Teacher professional development variously supports ongoing skill development, new knowledge, and... more Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.►Classroom teachers implement educational reform through formal leadership roles; ►Teacher-leaders are a credible source of professional development to their peers; ►Formal leadership roles reinvigorate the careers of experienced teachers; ►Career pathways for classroom teachers should build on pre-existing strengths
Abstract
Purpose: The purpose of this paper is to explore the experiences of academic staff who a... more Abstract Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/methodology: The focus of the paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability ‘champions’. A narrative variant of thematic analysis was used to examine the ways these sustainability ‘champions’ made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained. Findings: Three types of identities emerged – the sustainability ‘saviour’, ‘nurturer’ and ‘struggler’. These identities reflected the sustainability champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions. Originality/value: This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.
This article explores social science teachers' experiences utilising a distinctly New Zealand app... more This article explores social science teachers' experiences utilising a distinctly New Zealand approach to synthesised research evidence. The failure of research to make a widespread, enduring impact on the daily routines of teachers' practice is an international phenomenon, and considered a barrier to the development of an evidence-informed profession. The difficulty of bridging the research-to-practice gap includes variables associated with the production, dissemination, and reception of research. This descriptive case study, which draws upon the perspectives of two groups of secondary school social science teachers, explores supply-side, demand-side, and contextual factors influencing teachers' research utilisation. Empirical data from meetings and individual interviews indicate that it is the skill of teachers and the dynamics of their social settings that impact significantly on how much research is utilised. The article concludes with consideration of how favourable conditions for teachersresearch utilisation can be built and sustained.
Teacher professional development variously supports ongoing skill development, new knowledge, and... more Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.
International Research in Geographical and Environmental Education, 2013
ABSTRACT This paper reports data from an exploratory questionnaire designed to capture “curriculu... more ABSTRACT This paper reports data from an exploratory questionnaire designed to capture “curriculum P-waves” – those curriculum responses that were the fastest and therefore measured first – following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers’ curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers’ curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests.
This book is a comprehensive and stimulating discussion of issues-based geography education in Ao... more This book is a comprehensive and stimulating discussion of issues-based geography education in Aotearoa New Zealand. It is an essential read for geography teachers, and educators from the wider social sciences will find themselves drawn in...
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.
This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves... more This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves" -those curriculum responses that were the fastest and therefore measured first -following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers' curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers' curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests.
This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthq... more This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthquake to problematise recent changes in secondary school curriculum and assessment. Drawing upon media perspectives of the Haiti earthquake, the article contrasts a traditional and relational teaching approach to the concept of disaster vulnerability. The article concludes that teachers need to draw upon a wider range of geographical paradigms in order to move students towards critical engagement with societal issues, a key aim of the social science learning area in the New Zealand Curriculum.
Teacher professional development variously supports ongoing skill development, new knowledge, and... more Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.►Classroom teachers implement educational reform through formal leadership roles; ►Teacher-leaders are a credible source of professional development to their peers; ►Formal leadership roles reinvigorate the careers of experienced teachers; ►Career pathways for classroom teachers should build on pre-existing strengths
Abstract
Purpose: The purpose of this paper is to explore the experiences of academic staff who a... more Abstract Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/methodology: The focus of the paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability ‘champions’. A narrative variant of thematic analysis was used to examine the ways these sustainability ‘champions’ made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained. Findings: Three types of identities emerged – the sustainability ‘saviour’, ‘nurturer’ and ‘struggler’. These identities reflected the sustainability champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions. Originality/value: This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.
This article explores social science teachers' experiences utilising a distinctly New Zealand app... more This article explores social science teachers' experiences utilising a distinctly New Zealand approach to synthesised research evidence. The failure of research to make a widespread, enduring impact on the daily routines of teachers' practice is an international phenomenon, and considered a barrier to the development of an evidence-informed profession. The difficulty of bridging the research-to-practice gap includes variables associated with the production, dissemination, and reception of research. This descriptive case study, which draws upon the perspectives of two groups of secondary school social science teachers, explores supply-side, demand-side, and contextual factors influencing teachers' research utilisation. Empirical data from meetings and individual interviews indicate that it is the skill of teachers and the dynamics of their social settings that impact significantly on how much research is utilised. The article concludes with consideration of how favourable conditions for teachersresearch utilisation can be built and sustained.
