Meat in the sandwich: The impact of changing policy contexts and local management of schools on principals’ work in New Zealand 1989-2009

The impact of principal leadership on school outcomes, particularly student achievement, is assuming unprecedented attention internationally. Official discourses often assume that principals can be trained to achieve prescribed outcomes through the employment of learned strategies. Such claims are challenged by critical leadership scholars who insist on the significance of context. This paper explores the impact of policy contexts on the work of a small group of experienced principals in New Zealand over a period of 20 years. During that time, they often struggled to reconcile their own espoused educational principles with policy imperatives in a small country where Local Management of Schools (LMS) has been extreme. It argues that national policy discourse around competition, curriculum and achievement, together with formal accountability to local lay Boards of Trustees (BOTs), are sources of tension and moral ambiguity, which tempt principals to comply and play the game for the sake of their schools. Principals are also caught between local and national accountabilities. In spite of this, principals in the study maintained an educational vision encompassing the wider social context of New Zealand education and retained a sense of personal agency

Will scholars trump teachers in New Zealand teacher education?

The Performance-Based Research Fund (PBRF) assessment process in 2003 highlighted the research imperative for academic staff in New Zealand teacher education. This imperative was not new: it was implicit in the tertiary education changes of 1990, which ended the university monopoly over degree granting and gave autonomy to colleges of education and polytechnics. Previous assumptions about the roles of university and college academics were challenged. Few teacher educators had engaged in research before 1990; staff were recruited from the profession on the basis of their professional expertise. Developing a research culture alongside the demands of teaching and professional involvement in schools leads to tensions that few institutions worldwide have been able to solve. This paper examines the experience of two New Zealand teacher education institutions in responding to the new research imperative, and then considers the impact of the PBRF process and reporting on policy and practice. It identifies significant issues for resourcing and developing capacity but concludes that research is an imperative of professional practice that has the capacity to enrich our teaching and inform policy. However, maintaining balance and equilibrium among the contradictory demands and pressures of research and teaching is still an essential goal if we are to serve education well

An experimental investigation of the aerodynamic characteristics of slanted base ogive cylinders using magnetic suspension technology

An experimental investigation is reported on slanted base ogive cylinders at zero incidence. The Mach number range is 0.05 to 0.3. All flow disturbances associated with wind tunnel supports are eliminated in this investigation by magnetically suspending the wind tunnel models. The sudden and drastic changes in the lift, pitching moment, and drag for a slight change in base slant angle are reported. Flow visualization with liquid crystals and oil is used to observe base flow patterns, which are responsible for the sudden changes in aerodynamic characteristics. Hysteretic effects in base flow pattern changes are present in this investigation and are reported. The effect of a wire support attachment on the 0 deg slanted base model is studied. Computational drag and transition location results using VSAERO and SANDRAG are presented and compared with experimental results. Base pressure measurements over the slanted bases are made with an onboard pressure transducer using remote data telemetry

EFFECTIVE MEANS OF IMPLEMENTING RURAL ZONING

Community/Rural/Urban Development,

Uncovering meanings: The discourses of New Zealand secondary teachers in context

Recent official policy discourses on student achievement have stressed the importance of teachers and the impact that effective teaching can have on student life chances and on national economic performance. There is also a body of research on the way teaching and learning are affected by school context. This article discusses research designed to investigate how and to what extent the contextual features of schools impacted on the beliefs New Zealand secondary teachers and principals held about teaching and learning, the extent to which they believed their agency could influence outcomes for their students, and the aspirations and goals they pursued. We interviewed principals and teachers in six secondary schools, two each in high, mid and low socio-economic areas. The findings show considerable commonality in teachers' pedagogical discourses and that the rhetoric of formal policy discourses is pervasive and normalized in schools. All the teachers believed they could make a difference to student achievement and life chances, tried to address diversity among their student bodies, and saw success as much wider than academic achievement. Concurrently we found that the institutional habitus of each school largely determined how discourses were enacted and that relationships, confidence, student-centredness and success were interpreted differently between schools. We argue that these differences must be taken into account if school policies and interventions are to be successful

Subsonic sting interference on the aerodynamic characteristics of a family of slanted-base ogive-cylinders

Support interference free drag, lift, and pitching moment measurements on a range of slanted base ogive cylinders were made using the NASA Langley 13 inch magnetic suspension and balance system. Typical test Mach numbers were in the range 0.04 to 0.2. Drag results are shown to be in broad agreement with previous tests with this configuration. Measurements were repeated with a dummy sting support installed in the wind tunnel. Significant support interferences were found at all test conditions and are quantified. Further comparison is made between interference free base pressures, obtained using remote telemetry, and sting cavity pressures

High-efficiency degenerate four wave-mixing in triply resonant nanobeam cavities

We demonstrate high-efficiency, degenerate four-wave mixing in triply resonant Kerr $\chi^(3)$ photonic crystal (PhC) nanobeam cavities. Using a combination of temporal coupled mode theory and nonlinear finite-difference time-domain (FDTD) simulations, we study the nonlinear dynamics of resonant four-wave mixing processes and demonstrate the possibility of observing high-efficiency limit cycles and steady-state conversion corresponding to $\approx 100$% depletion of the pump light at low powers, even including effects due to losses, self- and cross-phase modulation, and imperfect frequency matching. Assuming operation in the telecom range, we predict close to perfect quantum efficiencies at reasonably low $\sim$ 50 mW input powers in silicon micrometer-scale cavities

Imaging X-ray spectrometer

An X-ray spectrometer for providing imaging and energy resolution of an X-ray source is described. This spectrometer is comprised of a thick silicon wafer having an embedded matrix or grid of aluminum completely through the wafer fabricated, for example, by thermal migration. The aluminum matrix defines the walls of a rectangular array of silicon X-ray detector cells or pixels. A thermally diffused aluminum electrode is also formed centrally through each of the silicon cells with biasing means being connected to the aluminum cell walls and causes lateral charge carrier depletion between the cell walls so that incident X-ray energy causes a photoelectric reaction within the silicon producing collectible charge carriers in the form of electrons which are collected and used for imaging

Evidence and education: The braided roles of research, policy and practice in New Zealand

Calls for educational policy and practice to be evidence-based have become insistent, yet there is ongoing contestation of the purpose and value of educational research. This paper addresses criticism of research from practitioners, politicians and policy makers and from within the research community itself. It examines the impact of the PBRF in New Zealand and the call for evidence-based practice here, in the UK and the US. It draws attention to research studies that are possible models for a principled and methodologically inclusive way forward and develops a set of principles for guiding future development in teacher education and education research