","doi":"10.21307/JELPP-2015-005","DOIUrl":"https://doi.org/10.21307/JELPP-2015-005","url":null,"abstract":"Abstract Todays school leaders seemingly face an ever-increasing array of competing demands and challenges. They are expected to be innovative, transformational and expert while, at the same time, sharing many of the leadership processes, acting in ways that are ethical and socially just, and being highly consultative (Senge, 1994; Stoll, Fink, & Earl, 2003; West-Burnham & Coates, 2006). Together, these expectations place the building of effective interpersonal relationships at the heart of leadership and, thereby, raise the primacy of pervasive communication as an essential aspect of leadership. Thus, this article focuses on dialogue as a form of communication befitting the requirements of contemporary school leadership. It argues that dialogue contributes to a form of communal professionalism in which there is a reduction in barriers between school principals, other leaders, teaching staff, parents in schools, and students. It is in this respect, it is argued, that dialogue is able to automatically promote school leadership practices that effectively address equality and social justice concerns.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"39 - 50"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664057","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 Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a false perception. Traumatic events can occur at any time and at any place. Every country might one day find itself having to cope with the after-effects of colonialism, conquest, conflict or catastrophe. This article describes the impact of traumatic events upon the decision-making processes of school leaders. Specifically, it describes the ways in which personal value systems influence how school leaders attend to appropriate, diligent and socially just responsibilities following a traumatic event. The purpose of this article is to identify and examine possible future strategies for a socially just school leader when confronted with an unanticipated and demanding environment.
{"title":"When the walls have fallen: Socially just leadership in post-traumatic times","authors":"J. Goddard","doi":"10.21307/JELPP-2015-010","DOIUrl":"https://doi.org/10.21307/JELPP-2015-010","url":null,"abstract":"Abstract Although educational researchers and theorists accept that there is a degree of ambiguity and uncertainty endemic to organizational life, school leaders in democratic countries tend to address issues through the use of strategies structured to take place within a stable environment. However, many would argue that such stability is a false perception. Traumatic events can occur at any time and at any place. Every country might one day find itself having to cope with the after-effects of colonialism, conquest, conflict or catastrophe. This article describes the impact of traumatic events upon the decision-making processes of school leaders. Specifically, it describes the ways in which personal value systems influence how school leaders attend to appropriate, diligent and socially just responsibilities following a traumatic event. The purpose of this article is to identify and examine possible future strategies for a socially just school leader when confronted with an unanticipated and demanding environment.","PeriodicalId":33385,"journal":{"name":"Journal of Educational Leadership Policy and Practice","volume":"30 1","pages":"106 - 118"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67664197","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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