Browsing Masters Theses by Thesis Supervisor "Youngs, Howard"
Now showing items 1-11 of 11
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The Complexity of Change for Heads of Department in New Zealand Universities
(Auckland University of Technology, 2019)The aims of the study were to investigate two research questions. First, how Heads of Department (HoDs) in New Zealand universities perceived they could influence change and second, how they approached change. The research ... -
Culturally Responsive Leadership in Aotearoa New Zealand Secondary Schools
(Auckland University of Technology, 2016)At the heart of leadership in Aotearoa New Zealand schools is a focus on how everyone can work together to improve educational and social outcomes for all young people (Ministry of Education, 2008). To actualise this ... -
Direction Re(forming): Teachers' Accounts of Leadership Processes in Secondary School Subject Departments
(Auckland University of Technology, 2019)This small-scale, qualitative study focuses on the processes of direction forming in subject departments with the aim to extend understandings of these processes. The research questions guiding the study are: What are ... -
How Youth Programme Teachers’ Learn to Implement Pasifika Values in Their Teaching
(Auckland University of Technology, 2019)This study focusses on six Youth Guarantee (YG) teachers and their understanding of Pasifika values in their teaching practices. Pasifika students’ achievement rates remain lower than New Zealand European and Asian students. ... -
The Impact of Shared Pedagogical Leadership on Physical Activity in Early Childhood Education: An Interpretive Analysis
(Auckland University of Technology, 2016)The original contribution of this thesis is to add to the minimal amount of literature regarding the impact of shared pedagogical leadership on physical activity in early childhood education. Developing a lifelong love of ... -
A Kaiako Perspective of Inquiry-based Learning in a Wānanga Setting
(Auckland University of Technology, 2020)Wānanga are self-determined places of learning and discovery. They are an indigenous educational provider trying to establish their own identity and to be consequential to Māori education and for all people of Aotearoa New ... -
Leading Teacher Professional Learning for Innovative Learning Environments: A Critical Analysis
(Auckland University of Technology, 2017)Innovative Learning Environments (ILE), encouraged by the OECD and driven by government funding, are presenting opportunities and complex inter-relational, administrative and pedagogical problems for teachers and leaders ... -
(Re)locating New Zealand School Principals as Leaders in School Networks: Leadership in Communities of Learning
(Auckland University of Technology, 2019)Since 2014, Ministry of Education (MoE) policy in New Zealand has encouraged schools to work collaboratively together in formalised networks known as Communities of Learning (CoLs). The Investing in Educational Success ... -
Teachers' Experiences of Teaching as Inquiry and Biculturally Responsive Pedagogy for Māori Students in Schools with a Low Percentage of Māori Students
(Auckland University of Technology, 2019)Historical marginalisation and deficit theory toward the Māori people in Aotearoa New Zealand schools has resulted in Government expectations for teachers to improve outcomes for Māori students. This research aimed to ... -
Tensions Between Policy and Practice in New Zealand Secondary School Appraisal: A Critical Analysis
(Auckland University of Technology, 2017)Annual appraisal of New Zealand’s state teachers has been a legislated requirement of Board of Trustees employers since 1997. Over the past 20 years, accountability mechanisms implemented to placate the manufactured public ... -
Transitioning into an innovative learning environment: Perceptions and experiences of longer-tenured and newly appointed teachers
(Auckland University of Technology, 2018)Recent Ministry of Education (MOE) policy in New Zealand has encouraged schools to create Innovative Learning Environments (ILEs); environments that provide flexibility and openness so learning can be personalised according ...