School governance and management

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Journal articles about School governance and management

The latest ten articles from our journals on this subject.

An initiative to counter the “summer reading drop”: An iterative process

Paul Wright and Cathy Wright

set 2011: no. 2

This article describes one primary school’s approach to countering the “summer drop” in reading achievement. By the deliberate sharing of strategies to support reading at home during the holidays through a “summer reading contract”, Clayton Park School has successfully reduced the drop in reading achievement over the summer, including for the lowest performing students across all ethnicities.

Features of a positive work environment for early career teachers

Gillian Ward

set 2011: no. 2

What are the features of a positive work environment for early career teachers? This article examines this question through interviews with secondary school early career science teachers. Findings suggest a science department that is collegial and collaborative is essential in encouraging teachers in the early stages of their career to stay in the profession and engage in practice that supports student learning.

Getting off to a good start: Employment status and beginning teachers

Lexie Grudnoff

set 2011: no. 1

The first year of teaching is a critical stage in a teacher's professional life. Many beginning teachers are employed in short-term positions, but we know very little about how employment status affects first-year teachers' feelings of self-confidence, or their attitudes towards their second year of teaching. This article explores these issues in relation to first-year primary teachers.

Assessment for learning as a participative pedagogy

Jill Willis

Assessment Matters 2 : 2010

Assessment for learning (AfL) practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations for being an autonomous learner, or central participant, within the classroom community of practice.

Commentary: Wanted: A formative assessment starter kit

W. James Popham

Assessment Matters 2 : 2010

182

Before I trot out my starter-kit proposal, however, I need to make sure we are considering the same entity here, so let me first offer a definition of formative assessment and, after that, provide a brief rationale for why more teachers should be using it.

Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform

Val Klenowski and Claire Wyatt-Smith

Assessment Matters 2 : 2010

107

This paper puts forward a proposal for reviewing the role and purpose of standards in the context of national curriculum and assessment reform more generally. It seeks to commence the much-needed conversation about standards in the work of teachers as distinct from large-scale testing companies and the policy personnel responsible for reporting.

A burning issue: What is the impact of school fires?

David Teeman, Pauline Wade, Sarah Golden and Alison Lawson

set 2009: no. 2

Practical Research for Education, 39, May 2008, pp. 57–62 (reprinted with permission)

Fires in schools can be emotionally devastating for students and staff and highly disruptive to school functioning and student learning. This small-scale British study looks at the impacts of school fires and the lessons to be learnt.

Assessing an assessment for learning professional development programme

Michael Absolum and Robyn Gibbs

Assessment Matters 1 : 2009

This paper describes the findings that emerged when a New Zealand professional development organisation reviewed its model of delivering assessment for learning in primary and secondary schools. The evaluation was prompted by the need to supplement an annual review of student achievement data and teacher capabilities data with a more systemic review of the programme. The evaluation framework used was informed by a best evidence synthesis produced by Timperley, Wilson, Barrar, & Fung (2007), which identified 10 salient principles for professional development and learning.&

Rethinking large-scale assessment

Lyn Shulha and Robert Wilson

Assessment Matters 1 : 2009

111

This paper examines the implications of using large-scale assessment results (a) to make judgements about student achievement of educational goals and (b) to provide educators with directions for improving teaching and learning. First, an exploration of the goals of education and how they are developed is outlined, followed by a description of large-scale assessment programmes. The construct of validity in both a programme sense and an assessment sense is described, followed by an analysis of the degree to which large-scale assessment programmes adhere to the resultant criteria.

Spotlight on leadership: An interview with Professor Viviane Robinson

Sarah Boyd

set 2009: no. 1

Three key messages:

The more leaders focus on the core business of improving teaching and learning, the bigger their impact on student outcomes.
The self-managing school model should not be treated like a sacred cow—it needs to evolve to meet current needs.
Effective school leadership resides in the leadership team, not just in one individual.

Books and CDs about School governance and management

Successful Educational Leadership in New Zealand: Case studies of schools and an early childhood centre

$39.95

This book features case studies of 11 successful New Zealand educational leaders. It is intended as a testimony to their exemplary work and to help aspiring, new and experienced practitioners understand more about their leadership role. The case studies capture the exhilaration of being a leader in different school and early childhood centre settings and they identify key values, attributes and strategies that have enabled these leaders to achieve and maintain success.

Date published: 1 February 2012

Oloketa Tingting Fo Apem Education Long Solomon Islands: Issues in Solomon Islands Education

$29.90

This book makes available to a wider audience for the first time material based on fieldwork carried out by the Solomon Island researchers in their own country. The findings will have vital relevance to policy makers, teachers and students.

Over the past four years the School of Education, Solomon Islands College of Higher Education and the University of Waikato, have worked together in a partnership focused on enhancing the quality of teacher education and building capability in research.

Date published: 3 December 2010

Weaving Evidence, Inquiry and Standards to Build Better Schools

$36.80

Every school leader and teacher knows that the challenges of change are constant and ongoing. Expectations have risen. The material for Weaving Evidence, Inquiry and Standards to Build Better Schools is based on the authors’ involvement in research and development projects that have successfully accelerated students’ learning and achievement throughout the country. All the authors work closely with schools and know what it takes to tackle the tough problems involved in leading, teaching and learning.

Date published: 23 June 2010

Are our Standards Slipping? Debates over literacy and numeracy standards in New Zealand since 1945

$39.00

In a number of Western nations, concern over literacy and numeracy standards has put huge political pressure on education systems to improve the situation. Here in New Zealand, the government has recently introduced literacy and numeracy standards designed to improve basic skills in these key fields of achievement. What is perhaps less evident is that literacy and numeracy standards have featured prominently in the news over a long period of time—and that news has usually been bad.

Date published: 23 March 2010

Scaling up Education Reform: Addressing the Politics of Disparity

$40.48

What is school reform? What makes it sustainable? Who needs to be involved? How is scaling up achieved? This book is about the need for educational reforms that have built into them, from the outset, those elements that will see them sustained in the original sites and spread to others.

Using the Te Kotahitanga Project as a model the authors branch out from the project itself to seek to uncover how an educational reform can become both extendable and sustainable.

Date published: 1 January 2010

Engaging Young People in Learning: Why Does It Matter and What Can We Do?: Conference Proceedings

$30.67

In this book United States researchers contribute their insights to New Zealand thinking on the important topic of student engagement. Professor Jeremy Finn describes what drives student disengagement and the key components to tackling it. Sandra Christenson focuses on Check & Connect, a practical programme targeting the most at-risk students and aimed at reducing school dropout rates.

Date published: 2 June 2009

Lessons From Beginning Teachers: Challenges for School Leaders

$29.44

Teaching can be an exhilarating and exciting career despite, or perhaps because of, a never-ending round of challenges, difficulties and problems to solve. Beginning teachers face new challenges every day. This book points the way for school leaders to help them meet these challenges and encourage them to stay in teaching. New Zealand is no better at keeping new teachers than school systems in the United States, Australia or the United Kingdom. An alarming 37 percent of our new teachers leave teaching within the first three years.

Date published: 23 March 2009

Disciplining and Drafting, or 21st Century Learning? Rethinking the New Zealand Senior Secondary Curriculum for the Future

$30.36

Will today’s curriculum prepare secondary school students for life in the 21st century?

Rachel Bolstad and Jane Gilbert propose radical new models for schooling that challenge long-held ideas about the purpose and structure of the senior secondary years.

They take a specific look at the curriculum that is taught in Years 11–13 and how it will need to change to be relevant in the developing knowledge society.

Date published: 1 June 2008

Coaching Leadership: Building Educational Leadership Capacity Through Coaching Partnerships

$40.84

Jan Robertson

Coaching Leadership is about building leadership capacity in individuals, and in institutions, through enhancing professional relationships. It is based on the importance of maximising potential, and harnessing the ongoing commitment and energy needed to meet personal and professional goals.

Based on over a decade of research and development, nationally and internationally,

Date published: 1 June 2005

Catching the Knowledge Wave? The Knowledge Society and the Future of Education

$36.80

If this book were a film, it would be rated M—with a caution that "some viewers may be disturbed by some scenes." In Catching the Knowledge Wave? Jane Gilbert takes apart many long-held ideas about knowledge and education. She says that knowledge is now a verb, not a noun—something we do rather than something we have—and explores the ways our schools need to change to prepare people to participate in the knowledge-based societies of the future.

Date published: 1 June 2005

School-Based Curriculum Development: Principles, Processes, and Practices

SCHOOL-BASED CURRICULUM DEVELOPMENT: PRINCIPLES, PROCESSES & PRACTICES

$18.40

This book reviews New Zealand and international literature to explore the notion of "school-based curriculum development" (SBCD).

Key features of SBCD include:

Date published: 8 June 2004

Making it Happen: A New Zealand Case Study in Curriculum Change

$25.40

“It isn't hard to make changes within a school… the real challenge lies in identifying what is worthwhile among the options, and what will work, and in being able to keep the whole school community cheerfully in step when a new route is chosen.” This is how Maureen Wilson, Beeby Fellow 1997/1998, sees the process of change.

Her book is a case study of curriculum change in one secondary school but its ideas are relevant to many kinds of organisational change.

Date published: 8 June 1998