Teacher professional development variously supports ongoing skill development, new knowledge, and... more Teacher professional development variously supports ongoing skill development, new knowledge, and systems change. In New Zealand, the implementation of major assessment reforms in senior secondary schools provided opportunity to investigate teacher professional development as a function of the particular stage of an educational reform. Multi-method data sources including teacher surveys and school case studies were employed to evaluate professional development during the embedding stage of a standards-based assessment system, revealing a positive relationship between professional satisfaction and teacher involvement in setting priorities for the professional development. Other positive features were networking, personalized learning, and facilitator expertise. This research illustrates the importance of tailoring professional learning to implementation phase of an organizational change.
International Research in Geographical and Environmental Education, 2013
ABSTRACT This paper reports data from an exploratory questionnaire designed to capture “curriculu... more ABSTRACT This paper reports data from an exploratory questionnaire designed to capture “curriculum P-waves” – those curriculum responses that were the fastest and therefore measured first – following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers’ curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers’ curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests.
This book is a comprehensive and stimulating discussion of issues-based geography education in Ao... more This book is a comprehensive and stimulating discussion of issues-based geography education in Aotearoa New Zealand. It is an essential read for geography teachers, and educators from the wider social sciences will find themselves drawn in...
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.
Counteracting perceptions of teaching as a profession with a flat career trajectory may require p... more Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to a leadership role in their curriculum areas. Interview and survey data supported teacher growth in subject expertise and leadership capacity attributed to the opportunities provided by the new teacher-leadership role. The findings of this study indicate expanded leadership roles may further develop experienced professionals while simultaneously supporting teacher knowledge during a period of embedding educational reform.
This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves... more This paper reports data from an exploratory questionnaire designed to capture "curriculum P-waves" -those curriculum responses that were the fastest and therefore measured first -following a significant earthquake in New Zealand. As well as taking a professional interest in a major disaster in their backyard, it is assumed that social science and science teachers' curricula responses are also influenced by the educational environments in which they work. Thus, it was of interest to chart the curriculum P-wave response to the Canterbury earthquake by teachers whose subject specialism is closely aligned to the study of extreme natural events. Analysis of data offered empirical support for curriculum P-waves across the country, with some evidence of refraction as the backwash effect of high-stakes assessment simultaneously constrained and facilitated teachers' curriculum response. Overall, the findings indicate curriculum enactment commensurate with policy that encourages teachers to be responsive to student needs and interests.
This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthq... more This article focuses on the representation of disaster vulnerability, using the 2010 Haiti earthquake to problematise recent changes in secondary school curriculum and assessment. Drawing upon media perspectives of the Haiti earthquake, the article contrasts a traditional and relational teaching approach to the concept of disaster vulnerability. The article concludes that teachers need to draw upon a wider range of geographical paradigms in order to move students towards critical engagement with societal issues, a key aim of the social science learning area in the New Zealand Curriculum.
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Papers by Mike Taylor
Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.
Design/methodology: The focus of the paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability ‘champions’. A narrative variant of thematic analysis was used to examine the ways these sustainability ‘champions’ made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.
Findings: Three types of identities emerged – the sustainability ‘saviour’, ‘nurturer’ and ‘struggler’. These identities reflected the sustainability champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.
Originality/value: This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.
Books by Mike Taylor
Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.
Design/methodology: The focus of the paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability ‘champions’. A narrative variant of thematic analysis was used to examine the ways these sustainability ‘champions’ made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.
Findings: Three types of identities emerged – the sustainability ‘saviour’, ‘nurturer’ and ‘struggler’. These identities reflected the sustainability champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.
Originality/value: This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics.