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"", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "MXBQANRI", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/MXBQANRI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/MXBQANRI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Edlin", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "MXBQANRI", "version": 1, "itemType": "thesis", "title": "The development of teacher ICT skills to support teaching and learning programmes in a primary school", "creators": [ { "creatorType": "author", "firstName": "Murray", "lastName": "Edlin" } ], "abstractNote": "Documents the process of changing classroom practice at Timaru West School to include Information and Communication Technology in the teaching and learning programmes, and developing a professional development programme to raise the ICT skills of teachers. (Author)", "thesisType": "", "university": "Christchurch College of Education", "place": "", "date": "2002", "series": "", "seriesNumber": "", "numPages": "29", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "76SD5TED", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/76SD5TED", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/76SD5TED", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Harray", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "76SD5TED", "version": 1, "itemType": "thesis", "title": "The challenge of strategic management and strategic leadership in the case of three New Zealand secondary schools", "creators": [ { "creatorType": "author", "firstName": "Neil", "lastName": "Harray" } ], "abstractNote": "In 2003, as part of the amended Education Act, the Ministry of Education mandated that schools submit a strategic plan as part of the revised charter requirements. The model used by the Ministry of Education uses corporate concepts of strategic planning that do not apply easily to the school environment. Strategic planning in the corporate sector is an integral part of a wider concept, strategic management. There is little research examining strategic management practices within a New Zealand secondary school setting. There were four research questions that guided this study. What is the nature of strategic management and strategic leadership as conveyed by the literature? What are the expectations held of New Zealand secondary schools in relation to strategic management and strategic leadership? How do secondary schools practice strategic management and strategic leadership? What is the importance of leadership in the management of strategy? Key issues from the literature focus on the corporate definitions of strategic management and the difficulties schools have in adequately resourcing strategic management. In addition, the strategic nature of leadership and the requirements from the Ministry of Education are also identified. Three schools were involved in this case study. Teachers and Heads of Departments completed questionnaires and Principals and Board of Trustees chairs were interviewed individually. The data collection was structured around the work of Johnson, Scholes and Whittington (2006). Results from the research indicate that the principal is the key person in leading and coordinating the strategic direction for a school. Each school has attempted aspects of strategic management displaying strengths and weaknesses in various areas. Schools dedicate a significant amount of time consulting key stakeholders in formulating and reviewing strategic goals. The implications from this study indicate that schools are finding it increasingly difficult (through lack of financial and personnel resourcing) to plan with any certainty further than three years in advance. The Ministry of Education could review its current model regarding the inclusion of the strategic planning process to make it more realistic and usable and therefore more meaningful for schools. The use of strategic intent as an approach in this area would rectify this issue. Further professional development for school leaders is recommended in order to develop and explore the opportunities for strategic thinking that exist around strategic management. (Author)", "thesisType": "", "university": "Unitec", "place": "", "date": "2008", "series": "", "seriesNumber": "", "numPages": "134", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://www.nzcer.org.nz/dbtw-wpd/exec/dbtwpub.dll?AC=GET_RECORD&XC=/dbtw-wpd/exec/dbtwpub.dll&BU=http%3A%2F%2Fwww.nzcer.org.nz%2Fnzetbasic.php&TN=NZETALL&SN=AUTO12554&SE=1014&RN=28&MR=20&TR=0&TX=1000&ES=0&CS=1&XP=&RF=Briefweb&EF=&DF=DisplayWebNZET&RL=0&EL=0&DL=0&NP=3&ID=&MF=MYWPMSG.INI&MQ=&TI=0&DT=&ST=0&IR=100156&NR=0&NB=1&SV=0&SS=0&BG=&FG=&QS=NZETBasic&OEX=ISO-8859-1&OEH=ISO-8859-1", "accessDate": "2010-06-28T10:09:26Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "HA6S586M", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/HA6S586M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/HA6S586M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Robinson", "numChildren": 0 }, "data": { "key": "HA6S586M", "version": 1, "itemType": "journalArticle", "title": "New understandings of educational leadership", "creators": [ { "creatorType": "author", "firstName": "Viviane", "lastName": "Robinson" } ], "abstractNote": "Examines three changes in the understanding of educational leadership. Focuses on the increased value of the educational dimension, and of knowledge of the theory and practice of teaching, and distributed leadership.", "publicationTitle": "Set: research information for teachers, 2004; n.3:p.39-43", "publisher": "", "place": "", "date": "", "volume": "", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "39-43", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "GQRNFTQ2", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/GQRNFTQ2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/GQRNFTQ2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Cardno", "parsedDate": "2006", "numChildren": 