4 results for Aitken, Helen

  • The three R's of the success case model - Recruitment, response, rigour

    Piggot-Irvine, Eileen; Marshall, Steven; Aitken, Helen (2009-01-01)

    Conference paper
    Unitec

    An argument against employment of the Success Case Study methodology is that it promotes optimistic and potentially uncritical findings. This paper advances that in the authors’ experiences the latter has been substantially disconfirmed in terms of rigour and, additionally, the approach has offered considerable advantages for entry, recruitment and openness of respondents. Three ‘success’ case study examples illustrate the design adopted by the authors, the benefits linked to the methodology including the rigour associated with findings.

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  • Learning to teach: Success case studies of teacher induction in Aotearoa New Zealand

    Aitken, Helen; Bruce Ferguson, Pip; McGrath, Fiona; Piggot-Irvine, Eileen; Ritchie, Jenny (2008-01-01)

    Unclassified
    Unitec

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  • Induction of newly qualified teachers in New Zealand

    Piggot-Irvine, Eileen; Aitken, Helen; Ritchie, Jenny; McGrath, Fiona; Bruce Ferguson, Pip (2009-01-01)

    Journal article
    Unitec

    In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT’s practice.

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  • Conceptualising leadership in early childhood education in Aotearoa New Zealand

    Thornton, Kate; Wansbrough, Deborah; Clarkin-Phillips, Jeanette; Aitken, Helen; Tamati, Aroaro (2009)

    Working or discussion paper
    University of Waikato

    The New Zealand Teachers Council Te Pouherenga Kaiako o Aotearoa is pleased to publish this occasional paper focused on leadership in early childhood education in Aotearoa New Zealand. The project that led to this publication grew out of a desire of the Council’s Early Childhood Education Advisory Group to promote some action on leadership development specifically for ECE. Whereas there is a well-developed leadership strategy for the school sector there is no equivalent support for teachers in ECE. Yet it is well established in the literature that an effective professional learning community is most likely to result from leadership that has learning as the central focus. Thus the absence of a cohesive leadership strategy was seen as a significant risk to professional initiatives supporting quality teaching in ECE.

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