Study Leave - my tips and tricks!

I've just come back from 11 days on the beautiful island of Rarotonga (straight into lockdown mind you!). I am incredibly grateful for the opportunity to focus solely on my research and enjoy long overdue catch-ups with my family that live on the island. This is my second writing retreat this year and as I am a self-professed addict to learning (mostly reading) I have a few tips that I have learned along the way.

1. Set study goals - I love competing with myself, so when I set myself goals and I beat them, it certainly motivates me to keep going.

2. Pomodoro - Staying focused with no distraction is hard, like really hard. Pomodoro is 25 minutes of study, with a short break of 5 minutes or a long break of 15 minutes in between. I find that it's important to take breaks or you get study fatigue. 

3. Study snacks - I love chocolate - especially Whittakers Almond Gold, but this is a snack that isn't really conducive to studying. Choose snacks that are going to keep you alert and focussed - my favs are fruit (and I got to enjoy pawpaw every day on the island), soy mix and cranberry nut mix or rice crackers and avo/tuna too - Water is a must!

4. Exercise - I didn't exercise the first two days and I felt it. On the third day, I swam out to the reef and back again and was super productive that evening. 

Do you have any tips for studying that I might have missed? 

What is the purpose of school? Guy Claxton and Kath Murdoch

Kath asked Guy the following question: What is the purpose of school in 2021?
School should be a well-designed set of gears, and the most important gear is the purpose.
We are supporting parents in preparing students for life. So, what do students need to know, to do, and to be like to flourish now and in the future?

Education has multiple components in terms of knowledge, competence and character.

What do we think ALL of our kids are likely to need to flourish? 

A learning framework

Dispositions underpin success in life more - curiosity, determination, are like a big fish at the bottom of the river. Keep an eye on the bottom of the river.  Look at the whole of what's going on.

Writing introductions and conclusions - AUT Workshop

Introduction

Move 1: State research field

Move 2: Establish niche

Move 3: Occupy niche

My attempt at rewriting the introduction:
A central issue in educational leadership is communication. Communication is regarded as an essential leadership skill. Relatively few studies focus on listening as a key communication skill. The objective of this study is to examine the ways in which listening improves the leadership practice of Cook Island leaders in New Zealand primary schools.

Conclusion

Move 1: Summarise findings

Move 2: Identify implications

Move 3: Suggest further research

Academic Writing - AUT Workshop

This evening, I participated in the Academic Writing - AUT workshop. I've been studying at the tertiary level for 25 years and have been told on many occasions that I am a good writer. For the most part, I enjoy writing and find it easy to discuss dialogue, debate topics - I think this is because I am a really good talker (I talk lots!). However, in my recent task for MEdLead thesis I found it incredibly difficult to keep to my wordcount (wrote too much) and found it challenging getting to the point (the longest sentences you ever did meet!). Hence, after 25 years of studying, I decided to go back to the basics.

I really enjoyed the workshop and appreciated that part of why I. need to work on is planning out what I am going to say, before actually putting pen to paper. I enjoyed this so much, I'm heading back for the reading workshop next week.

 

Getting started with writing - AUT workshop

 

TIPS AND TRICKS FREE WRITING

• Use a prompt
• Take 5-7 minutes for the free writing warm-up
• The pen does not leave paper, fingers do not leave the keyboard
• Keep asking yourself "What else is there?", "What else is there?" and keep going.
• Write about your blank and often a thought comes to mind
• Identify concepts and examples (We wrote about how social media can be used as learning tool in universities in my free-writing I wrote e.g. platforms - instagram, tiktok, facebook and twitter)
• Listing concepts in free writing
• Group ideas/concepts

Inspiration - Dr. Jean Mitaere and the Turanga Framework

I am so grateful to my sister-in-law who shared the Turanga Framework with me on the weekend. I have been hooked ever since. Over the week I have tracked down as much information as I can about the Turanga Framework and currently looking at how I can use this as a conceptual framework in my research. 

Recently, one of my students talked about the Ula Model and how he contacted the author for clarity around the model. I took a lead from him and contacted Jean this week to set up a zoom chat. Thankfully, she said yes! Both Jean and I spent half an hour on Friday afternoon chatting about our connections in Rarotonga and Wellington. 

Ministry of Social Development. (2012). Turanga Māori: a Cook Islands Conceptual Framework transforming family violence - restoring wellbeing (Issue March). http://www.pasefikaproud.co.nz/assets/Resources-for-download/PasefikaProudResource-Nga-Vaka-o-Kaiga-Tapu-Pacific-Framework-Cook-Islands.pdf%0Ahttp://www.pasefikaproud.co.nz/

Watch the following video of Jean - she epitomises our Cook Island wit, humour and tenacity - I am so inspired!