1 }, "data": { "key": "GQRNFTQ2", "version": 1, "itemType": "journalArticle", "title": "Leading change from within: Action research to strengthen curriculum leadership in a primary school", "creators": [ { "creatorType": "author", "firstName": "Carol", "lastName": "Cardno" } ], "abstractNote": "Practitioner research lends itself to situations in which a school wishes to examine and improve practice. This is an account of one middle-sized primary school's attempt to understand the nature of and need for a variety of forms of curriculum leadership by engaging in a facilitated action research project. Both theory and current school practice in New Zealand related to school structure and distribution of curriculum leadership were investigated. The senior management team, acting as an action research group, set out to analyse an ill-defined problem and then designed and implemented change strategies that incrementally involved all staff. The outcomes of the project for the school were context specific and immediate and are made public with the intention of offering insights into the research process and results to a wider audience who can consider the transferability of ideas in this account to their own settings. Leading change from within by embarking on action research is a challenge and a commitment for practitioners. Whilst the demands of this project are acknowledged by the practitioners themselves, they also confirm the benefits of a systematic, considered process and the opportunities for team learning implicit in this critical, constructive and collaborative approach to improving management practice.", "publicationTitle": "Routledge", "publisher": "", "place": "", "date": "2006", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://hdl.handle.net/10652/1327", "accessDate": "2010-06-28T01:51:48Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "WB9W8H2P", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/WB9W8H2P", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/WB9W8H2P", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Marshall", "parsedDate": "2010-03-05", "numChildren": 1 }, "data": { "key": "WB9W8H2P", "version": 1, "itemType": "thesis", "title": "Leading change at the middle: Stories of higher education middle leaders ‘success’", "creators": [ { "creatorType": "author", "firstName": "Steven", "lastName": "Marshall" } ], "abstractNote": "This project aimed to identify and explain the contextual factors associated with successful middle change leadership as a way of determining the value that such initiatives have to enable change to take place in a less confrontational and abstracted manner and whether such evidence could be leveraged to assist in improved and sustained success in similar settings. To achieve this the\n\nstudy explored the role of the educational middle manager as ‘change leader’ in successful organisational change and the role of the middle leaders relationships with their superiors, peers and subordinates. It has also examined the core capabilities and attributes of associated with creating an organisational climate conducive to successful change and those policies and practices employed to minimise the potential negative impact of change.\n\nThe research employed two qualitative techniques. The first was a Delphi-style panel of middle leaders to identify and rank the sets of ‘attributes’ they perceived to be most associated with ‘successful’ change leadership. The second employed a success case method of semi-structured interview to explore in depth the core capabilities employed by ‘successful’ middle leaders in organisational change.\n\nThe findings suggest inter-personal and intra-personal communications essential to leading and managing change which are seen as complementary change leadership activities. By developing strong operational and relational skills with particular focus on the ability to listen, observe, identify, and report; to form relationships and inspire trust; and to manifest a high degree of behavioural flexibility, middle leaders are better able to minimise the potential negative impact of change.", "thesisType": "", "university": "Unitec", "place": "Auckland, New Zealand", "date": "2010 March 5", "series": "", "seriesNumber": "", "numPages": "175", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://hdl.handle.net/10652/1304", "accessDate": "2010-06-28T01:44:31Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "Copyright restriction for articles This digital work is protected by the Copyright Act 1994 (New Zealand). It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author’s and publishers rights and give due acknowledgement where appropriate.", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "D9PMCVA4", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/D9PMCVA4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/D9PMCVA4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Cowie and Harlow", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "D9PMCVA4", "version": 1, "itemType": "journalArticle", "title": "Getting together to learn more about ICT use : findings from the TELA evaluation", "creators": [ { "creatorType": "author", "firstName": "Bronwen", "lastName": "Cowie" }, { "creatorType": "author", "firstName": "Ann", "lastName": "Harlow" } ], "abstractNote": "Examines the nature of professional learning opportunities experienced by NZ teachers following their receipt of government-subsidised laptops for their personal use. Discusses the challenges to teachers and school communities in fostering and supporting teachers learning more about ICT use. (Author)", "publicationTitle": "Teachers and Curriculum", "publisher": "", "place": "", "date": "2009", "volume": "2009", "issue": "11", "section": "", "partNumber": "", "partTitle": "", "pages": "29-34", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "6MTTNWSI", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/6MTTNWSI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/6MTTNWSI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Duignan", "parsedDate": "2004", "numChildren": 