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dc.contributor.authorPiggot-Irvine, Eileenen_US
dc.contributor.authorFerguson, Pip Bruceen_US
dc.date.accessioned2017-05-03T11:22:48Z
dc.date.available2017-05-03T11:22:48Z
dc.date.issued2011en_US
dc.identifier.issn1178-8690en_US
dc.identifier.urihttp://hdl.handle.net/10072/53044
dc.description.abstractThis paper draws on findings from the third stage of a national study on the quality of induction of New Zealand beginning teachers in order to compare sector results. As described in an earlier paper (Piggot-Irvine, Aitken, Ritchie, Bruce Ferguson, & McGrath, 2009), in the study a 'success case study' methodology was employed in five primary and five secondary schools using interview, focus group, observation and documentary analysis methods. A sector comparison shows that in both primary and secondary schools similar, high quality, features existed for elements of induction support, leadership, systems and development. Intensive and extensive support was provided to the teachers that went beyond the mentor contact alone. Leadership modelled valuing and commitment to the new teachers and their mentors. There were well developed systems for induction evident though these systems varied in flexibility, and each school was dedicated to professional development associated with induction. Significantly, the focus on sector comparison showed little evidence to support earlier suggestions (from a range of authors) that there was reduced quality of induction in the secondary sector in New Zealand schools due to factors of size, complexity and individualistic teaching approaches.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.format.extent235547 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherNew Zealand Educational Administration and Leadership Societyen_US
dc.publisher.placeNew Zealanden_US
dc.publisher.urihttp://www.nzeals.org.nz/journal/en_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom56en_US
dc.relation.ispartofpageto69en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalJournal of Educational Leadership, Policy and Practiceen_US
dc.relation.ispartofvolume26en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Administration, Management and Leadershipen_US
dc.subject.fieldofresearchcode130304en_US
dc.titleComparative induction of primary and secondary school teachers in New Zealand: Indicators of successen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyright© 2014 New Zealand Educational Administration and Leadership Society. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_US
gro.date.issued2015-05-04T01:45:28Z
gro.hasfulltextFull Text


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