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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 33 , ISSUE 1 (June 2018) - List of articles


Jeanette Clarkin-Phillips/ Morrison Michele

DOI: 10.21307/jelpp-2018-001

Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices

Nicki Klevering/ Rachel McNae

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 specifi(..)

DOI: 10.21307/jelpp-2018-002

Dispositions of a responsible early childhood education leader: Voices from the field

Gwen Davitt/ Debbie Ryder

In our organisation's research project, “Leaders Growing Leaders” (Ryder, Davitt, Higginson, Smorti, Smith & CarrollLind, 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) hig(..)

DOI: 10.21307/jelpp-2018-003

Learning in nature: Leadership opportunities in an Education Outside the Classroom programme in a New Zealand early childhood centre

Vicky Hill

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 (..)

DOI: 10.21307/jelpp-2018-004

Widening the leadership story – moving beyond the individual

Linda Baxendine

Distributed leadership that includes democratic practices can open spaces for children and their families to share their knowledge and skills and participate in everyday early childhood leadership activity. Drawing on the findings of a Masters thesis this article discusses how one kindergarten’s exploration of the local community has afforded insights into reframing leadership as an emerging social process whereby teachers, children and families are participants in an approach to leadership desc(..)

DOI: 10.21307/jelpp-2018-005

Teachers’ beliefs and practices regarding young children´s leadership: A comparison between New Zealand and Honduras

Maria Auxiliadora Cerrato/ Kate Thornton/ Maggie Haggerty

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 b(..)

DOI: 10.21307/jelpp-2018-006

Data- and research-informed improvement work in ECE

Line Skov Hansen

The article describes an approach to data- and research-informed improvement work in Early Childhood Education and Care (ECEC) that is used by the Laboratory for Research-based School Development (LSP) at Aalborg University, Denmark. The approach includes collaboration between research, policy and practice and it incorporates two current policy priorities in the field of Danish education: evidence-informed decision making and the continuous improvement of the learning environment. The approach i(..)

DOI: 10.21307/jelpp-2018-007

Leadership in ECE: A conversation with Professor Margaret Car

Jeanette Clarkin-Phillips

DOI: 10.21307/jelpp-2018-008

New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments

Carol Cardno/ Emma Tolmie/ Jo Howse

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 of practice 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 interviewe(..)

DOI: 10.21307/jelpp-2017-010

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