0 }, "data": { "key": "6MTTNWSI", "version": 1, "itemType": "journalArticle", "title": "Forming capable leaders : from competencies to capabilities", "creators": [ { "creatorType": "author", "firstName": "Patrick", "lastName": "Duignan" } ], "abstractNote": "Argues that there is a need to shift the emphasis from the current focus on competencies in leadership training and development to one based on the enhancement of leadership capabilities. Proposes that leaders require more than leadership knowledge and competencies to engage in developmental and empowering ways with colleagues in order to create purposeful, meaningful, and capable individuals, groups, and organisations. Draws the implication that the generation of shared or distributed approaches to leadership in our organisations will be better facilitated by the formation of leaders as capable people and professionals.", "publicationTitle": "New Zealand journal of educational leadership, 2004; v.19 n.2:p.5-13", "publisher": "", "place": "", "date": "2004", "volume": "19", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "5-13", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "ESBKUWDR", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/ESBKUWDR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/ESBKUWDR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Tamati", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "ESBKUWDR", "version": 1, "itemType": "thesis", "title": "Engaging the Māori e-learner: Instructional technology, design, & delivery", "creators": [ { "creatorType": "author", "firstName": "Diane", "lastName": "Tamati" } ], "abstractNote": "Engagement is paramount to the academic success on a Māori tertiary student studying in an e-learning environment. Using an interpretive framework, this research explores the varied ways of engaging the Māori e-learner by drawing on narrative data collected during in-depth, semi-structured interviews. Eight Māori professionals with a preference toward e-learning were invited to participate in this research as they were seen as being academically prepared, technically competent, and capable of finding their way around a virtual learning environment.\n\nWith the influence of technology infused into the education system, finding ways to engage the Maori e-learner was viewed as being both complex and challenging, due to the diversity, attitude and belief of Māori professionals. It was anticipated that data gathered in this research could be used to provide new pedagogical strategies and methods to engage the Maori e-learner. Additionally, and significantly such approaches are a reflection of innovative and motivational concepts as perceived by Māori professionals and have the potential to assist tutors online engagement. Overall, it was found that Māori professionals have identified a number of factors that may help academic staff to engage their students. For example, culturally responsive e-learning environments that value Māori ways of learning may be deemed as invaluable for the Māori e-learner.", "thesisType": "", "university": "Unitec", "place": "Auckla", "date": "2008", "series": "", "seriesNumber": "", "numPages": "126", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://hdl.handle.net/10652/1384", "accessDate": "2010-06-28T01:50:13Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "IVG54CST", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/IVG54CST", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/IVG54CST", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Beatty", "parsedDate": "2002", "numChildren": 0 }, "data": { "key": "IVG54CST", "version": 1, "itemType": "thesis", "title": "Emotion matters in educational leadership : examining the unexamined", "creators": [ { "creatorType": "author", "firstName": "Brenda Ruth", "lastName": "Beatty" } ], "abstractNote": "This thesis is a concerted attempt to understand the emotional dimension of leaders' and teachers experiences of educational leadership. It employs an interpretivist perspective using qualitative data gathering methods in two phases. The recollections of 50 Ontario teachers were studied from transcribed interviews about their positive and negative emotional experiences with administrators. In the second phase, over a seven-month period, 25 school leaders from New Zealand, Australia, the United States, Canada, England and Ireland logged into an anonymous, asynchronous, private, online forum to discuss the emotional dimension of their leadership experiences. Findings from the teachers' phase of the study were shared with the online leaders, providing a direct link between the two data sources. All data were analyzed using grounded theory techniques and where sample sizes would allow, were submitted to a supplementary statistical analysis for further descriptive and interpretive purposes. For the teacher data, the first level of analysis considers domains of convergence and concern: career, students, leadership style/type and emotional climate, organizational procedures, colleagues and parents. The second level of analysis considers leader provocations in conjunction with teachers' emotional inferences and generated three categories: respect, care and professional support. The third level of analysis considers communication patterns: medium and level of engagement. The findings help to reveal the causes, configurations and consequences of leaders' emotional significance in teachers' working lives. The leader data are considered under two broad categories: 'leaders and others' and 'leaders and the self'. Patterns of conflicting pressures from a variety of sources put strains on the leaders' self and are associated with both the problems and the positive potential in relationships with teachers