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Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education


ISSN: 1178-8690



Core professional values for school leaders and teachers: Piloting an online tool
Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence
Indigenous knowledge and early childhood care and education in Ethiopia

VOLUME 32 , ISSUE 1 (June 2017) - List of articles

Innovative learning environments: Beginning with the concept

Jeremy Kedian/ John West-Burnham

There is an observable trend in a number of countries, of schools moving away from the traditional or industrial modes of school organisation and leaning towards what has become known as modern or innovative learning environments (MLEs or ILEs). This has created difficulties for educational leaders who have found the change problematic. This article addresses the need to develop an appropriate and comprehensive conceptual understanding of the ILEs in order to introduce a different learning model(..)

DOI: 10.21307/jelpp-2017-002

The “state of play” concerning New Zealand’s transition to innovative learning environments: Preliminary results from phase one of the ILETC project

Chris Bradbeer/ Marian Mahat/ Terry Byers/ Ben Cleveland/ Thomas Kvan/ Wesley Imms

Driven by international trends and government policy, it is a requirement for all newly built schools in New Zealand to be designed as innovative learning environments (ILEs) with flexible learning spaces. These environments, celebrated by some for the “transformational” educational opportunities they may provide, also raise questions about whether the anticipated pedagogical value of these “non-traditional” spaces is based on idealised visions of teaching and learning rather than empirically de(..)

DOI: 10.21307/jelpp-2017-003

Social justice and curriculum integration in a New Zealand primary school:  A foundation principal’s view

Barbara Fogarty-Perry

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 h(..)

DOI: 10.21307/jelpp-2017-004

Disrupting the “paradigm of one”: Restructuring structures to integrate learning in a modern learning environment

Noeline Wright

Curriculum integration in secondary schools appears to be difficult to achieve in schools that are built on traditional models of single classrooms and a compartmentalised curriculum. The relatively insular nature of secondary school classrooms is, however, being upended in the design of new schools in New Zealand, which disrupt the single-cell classroom tradition. One principal of a new school labels this old model as the “paradigm of one”: a shorthand descriptor for the single-classroom, singl(..)

DOI: 10.21307/jelpp-2017-005

Teacher leadership report: How student-led pedagogy in modern learning environments (MLEs) can improve literacy learning

Ann R Briggs/ Bek Gabites/ Scott Mackenzie/ Julie McIntosh/ Josh Shelley/ Peter Verstappen

Our teacher leadership story comes from two schools collaborating on a New Zealand Teacher Led Innovation Fund (TLIF) project exploring the effect of student-led learning practices on literacy achievement within modern learning environments (MLEs).  Our rationale is that learning which is individualised for all learners leads to more equitable outcomes for all. It also enables student ownership of learning, which in turn increases success for all learners, measured through improved student engag(..)

DOI: 10.21307/jelpp-2017-006

A New Zealand case study: What is happening to lead changes to effective co-teaching in flexible learning spaces?

Jo Fletcher/ Julie Mackey/ Letitia Fickel

De-privatising teaching and working collaboratively with fellow teachers in purposively designed school buildings requires effective leadership. The principal is situated amongst those closely affiliated to their school such as teachers, parents and students, and yet they need to work alongside the wider school community, the school’s governing Board of Trustee members and national educational policy-makers and administrators. This article uses a single case study of a school leadership team who(..)

DOI: 10.21307/jelpp-2017-007

Collaborative teaching in flexible learning spaces: Capabilities of beginning teachers

Barbara Whyte

Increasingly, New Zealand primary and intermediate schools are adopting the concept of flexible learning spaces and promoting team teaching approaches. Such open spaces and pedagogy can be challenging for even experienced teachers to adapt to. Is it realistic, therefore, to expect novices to work successfully in these challenging spaces from the onset of their teaching careers? Initial Teacher Education (ITE) programmes in New Zealand equip graduates with the knowledge and skills to plan, teach (..)

DOI: 10.21307/jelpp-2017-008

You have to start somewhere: Designing, tailoring and tinkering. A reflection on leading a change process

Christine Harris/ Chris Panter

This story of leading change is written by the Principal and Deputy Principal of Thorrington School in Christchurch where the leadership focus has been to shift curriculum design and teaching practices to be more responsive to the needs of learners.  The article considers the shift in the practices of twenty teachers over a three-year time frame. The school does not have purpose built Modern Learning Spaces / Environments (referred to as flexible learning spaces in this article) so consideration(..)

DOI: 10.21307/jelpp-2017-011

Assessment within ILP: A journey of collaborative inquiry

Linda Harvie/ Steve Harper-Travers/ Amanda Jaeger

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 res(..)

DOI: 10.21307/jelpp-2017-012

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