Generating knowledge – methods or techniques for research

Topic
How we listen to others influences how we lead

Research aim
To critically examine leaders’ experiences of listening to others and how this influences their leadership practice.

Thinking about the conceptual framework and topic of your study, what might count as knowledge generation in a study of this type? 

I've been reading lots on this topic and really trying to hone in on the conceptual framework I might use in my research design. I was challenged by my kaiako in my last assignment to consider embedding my work in a "Māori and Pacific conceptual framework". I had considered this but found difficulty in locking in on a particular framework that suited my purpose. I have had fun lately exploring a range of models with tauira in my Year 3 class where they are exploring Kakala Model, Ula Model, Te Whare Tapa Whā, Tapasā among others so I was keen to delve further into a framework that I could use and generate knowledge through. I have looked into the Tivaevae Model (Ava & Rubie-davies, 2011; Futter-Puati & Maua-Hodges, 2019; Tanner, 2018; Te Ava & Page, 2018) and Tūranga Framework (Ava & Rubie-davies, 2011; Enosa et al., 2019; Mafile’o et al., 2019; NZEI Te Riu Roa, 2015). I am really excited about the possibility of using a Cook Islands framework

I read extensively around Pacific research methodologies (’Otunuku et al., 2014; Chu et al., 2013; Mauigoa-Ekene et al., 2013; Naepi, 2015; Southwick et al., 2017) and have appreciated the clarity provided by Judy McFall-McCaffery who states “The word Pasifika is increasingly used in Aotearoa New Zealand to include all people of Cook Island, Niue, Tokelau, Samoa, Tonga, Fiji and other Pacific ethnicities who live in New Zealand. It is important to be aware that the “Pacific” is not homogeneous, but represents a diverse and distinct range of cultures and languages. Pacific ethnic groups speak different languages and have different cultural practices and customs” (McFall-McCaffery, 2010, p. 2). As Mafile’o, Mitaera & Mila (2019) point out “there have been a plethora of models, metaphors and cultural modes of delivery which are all attempting to do the same thing…they are trying to articulate our Pacific point of difference” (p. 24). I have been exploring a range of pacific research methodologies but am really convinced that I want to bring to light a Cook Island perspective. It is important to note at this point that "Cook Islands culture, ākono’anga Māori, is neither static nor universal; there is no one Cook Islands cultural perspective or practice" (Mafile’o et al., 2019, p. 26)

So with that in mind, I am keen to use the Turanga Māori framework developed by Dr. Jean Mitaera as part of her work within the Nga Vaka o Kaiaga Tau (2020) space.  The model has been shared in multiple spaces (Mafile’o et al., 2019; Mitaera, 2019a, 2019b) and is framed in the following way:

The three elements of the framework are: (1) Akono’anga Māori, Cook Islands culture; (2) No teia tuatau, of this time; and (3) Tā’anga’anga’ia, put to practice.

(1) Akono’anga Māori, Cook Islands culture;

Turanga - position, place and status

Pirianga - to close, hold tight, to work, relationships

Akaueanga - the duties of care

Ngakau aro’a - willingness and conviction of the heart

(2) No teia tuatau, of this time

No teia tuatau, of this time, emphasises the importance of being relevant and realistic given the social, economic, cultural and environmental contexts that people live in today. When engaging with Cook Islands families, it is important to: (i) komakoma marie, let our conversation be unhurried, be in the now; and (ii) kia maru to korua komakoma’anga, let your conversations be calm and measured.

3. Tā’anga’anga’ia, put to practice

Transformation occurs when akono’anga Māori, being relevant to the time and environment, are put into practice. On their own they are simply cultural concepts, isolated in space and without purpose. Turanga Māori is one conceptual framework. Irrespective of the model or framework a practitioner chooses, the model or framework is but a tool to inform and guide practice. Turanga Māori’s purpose is to be relevant and effective for Cook Islands Maori client(s) and practitioners. That practice should be informed by the culture of the people we serve.

Would appropriate answers to your research questions be found in the information held by other people, observing a situation or practice, encoded in documents or artefacts, through theorising or another creative process, through looking in a new way at a source of secondary data, reading other research studies, something else? Or a combination of some of these? Justify your answer. 

I have yet to finalise my research questions, that is a priority of mine this weekend. However, I have given lots of thought to how I might generate knowledge for my research aim, as my focus is on listening, so I believe that I would need to collect data by being an insight generator or provacateur (Alvesson, 2019)

Identify 3 - 4 different ways other people have generated knowledge in their research that might be applicable or useful in your study. Explain why they are potentially useful and highlight any adaptations that would need to be made. 

* Metaphors

* Narrative

* Critical reflection

Tivaevae Model

Powell, E. E. N. (2013). Stitching to the back-bone: A Cook Islands literary tivaivai. ResearchSpace@ Auckland.

Te Ava, A. (2011). Mou piriia te kōrero ‘ā to ‘ui tūpuna, akaoraoraia: Culturally responsive pedagogy for Cook Island secondary schools physical education. ResearchSpace@ Auckland.

George, K. (2010). Evolving patterns of identity: a visual response to observations of Cook Islands’ women and their adornment.

Ava, A. Te. (n.d.). Initiating a Culturally Responsive Pedagogy : Historical Shifts in Health and Physical Education in the Cook Islands School of Education , Faculty of Law , Education , Business & Arts , Charles Darwin. 1–10.

Thompson, S., Mcdonald, F., Talaki, M., Taumoepeau, V., & Te Ava, a. (2009). Training manual for teaching working with pacific students: Engaging pacific learners. 1–38.

Ward, A. (2011). Weaving educational threads, Weaving educational practice. Kairaranga, 12(1), 43–50. https://files.eric.ed.gov/fulltext/EJ935477.pdf

Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.

Carter, S., Laurs, D., Chant, L., & Wolfgramm-Foliaki, E. (2018). Indigenous knowledges and supervision: Changing the lens. Innovations in Education and Teaching International, 55(3), 384–393. https://doi.org/10.1080/14703297.2017.1403941

Turanga Framework

Southwick, M., Scott, W., Mitaera, J., Nimarota, T., & Falepau, L. (2017). RESEARCH REPORT | Articulating a Pedagogy of Success for Pacific Students in Tertiary Education. www.akoaotearoa.ac.nz

NZEI Te Riu Roa. (2015). Dr Jean Mitaera - The Pasifika child - YouTube. https://www.youtube.com/watch?reload=9&v=SNaSCp0DI1s

Mitaera, J. (2019, September 4). The value of unpaid work – a Cook Islands view | Ministry for Women. Ministry for Women: Minitatanga Mō Ngā Wāhine. https://women.govt.nz/node/1460/jean-mitaera

Mitaera, J. (2019, August 30). Tūranga Framework for Wellbeing. Werry Workforce:Whāraurau 2019 Leveki National Pacific Fono. https://vimeo.com/360156072

Newport, C. (2019). Vaka Moana as Policy Space: Navigating the Cook Islands Case of Climate Change Mobility. February 2019.

Tamata, S. A. (n.d.). Framing Cook Islands Indigenous Epistemologies.

Mafile’o, T., Mitaera, J., & Mila, K. (2019). Pacific-indigenous social work theories and models. In Pacific Social Work: Navigating Practice, Policy and Research (Issue 2019, pp. 22–34). https://doi.org/10.4324/9781315144252-3

Ministry of Social Development. (2012). Turanga Māori: a Cook Islands Conceptual Framework transforming family violence - restoring wellbeing (Issue March). http://www.pasefikaproud.co.nz/assets/Resources-for-download/PasefikaProudResource-Nga-Vaka-o-Kaiga-Tapu-Pacific-Framework-Cook-Islands.pdf%0Ahttp://www.pasefikaproud.co.nz/

Enosa, R., Tino Pereira, F., Taufa, S., Clifford-Lidstone, G., & Filimoehala-Burling, A. (2019). Nga Vaka o Kaiga Tapu. Aotearoa New Zealand Social Work, 30(4), 13–18. https://doi.org/10.11157/anzswj-vol30iss4id607

Mitaera, J., Paasi, L., Filipo, H., & Pasefika Proud. (2016). Literature search of Cook Islands cultural concepts to inform family violence interventions and practice: Research Summary. 1–2. https://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-report-18-v4.pdf%0Ahttps://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/research/pacific/msd-cook-island-summary-v3

Metaphors

Cameron, L., & Low, G. (2011). Metaphor and the Social World: Introduction to the first issue. Metaphor and the Social World, 1(1), 1–5. https://doi.org/10.1075/msw.1.1.01cam

Mills, A., Durepos, G., & Wiebe, E. (2012). Encyclopedia of Case Study Research. Encyclopedia of Case Study Research, 553–555. https://doi.org/10.4135/9781412957397

Alvesson, M. (2014). A Metaphor Approach. Interpreting Interviews, 62–74. https://doi.org/10.4135/9781446268353.n4

Alvesson, M. (2019). Metaphorizing the Research Process. 486–505.

Dragon, W., & Duck, S. (2005). Understanding research in personal relationships: A text with readings. Sage.

