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  • Journal Of Educational Leadership Policy And Pract
  • Apex



Leading schooling in Aotearoa New Zealand: Understanding and supporting the weight of culture for Māori teachers

Leading schools in Aotearoa New Zealand is a critical role. In a bicultural country, a key aspect of this role is developing a school ethos where culturally responsive practices are strongly embedded. Frequently, this is considered in light of the tamariki and rangatahi and their whānau within the wider school community. However, an area where there is a dearth of research is the experiences of Māori teachers working in mainstream schooling. This article focuses on the lived realities of six

Toni Torepe, Angus Hikairo Macfarlane, Sonja Macfarlane, Jo Fletcher, Richard Manning

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 48–59


Contemporary pressures on school-based research: A cautionary tale for school leaders

the US or UK. There may also be more specific reasons relevant to the school and the nature of the research being undertaken. For teachers, participating in research can present opportunities to reflect on their practice and connect to personal or school-wide critical inquiry (this also connects with the “Practising teacher criteria”: Education Council of Aotearoa New Zealand, 2016). The Board of Trustees (BOT) or principal may be interested in what the research outcomes reveal about their school

Megan Smith, Martin Thrupp, Patrick Barrett

Journal of Educational Leadership, Policy and Practice , 45–64

Book Review

Book Review: Educational leadership in Aotearoa New Zealand: Issues of context and social justice

Murray Fletcher

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 98–100


Effective leadership practices leading to distributed leadership

Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about distributed leadership for professional learning. Subsequently, leadership practices for distributed leadership in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of: mentoring and coaching

Rachel Denee, Kate Thornton

Journal of Educational Leadership, Policy and Practice , ISSUE 2, 33–45

Research Article

Primary Teachers’ Perceptions of the Social and Emotional Aspects of Gifted and Talented Education

This study investigated teacher attitudes and experiences and understandings of the social and emotional characteristics and needs of gifted and talented children. It addressed the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Data was collected in the form of questionnaires and semi-structured interviews. The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and

Vicki Needham

Apex , ISSUE 1, 18–35

Research Article

An Investigation into the Identification of Māori Gifted and Talented Students in Mainstream Schools

This article describes a study into the identification of Māori students who are gifted and talented. The study used survey methodology and content analysis to establish the definitions and identification procedures used in mainstream schools in one region of Aotearoa New Zealand. The barriers and challenges these schools faced when identifying Māori students who are gifted and talented was also examined. The findings indicated that although some schools had definitions and identification

Emma Scobie-Jennings

Apex , ISSUE 1, 47–58


E rua taha o te awa: There are two sides to the river… Navigating ‘social justice’ as an indigenous educator in non-indigenous tertiary education

Providing a very different perspective on social justice, this narrative explores and discusses the inherent social justice tensions of being a Māori educator (indigenous to Aotearoa New Zealand) within a mainstream nonindigenous higher education institution in New Zealand. Here the social justice tension is not so much about how to help others but how to correlate widely accepted professional standards and practices with competing personal cultural sensitivities and insights. Specifically

David McLeod

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 17–24


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

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

Gwen Davitt, Debbie Ryder

Journal of Educational Leadership, Policy and Practice , ISSUE 1, 18–31

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