9 results for Journal article, Introduction

  • Introduction

    Wilson, OR; Bendrups, D; Weston, D

    Journal article
    Massey University

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  • Introduction

    Hoskins, TK; Jones, Alison (2012)

    Journal article
    The University of Auckland Library

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  • Introduction

    Hoskins, Te Kawehau; Jones, A (2012)

    Journal article
    The University of Auckland Library

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  • Introduction

    Engels-Schwarzpaul, A.-Chr.; Jenner, R.; Refiti, A. (2010-04-22T02:18:03Z)

    Journal article
    Auckland University of Technology

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  • Introduction

    Seuffert, Nan; Kukutai, Tahu (2011)

    Journal article
    University of Waikato

    This issue of Law Text Culture has its genesis in a research project on Mobile Peoples Under the Eye of the Law which was originally proposed by Associate Professor Cathy Coleborne at the University of Waikato. The project was supported with a grant for a one day symposium, held in December 2010, from the University of Waikato Contrestable Research Trust Fund, for which we are grateful. As guest editors we invited contributions of postcolonial analyses that investigated mobile peoples, in Australia, New Zealand and the Pacific, both historically and in the present. We were especially interested in the ways in which regulation and surveillance in all of its forms — legal, policy, administrative and so forth — produced and constructed mobile peoples, and how categories of gender and sexuality were shaped in relation to mobile peoples in and through these regimes.

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  • Introduction

    Peters, Sally (2011)

    Journal article
    University of Waikato

    This special edition of Early Years draws on research from Aotearoa New Zealand and comprises six papers that shed light on both the policy context and the curriculum in action. This focus on New Zealand is timely as New Zealand has attracted world-wide attention in recent years for its curricular innovations at both the early childhood (Te Whariki, Ministry of Education 1996) and school level (New Zealand Curriculum, Ministry of Education 2007). There has also been a strong focus on early years research, funded through the current Teaching and Learning Research Initiative (TLRI) and the Centres of Innovation programme (which ran from 2003– 2009). A vibrant early childhood sector is providing new insights into learning and teaching, whilst also navigating a time of political change with challenges around funding. This introductory paper provides a brief overview of early years education in New Zealand, picking up on and extending some of background information provided by the contributors to this special edition.

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  • Introduction

    Mitchell, Linda (2012)

    Journal article
    University of Waikato

    This special issue of the Waikato Journal of Education offers three thought provoking examinations of recent research relevant to early childhood education (ECE) policy. These range from a big picture view of the changing nature of New Zealand’s kindergarten provision to a close up of one kindergarten that has collaborated with other agencies to combine parent education and support and early childhood education. Complementing the two New Zealand articles, a third from an Australian research study explores the multiple challenges in working in an integrated way across professional boundaries. These are articles for teachers, managers, and policy analysts who are interested in leading developments for offering a holistic early years curriculum.

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  • Introduction

    Daniel, Roy M.; Finney, John L.; Stoneham, Marshall (2004)

    Journal article
    University of Waikato

    It is generally taken for granted that water is essential for life. Looking for water on Mars has been a preoccupation for decades, and there are an infinite number of meetings on the general topic of ‘water in biology’. Yet these rarely ask precisely why water is important. And if we cannot answer that question, then perhaps it might be replaced by some other medium in some other life form that can still metabolize and reproduce. In fact, there is recent evidence that the molecular–level requirements for water may have been overstated. Our Discussion Meeting aimed to take a constructively sceptical view, encouraging diversity of attitude by bringing together interested scientists from a range of disciplines.

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  • Introduction

    Robertson, Jan (2006)

    Journal article
    University of Waikato

    This issue of the Journal of Educational Change explores the complexity of leadership and, for and in change in schools. There is a large body of literature which focuses specifically on the influence of principal leadership and school improvement (see review by Hallinger & Heck, 1998) and increasing amounts recently that extend the focus to include governors, teachers, students and communities, as they explore leadership within change processes in schools (for example, Dimmock, 2000; Harris & Lambert, 2003). Professional learning communities and networking of leaders, nationally and internationally, working together to improve student achievement are common themes in the leadership literature today (for example, Stoll, Bolam & Collarbone 2002; Hargreaves, 2003). Distributed leadership is also a regular theme, with research indicating that it is in the ‘‘leadership practice’’ at various levels within a school, where change occurs (Harris, 2005; Spillane, 2006). A common theoretical underpinning in recent literature is that change in schools is a socio-cultural process (Sleegers, Geijsel & van den Berg, 2002; Wells, 1999; Wells & Claxton, 2002) and that it is through the interactions between members of the learning community that the construction of new knowledge takes place (Spillane, 2006). The contributions in this issue of the Journal of Educational Change focus attention on the socio-cultural nature of leadership, change and transformation in schools.

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