Danisman, S. A. (2020). Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. Interviewing and Qualitative Content Analysis for Root Metaphors: A Case of Bad News Management. https://doi.org/10.4135/9781529713398

Ignatow, B. G., & Mihalcea, R. (2020). Metaphor Analysis In : Text Mining : A Guidebook for the Social Sciences.

Thorpe, R., & Holt, R. (2011). The SAGE Dictionary of Qualitative Management Research. The SAGE Dictionary of Qualitative Management Research. https://doi.org/10.4135/9780857020109

Coghlan, D., & Brydon-Miller, M. (2014). The SAGE Encyclopedia of Action Research. The SAGE Encyclopedia of Action Research, 535–536. https://doi.org/10.4135/9781446294406

Kumar, M., Pattanayak, S., & Pattanayak, S. (2019). Metaphors We Live By: Appreciating the Place of Language in Indigenous Research. Positioning Research: Shifting Paradigms, Interdisciplinarity and Indigeneity, 144–162. https://doi.org/10.4135/9789353282509.n8

Lewis-Beck, M., Bryman, A., & Futing Liao, T. (2012). The SAGE Encyclopedia of Social Science Research Methods. The SAGE Encyclopedia of Social Science Research Methods, 640–641. https://doi.org/10.4135/9781412950589

Cornelissen, J. P., Oswick, C., Christensen, L. T., & Phillips, N. (2008). Metaphor in organizational research: context, modalities and implications for research - Introduction. Organization Studies, 29(1), 7–22. https://doi.org/10.1177/0170840607086634

Alvesson, M. (2003). Beyond Neopositivists, Romantics, and Localists: A Reflexive Approach to Interviews in Organizational Research. The Academy of Management Review, 28(1), 13. https://doi.org/10.2307/30040687

Manesh, R. (2017). Mistakes were made (by me). JAMA Internal Medicine, 177(10), 1422–1423. https://doi.org/10.1001/jamainternmed.2017.3781

Pauwels, L., Mannay, D., & Pauwels, L. (2020). An Integrated Conceptual and Methodological Framework for the Visual Study of Culture and Society. In The SAGE Handbook of Visual Research Methods. https://doi.org/10.4135/9781526417015.n2

Narrative

Dwyer, R., Davis, I., & Emerald, E. (2016). Narrative research in practice: Stories from the field. Narrative Research in Practice: Stories from the Field, 1–245. https://doi.org/10.1007/978-981-10-1579-3

Elliott, J. (2012). Gathering narrative data. In S. Delamont (Ed.), Handbook of Qualitative Research in Education (pp. 281–298). Edward Elgar Publishing Limited. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=866984

Spector-Mersel, G. (2010). Narrative research: Time for a paradigm. Narrative Inquiry, 20(1), 204–224. https://doi.org/10.1075/ni.20.1.10spe

Fuluifaga, A. R. (n.d.). O FEOSOFA’IGA O LE VĀ: SAMOAN WOMEN NEGOTIATING VĀ RELATIONS IN AND AROUND AN ART CENTRE IN RURAL SAMOA.

Atkinson, P., & Delamont, S. (2007). Rescuing narrative from qualitative research. 1, 195–204. https://doi.org/10.1075/bct.6.20atk

Andrews, M., Squire, C., Tamboukou, M., Squire, C., Andrews, M., & Tamboukou, M. (2019). Introduction: What Is Narrative Research? Doing Narrative Research, 1–21. https://doi.org/10.4135/9780857024992.d2

Mollen, A., & Mollen, A. (2020). Research design and method. Digital Spaces of Civic Communication, 67–90. https://doi.org/10.1007/978-3-658-27515-0_5

Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004

Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344

Critical reflection

Tripp, D. (2012). Problematic and practice. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&amp

Morley, C. (2013). Critical reflection as a research methodology. Knowing Differently: Arts-Based and Collaborative Research Methods, January 2008, 265–280.

Tripp, D. (2012). Interpretation: creating critical incidents. In D. Tripp (Ed.), Critical incidents in teaching: Developing professional judgement (Classic ed, pp. 12–23). Routledge. https://ebookcentral.proquest.com/lib/aut/reader.action?docID=958710&amp

Delamont, S. (2009). The only honest thing: autoethnography, reflexivity and small crises in fieldwork. Ethnography and Education, 4(1), 51–63. https://doi.org/10.1080/17457820802703507

Larsson, P. (2010). Reflexive methodology: new vistas for qualitative research (second edition), by Mats Alvesson and Kaj Sköldberg. European Journal of Psychotherapy & Counselling, 12(1), 89–91. https://doi.org/10.1080/13642531003746857

Alvesson, M. (1996). Leadership studies: From procedure and abstraction to reflexivity and situation. Leadership Quarterly, 7(4), 455–485. https://doi.org/10.1016/S1048-9843(96)90002-8

Watts, L. (2019). Re fl ective Practice , Re fl exivity , and Critical Re fl ection in Social Work Education in Australia. 72(1), 8–20.