and others. Additionally, the online experience had transformational effects for the leaders. An incipient theoretical framework of emotional epistemologies is proposed. The thesis underscores the emotional and professional value of creating safe spaces for leaders to consider together, the emotional dimension of their work. Implications for theory, research, policy and practice are discussed. (Author)", "thesisType": "", "university": "University of Toronto", "place": "Canada", "date": "2002", "series": "", "seriesNumber": "", "numPages": "7 microfiche", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "26URQ5MR", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/26URQ5MR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/26URQ5MR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Tu and Corry", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "26URQ5MR", "version": 1, "itemType": "journalArticle", "title": "eLearning Communities.", "creators": [ { "creatorType": "author", "firstName": "Chih-Hsiung", "lastName": "Tu" }, { "creatorType": "author", "firstName": "Michael", "lastName": "Corry" } ], "abstractNote": "", "publicationTitle": "Quarterly Review of Distance Education", "publisher": "", "place": "", "date": "2002", "volume": "3", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "207-18", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Quarterly Review of Distance Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "ISSN-1528-3518", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Collaborative Learning", "type": 1 }, { "tag": "Conceptual Frameworks", "type": 1 }, { "tag": "Learning Communities", "type": 1 }, { "tag": "Technology Based Instruction", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "6A4GKJ5K", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/6A4GKJ5K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/6A4GKJ5K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Tu and Corry", "parsedDate": "2002", "numChildren": 1 }, "data": { "key": "6A4GKJ5K", "version": 1, "itemType": "journalArticle", "title": "eLearning Communities.", "creators": [ { "creatorType": "author", "firstName": "Chih-Hsiung", "lastName": "Tu" }, { "creatorType": "author", "firstName": "Michael", "lastName": "Corry" } ], "abstractNote": "", "publicationTitle": "Quarterly Review of Distance Education", "publisher": "", "place": "", "date": "2002", "volume": "3", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "207-18", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Quarterly Review of Distance Education", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "ISSN-1528-3518", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Collaborative Learning", "type": 1 }, { "tag": "Conceptual Frameworks", "type": 1 }, { "tag": "Learning Communities", "type": 1 }, { "tag": "Technology Based Instruction", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "5XASP2WG", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/5XASP2WG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/5XASP2WG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Innes", "parsedDate": "2009-01", "numChildren": 1 }, "data": { "key": "5XASP2WG", "version": 1, "itemType": "journalArticle", "title": "Education2.0: love this club", "creators": [ { "creatorType": "author", "firstName": "Jeska", "lastName": "Innes" } ], "abstractNote": "Looks at Clubhouse 274 in Otara, South Auckland, the first Computer Clubhouse in NZ. Describes the international network of facilities for disadvantaged communities, the IT technology (netbooks, networks, software etc) used, and portrays the kind of collaborative learning activities that take place.", "publicationTitle": "New Zealand PC World", "publisher": "", "place": "", "date": "Dec 2009/ Jan 2010", "volume": "Dec 2009/Jan 2010", "issue": "n.233", "section": "", "partNumber": "", "partTitle": "", "pages": "p.36-37", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://innz.natlib.govt.nz/cgi-bin/Pwebrecon.cgi?v2=3&ti=1,3&SEQ=20100616132210&SAB1=communities%20of%20learning&BOOL1=all%20of%20these&FLD1=Keyword%20Anywhere%20%28GKEY%29&GRP1=AND%20with%20next%20set&SAB2=&BOOL2=all%20of%20these&FLD2=Keyword%20Anywhere%20%28GKEY%29&GRP2=AND%20with%20next%20set&SAB3=&BOOL3=all%20of%20these&FLD3=Keyword%20Anywhere%20%28GKEY%29&CNT=25&PID=tkmXBF0mNCU38eiTv8bbRaDJy7C&SID=2", "accessDate": "2010-06-16T01:22:56Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "SD3RD4PQ", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/SD3RD4PQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/SD3RD4PQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "McArthur", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "SD3RD4PQ", "version": 1, "itemType": "thesis", "title": "Does the coaching model successfully engage teachers in professional development?", "creators": [ { "creatorType": "author", "firstName": "Lee", "lastName": "McArthur" } ], "abstractNote": "", "thesisType": "", "university": "University of Canterbury", "place": "", "date": "2007", "series": "", "seriesNumber": "", "numPages": "30", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "KHR4D3SD", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/KHR4D3SD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/KHR4D3SD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Clarkin-Phillips", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "KHR4D3SD", "version": 1, "itemType": "thesis", "title": "Distributing the leadership : a case study of professional development", "creators": [ { "creatorType": "author", "firstName": "Jeanette", "lastName": "Clarkin-Phillips" } ], "abstractNote": "This study explores the question of what might be a model of effective leadership for pedagogical change in early childhood education in Aotearoa/New Zealand. Drawing on a framework of gateways for personalising learning constructed by Hargreaves (2004a) and Engestrom’s (1999) Activity theory, a case study of a professional