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

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

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

EFFECTIVE MEANS OF IMPLEMENTING RURAL ZONING

Community/Rural/Urban Development,

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

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

Recent Developments in Absentee Voting

With the votes cast and counted, the political signs down, and the final dollars tallied, most people were glad to have election season behind them. For the election community, however, the groundwork for future decisions was beginning anew. The 2009 session of the Virginia General Assembly again saw a large number of bills related to election administration.1 Included in those were a large number of absentee voting bills.2 For the last fifteen years, legislators have introduced numerous bills related to absentee voting, and roughly half of these bills have succeeded. 3 While the rest of the country considers large election reform such as vote centers and all vote-by-mail, Virginia cautiously makes incremental reform by adding permissible reasons for absentee voting

From The Race Course To The Boardroom: How Endurance Sports Inspire A Strong Sense Of Leadership And An Unrelenting Pursuit Of Success.

The purpose of this capstone is to explore the connection between competing in endurance sports and leadership in the workplace. Is there a link between the two and if so, are the skillsets transferable? The research is examined through a multidisciplinary approach of literature, survey results of 63 endurance athletes and first hand experience as an endurance athlete and workplace leader. The primary focus of the survey was on age group participants that competed in a wide range of endurance sports (e.g. half marathon, duathlon, full ironman, etc.) and had careers separate from the sport that ranged from being an individual contributor to a CEO. Much of the research points to a correlation between the leadership traits that are required to compete in endurance sports and those that are critical to higher level success in the workplace. Essentially, the research suggests that there is a transfer of skills from the race course that endurance athletes train and compete on to the work setting they manage and lead from. Furthermore, the preparation that goes into training for endurance events provides valuable lessons that can be applied beyond business to many other areas of life

Junior Recital: Michael Alcorn, tenor

The Kennesaw State University School of Music presents Junior Recital: Michael Alcorn, tenor, accompanied by Sherri Barrett.https://digitalcommons.kennesaw.edu/musicprograms/1837/thumbnail.jp