Fook, J., & Gardner, F. (2007). The critical reflection model and process. In J. Fook & F. Gardner (Eds.), Practising critical reflection : a resource handbook. (pp. 43–63). Open University Press. https://ezproxy.aut.ac.nz/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=cat05020a&AN=aut.b26169447&site=eds-live

Bozalek, V., & Zembylas, M. (2017). Diffraction or reflection? Sketching the contours of two methodologies in educational research. International Journal of Qualitative Studies in Education, 30(2), 111–127. https://doi.org/10.1080/09518398.2016.1201166

Morley, C. (2012). Some methodological and ethical tensions in using critical reflection as a research methodology. In J. Fook & F. Gardner (Eds.), Critical Reflection in Context : Applications in Health and Social Care (pp. 165–178). Taylor & Francis Group. http://ebookcentral.proquest.com/lib/aut/detail.action?docID=1039238

Hewson, S. (2007). “Researcher Know Thyself”. Critical Reflection on a Teacher’s Research Journey: If I Had Known Then ... TESOL in Context, 16(2), 25.

Morley, C. (2014). Using Critical Reflection to Research Possibilities for Change. British Journal of Social Work, 44(6), 1419–1435. https://doi.org/10.1093/bjsw/bct004

Murray, L., & Nash, M. (2017). The Challenges of Participant Photography: A Critical Reflection on Methodology and Ethics in Two Cultural Contexts. Qualitative Health Research, 27(6), 923–937. https://doi.org/10.1177/1049732316668819

Fook, J. (2009). Developing an integrated framework for critical reflection: from practice, to theory, towards research. University of Southampton.

Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), 380–391. https://doi.org/10.1177/1473325015617344

Nailing my topic! well trying too...

I am back in my study cave this morning and I am scouring through my literature to hopefully get inspiration on how to frame up my research topic and question. I met mith my kaiako this week who encouraged me to think about the following things:

Defining topic

• What context are you interested in listening
• What sector/discipline?
• Who - which leaders/leaders of what/who?

My answers

• What context are you interested in listening (Primary schools or Early Childhood?)
• What sector/discipline? (Education)
• Who - which leaders/leaders of what/who? (Educational leaders with Māori or Pacific heritage)

As I work through my thinking this morning I will jot down my working topics below:

• How does "listening" impact the leadership practices of Deputy Principals?
• What role does "listening" play in the leadership practices of Deputy Principals?
• How listening practices impact the leadership practices of Deputy Principals?
• How do leaders listen?: perspectives from Deputy Principals of Pacific descent?
• Leaders who listen: what impact does this have on their leadership practice?
• Leaders who listen: Reflections from educational leaders of Pacific descent.

Listening

Feedback is a gift!

I have just encouraged the tauira (students) I work with to give me some feedback on my teaching craft using the traffic light strategy:

Green - What do you want me to start doing?
Orange - What do you want me to continue doing?
Red - What do you want me to stop doing?

Below is a summary of the points raised. Overall the feedback was positive! (Which is great). I am not surprised at all by the comments that I talk too fast. This is the very same feedback I got over a decade ago from a long time mentor and by my cousin (who I invited to critique me last year). After reflecting on my feedback with my husband, I think it's time to do something about it. I have added the following post-it note to my screen to give me a daily reminder to speak slowly.

 

So many readings...thank goodness for Mendeley!

In my previous study, I used EndNote as my referencing software. Throughout my years of studying, I have moved from Endnote 5 to Endnote 7 (and I see the most recent version is Endnote 9).  I found Endnote a little bit difficult and hugely expensive if you are not studying (got this for free or discounted when I was a student). This year, Matua Kane introduced me to Mendeley and I have absolutely loved it! I am still learning bit and tricks about what the software can do but have really enjoyed the ease of use so far. Check out Matua Kane's recent video using this software.

Pondering my research topic....again!

I have heard the rumours that your initial thinking around your research topic will most definitely change as you refine your thinking in your research area. I have always been open to this...and have on many occasions stated my topic is "Listening as a leadership skill" BUT I'm not married to it. As I spend some time in my study cave this weekend I am currently looking at my research design. The following quote captured my attention:

Ignoring design is one way of saying openly to the world – ‘I don't care about the quality of my research, the wasted opportunities it represents, the waste of peoples’ time participating in or reading it, or the dangers to the very people that the research is meant to help’. (Gorard, 2017, p. 4)

Talk about, no pressure! So, here I am on a beautiful Saturday morning (in Level 3 lockdown imposed on Auckland, NZ last night for what will be 2 weeks) pondering my research topic...again!