development programme is analysed. Entrypoints or gateways for teachers in three early childhood centres to the professional development programme are identified, as are gateways for sustained involvement and continued learning opportunities. The study uses unstructured interviews with a narrative inquiry approach to hear the teachers’ stories and the findings of the study are presented in a narrative style in order to capture these voices. The major findings from the study indicate that professional development is a complex interweaving of voices and intentions. There are three key elements of the ongoing personalising learning as a result of involvement in the professional development programme: distributed leadership, teacher voice, and community. The context of early childhood provided unique definitions of the gateways and common elements were found in identifying the entrypoints and features of sustained involvement. The study implies that effective leadership is distributed across the community and the sustaining features of the professional development programme need to be elements of any provision of professional development intent on personalising learning for pedagogical change. (Author)", "thesisType": "", "university": "University of Waikato", "place": "", "date": "2007", "series": "", "seriesNumber": "", "numPages": "160", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://hdl.handle.net/10289/2449", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } }, { "key": "KQ5JA4TK", "version": 1, "library": { "type": "group", "id": 20232, "name": "TPA", "links": { "alternate": { "href": "https://www.zotero.org/groups/tpa", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/20232/items/KQ5JA4TK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/tpa/items/KQ5JA4TK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 272974, "username": "tabitharoder", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/tabitharoder", "type": "text/html" } } }, "creatorSummary": "Thornley", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "KQ5JA4TK", "version": 1, "itemType": "thesis", "title": "Developing teachers' theory and practice in literacy teaching", "creators": [ { "creatorType": "author", "firstName": "Christina", "lastName": "Thornley" } ], "abstractNote": "In recent years, professional development programmes that have been made available to teachers in New Zealand and other western countries have not often achieved the desired outcomes of improved teacher practice and decision making, or increased student achievement. The professional development research literature implies that the reason for this situation, is the inadequacy of programmes that do not acknowledge the teacher as a learner with individual knowledge, experience and priorities for their learning. As resources and attention continue to be focused on improving curriculum policies and classroom decision making to enhance student literacy achievement and reduce disparities, it is important to continue the search for teacher learning opportunities that achieve the desired goals. While teachers have often been viewed as knowledge recipients, the research literature alerts readers to the dearth of knowledge to inform the decision making in classrooms and in the wider realms of schooling and education. Moreover, teachers have often been positioned simply as the subject of research that once published appears to have little bearing in their work. Developing Teachers' Theory and Practice in Literacy Teaching is a study of four teachers and a facilitator, who is also the researcher, engaging in four teacher researcher partnership projects. The aim of these projects was to provide the teachers with professional learning opportunities while simultaneously producing knowledge about literacy teaching and learning. This alternative approach to professional development sought to investigate the outcomes of teacher researcher partnership projects, each designed by individual teachers who worked with the facilitator to address their self-identified 'questions about practice'. The facilitator and the teachers worked together over a fifteen month period during which time they had individual and group meetings to learn about the research process and to design and implement their individual projects. The facilitator as researcher, gathered data from the teachers using qualitative methods and the teachers in turn gathered their own data to inform the progress and outcomes of their projects. While there were a number of factors that contributed to the outcomes of each project, the way in which the facilitator and the teachers conducted their projects and managed the partnership was central to the success of the teacher learning and their ability to produce findings to inform curriculum decision making. The teachers' and facilitator's knowledge of the theory and practice of research, literacy and professional learning were shown to be important. It is argued that in order to produce and disseminate knowledge, a body of prerequisite knowledge that transcended that which would previously be expected of the teachers and of the facilitator, had to be acquired. The study recommends that further attention be given to such partnership projects as a means to increment the knowledge about teaching and learning, at the same time that teachers learn and improve their curriculum decision making. The teacher researcher partnership project approach that was implemented is discussed and analysed and an alternative 'four tier' approach is advocated as more likely to result in the production and dissemination of information to enhance the curriculum of the classroom. (Author)", "thesisType": "", "university": "University of Otago", "place": "", "date": "2007", "series": "", "seriesNumber": "", "numPages": "396", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2010-06-28T22:18:37Z", "dateModified": "2010-06-28T22:18:37Z" } } ]