I have found many of the articles selected by my lecturer to be spot on in terms of getting to the point about what is required and offering alternative thoughts on long-held myths - such as...

There are 3 types of research designs - quantitative, qualitative and mixed methods. No, this is not the case. Nice to know that now, given I have actually done 2 other 'research' papers in the past in my previous study. 

So, in a bid to add some structure into my thinking process I am going to use the questions asked by (Cohen et al., 2018) to help surface my thinking...

It is vital that the researcher knows what she or he wants the research to ‘deliver’, i.e. to answer the question ‘what are the “deliverables” in the research?’ (Cohen et al., 2018, p. 157)

What do we want to know as a result of the research that we did not know before the research commence?

• To have some clarity around a definition of listening - but after reading a few readings maybe I mean conversations or dialogue?
• To understand leaders perceptions of listening and their role in listening?
• To create a model of listening for leaders?
• To understand the impact of listening on teachers when leaders listen? (maybe this is not an immediate question but something to keep in the back of my mind)

What do we want the research to do? 

• Define listening in an educational context
• To support participants in understanding their own listening behaviours
• Offer a multi-cultural perspective to listening

What do we want the research to find out?

• Listening to understand what does this look like, feel like, sound like for leaders?
• How might listening impact on collegiality and collaboration?
• What are the insights/reflections that can be revealed from hearing participants stories?

Further points to consider:

Access - "A formidable issue to be faced here is one of access. Many new researchers fondly imagine that they will be granted access to schools, teachers, students, parents, difficult children, students receiving therapy, truants, dropouts, high performers, star teachers and so on. This is usually NOT the case: gaining access to people and institutions is one of the most difficult tasks for any researcher, particularly if the research is in any way sensitive" (Cohen et al., 2018, p. 158)

Positionality - As the researcher, I need to consider my own limitations, values and belief and ensure that my biases are in check. For example - I believe wholeheartedly in coaching as a way of increasing self-directed humans. This may impact my motivations in uncovering the importance of listening as a leadership skill e.g. I want to hear what I want to hear.

The benefits - What are the benefits of the researcher to me? Gaining a better understanding of 'listening' as a skill will eventually support me in my own coaching skills. I am really excited about carving out time and space to read up on (literature review) a topic that I find incredibly fascinating. The side benefit to this is that I also will accomplish the requirements for a Master of Education Leadership degree.

Availability - How available am I to conduct this research. Given the parameters of what I want to achieve what is realistic? I work full-time and also have Kia Mahira (where I coach several clients) and run workshops. I will happily read and read and read on a topic of interest. I need to consider what I want to achieve and whether this is feasible in terms of time/and participants time.

Boundaries - "As the saying goes, ‘the best way to eat an elephant is one bite at a time’! Researchers must put clear, perceptible, realistic, fair and manageable boundaries round their research". (Cohen et al., 2018, p. 160)

Research questions: Questions such as ‘what is happening?’, ‘what has happened?’, ‘what might/will/ should happen?’ open up the field of research questions. ‘what are the effects of such- and-such a cause?’ and ‘what are the causes of such- and-such an effect?’ are two such questions, to which can be added the frequently used questions ‘how?’ and ‘why?’. These questions ask for explanations as well as reasons. Many of the most useful pieces of research stem from complex issues, complex research questions and

‘difficult- to-answer’ research questions. (Cohen et al., 2018, p. 161)

References:

Cohen, L., Manion, L., & Morrison, K. (2018). Choosing a research project. In L. Cohen, L. Manion, & K. Morrison (Eds.), Research methods in education (Eighth edi, pp. 153–164). Routledge.

Gorard, S. (2017). What is Research Design? Research Design: Creating Robust Approaches for the Social Sciences, 2–12. https://doi.org/10.4135/9781526431486.n1

Educational Research in Context (Class #1)

Research has different purposes for different people. When researching it is about choosing the right tools for the right purpose.

Sculpture moves from simplicity to complexity and back to simplicity again

(Ruth Boyask)

An arts-based metaphor for the research process

Gibbs Farm Sculpture

Education research as social science

Perhaps the most fruitful with which the sociological imagination works is between the ‘personal troubles of milieu’ and ‘the public issues of social structure’. This distinction is an essential tool of the sociological imagination and a feature of all classic work in social science (C. Wright Mills, 1970, p14).

Education research is purposive, positional, persuasive and political
All social research sets out with specific purposes from a particular position, and aims to persuade readers of the significance of its claims. These claims are always broadly political (Clough & Nutbrown, 2012, p.4).

• Purposive – every element must have significance and a reason for being included;
• Positionality – good research considers how the standpoints of participants and researchers affect research;
• Persuasiveness – good research needs to give a good account of itself, be convincing and authoritative;
• Political – educational research is a moral endeavour and aims to achieve something, usually a social good.

Resources shared by Ruth

The Thesis Whisperer

The Project Planner

The beginning of the my rangahau journey..

Here I am again, about to embark on the research section of my Master of Educational Leadership. This is my second time working through Master level study. My initial Master of Education was completed through a paper-based pathway with Massey University. Unfortunately, I didn't get grades to walk straight into a doctoral study, so here I am again. This time, ready and willing to take on a research-pathway. I'll be documenting my progress here (for myself) and for my tauira (at TWoA) and role-modelling my peaks, pits and ongoing questions. 

For my first class, I've been asked to read several readings and answer the questions below:

• How would you define research as it relates to the project you want to undertake?

Research is a thread of curiosity that you just want to keep pulling at as you inquire and probe into an area of interest. (First attempt at a definition - Ikihele, 2020)

• What is the purpose of your research?

All social research sets out with specific purposes from a particular position and aims to persuade readers of the significance of its claims. These claims are always broadly political.

I am fascinated with listening as a leadership skill. Part of this fascination is born from my desire to always talk. I'm not that great a listener, I know it's important and after lost of investigating into the topic of coaching I have even more motivation to delve deeper into this topic.

• In what general topical area is your research-based?

Educational Leadership

• What problem will your research address?

In a world that is more connected than we have ever been, we are failing to listen, this leads to miscommunication, isolation, lack of connection and many more issues. In our schools, it is essential that teachers (in their multi-faceted, complex lives) have the opportunity to be heard (our leaders do too). I am hoping to explore attentive listening as a skill in leaders.

I'm going back to school 👩‍🏫🦸‍♀️again.

I really don't have the time to study, nor should study be a priority for me as I transition from the comforts of 'full-time salary work' to full-time 'develop my own business work'. 

Nonetheless, I've enrolled in another Masters of Education and have started the Reflecting on Professional Practice paper at AUT. I've just opened my first reading, I almost slammed the lid back down when the first paragraph had 'epistemology of pragmatic constructivism' in one sentence 😳🤷‍♀️

I read on and found this beauty though:

'In changing and uncertain times, as experienced in today’s world, people want their leaders to act morally whereby they will not produce harm but rather will show the virtues of doing good, of honouring others, of taking positive stands, and of behaving in ways that clearly show that their own self-interests are not the driving motivation behind their leadership'

I am super excited about learning lots more and figuring out what 'epistemology of pragmatic constructivism' means. 😂

Original article found here 👉
https://www.emerald.com/insight/content/doi/10.1108/09578230710762463/full/html

Naketa as a child

Play-based learning road trip - Reflections

As part of our OCoL (Ōtara Continuity of Learning) group here in Otara, Auckland we have scheduled a number of road trips. These are opportunities to see learning and spaces in action.

Last week we had the great pleasure of visiting three spaces - Glen Taylor Primary School, Botany Downs Kindergarten and Kings School ELC. What an awesome experience. Each space was different, unique and totally catered to their people! 

Here's what I learned:

Glen Taylor

* Unproductive behaviour is minimised in PBL - for the whole time we were there 1.5 hours every child was engaged and doing/learning something. 

* Collaboration works - this school had two classes with a space between and the students just went between depending on their interests. The noise level was minimal as they were in two separate spaces.

* Resources - there were some super cool resources in this space it reminded me to really look at what I have available to my students.

Kings School ELC

* Environments impact behaviour

* Defined spaces help focus learning - they had an office set up like an office!

* They were also sewing with their students

* Op Shops are your friend! There are some cool sturdy pieces available that make the room look calming and homely, it doesn't break the bank and minimises waste.

Botany Downs

* If set up right, the classroom can be the third teacher

* Agency was executed at its finest in this space. There were 40 students in this space and all engaged in something.

* Think about your childhood and what was great learning for you, then try and replicate this for the children in your space.

Obviously what I saw was heavily influenced by what is on top for me right now - I am really thinking about the rights of the child and our role in ensuring they experience a magical childhood! 

My biggest takeaway from today though was probably THE ENVIRONMENT - how might I be more intentional about creating a space that nurtures curiosity and wonder?

Watch this space for my discoveries.

Be authentic!

I'll be posting this quote on my hobby/business page Kia Mahira: Educational Coaching, Collaboration and Consulting later today. I'm a self-professed addict to learning and love the challenge of getting a bit better each day. I've had this blog for over 10 years and as I search through some of the posts I enjoy reflecting on my own transformation over the years.

How do you get a bit better each day?

Inquiry at WRS and my Inquiry

I've been put in charge of leading Inquiry at my school. I have some experience in inquiry from my experience in the International Baccalaureate programme and I've started to re-visit Kath Murdochs 'Power of Inquiry' book.

I'm really excited about stirring curiosity and wonder in our school, we're only a few weeks in and already our students are asking some awesome questions:

We took our kids on a Wonder Walk yesterday…that was super fun…amazing questions - had underestimated them “Why are the Pacific Islands so small? “How many hours to get to Hong Kong?” “Why is my b/day in Oct” #nzbfc630

— Robyn Wills (@flexie) February 4, 2019

Leading inquiry in a school that hasn't done it before is challenging but very exciting. So with this, much of my time will be spent 'facilitating, presenting, preparing' information to share with my colleagues. 

So now, given this extra responsibility and my desire to grow in my teaching craft, I am curious to have my own 'Teaching as Inquiry' blend 'inquiry-based learning' and 'reading and writing' together.

Here is my draft inquiry:

What role do systemic phonics and our handwriting programme play in inquiry-based learning?

Humans of South Auckland - My story

I've been profiled on the Humans of South Auckland page. I am a long time advocate of storytelling, and most recently have encouraged the art of storytelling to build positive team culture.

There is always somewhat of a risk when sharing your story for the whole wide world to see. You open yourself up to critique and judgement, but in sharing my story I was hoping that I would inspire others to keep going, even when it's tough - especially when it's tough.

Feel free to leave a comment! I'd love to hear your thoughts.

Spiral of Inquiry: Story Hui

At WRS, we've been looking at StoryHui, you can find out more here, here and here. We were first introduced by looking at this video. This has been trialled with students and teachers alike. And as a team we used the storyhui process to reflect on our Teaching as Inquiry this year. You can see my reflection below.

Spiral of Inquiry: Another day with Jannie van Hees (Oral Language)

Relationships with all key stakeholders takes time.

If you hope it happens, it won't!

Have a look at all of the children across your school that need extra support - identify the patterns and the trends? 

Phonological understanding of children is based on the quality of the oral language interactions of children and their engagement in talk accompanied print.

We've got no idea how capable their brain is, we need to have high expectations and keep believing. We have to see an unsung potential here and we need to see what that is! Every child has potential - Jannie Van Hees

A young child's brain development

Growing our children's language potential

Rich social interaction 

Responsible caregivers

Quality talk with child

Reading with talk support

SHAPES the CIRCUITRY of a child's brain

Conversational teaching and learning?

Dialogic teaching and learning?

What do high-quality conversations look like? and what does it do?

If you just listen to a story, you won't get as much out of as if you stopped and talked about it e.g. text accompanied print.

Instead of saying "listen" say "Victoria is talking, let's focus and notice so that we can respond". Paraphrase what Victoria says and invite more dialogue from students.


TAKEAWAYS

• Be intentional in choosing books 
• Develop a list of high-quality stories for Book talk
• Can books be organized into themes?
• It's never too early to read to a child
• The quality and quantity of language counts
• Put the time and effort in if you want outcomes
• Reading to children is a skill, use it as an opportunity to have a conversation
• Read for enjoyment!
• You don't have to DO a book, experience a book!
• Small group sizes are optimal
• Children's knowledge is gained through language, and in particular 
• Choose word groups rather than single words (the more we bring it to the foreground, the more children will)
• Teach children to hunt for 'word groups'
• Children thrive when they are taken to new learning
• How do we lead children to new knowledge?
• Play-based learning - how can we ensure deliberate acts of teaching and learning and provide new learning opportunities for ALL children.

ANALYSING TEXTS

Today in our workshop we looked at Perky the Pukeko and analysed for concepts and high-vocabulary.

WOW!! What an amazing experience and an exciting way to really look at how we might bring vocabulary and concepts to the fore for our students. You can see examples of how this played out for us today, below:

ACTIONS

• Explore possibilities to develop a stronger relationship with local early childhood centres e.g. cross-collaboration between school/early childhood education centre.
• What might whānau workshops look like at Wymondley in relation to oral language?
• Identify Goals for 2019! with dates and plan of action.
• Ensure everyone is on board with this!
• Diary dates in with all of the key stakeholders, this year for next year.
• Analyse books and look for opportunities to bring to the fore vocabulary and concepts for students.