Jo Howse
Unitec Institute of Technology
4 Papers
5 Citations
Jo Howse is an academic researcher from Unitec Institute of Technology. The author has contributed to research in topics: Educational leadership & Higher education. The author has an hindex of 4, co-authored 4 publications.
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Papers
New spaces – new pedagogies: Implementing personalised learning in primary school innovative learning environments
TL;DR: In this article, a qualitative study involved an investigation of practice in three Auckland primary schools where an innovative learning environment existed and personalised learning was being implemented, and a key finding was that leaders and teachers had confused and often disparate understandings of the term personalized learning.
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The corporatisation of New Zealand tertiary institutions : a decade of change
Jo Howse
- 01 Jun 2017
TL;DR: In this paper, a qualitative research study conducted in three New Zealand tertiary education institutions that explored the leadership experiences in these tertiary institutions in New Zealand was presented. But, the authors found that the process of corporatisation, while having several benefits, has also created some challenges/issues that need to be addressed if the intended benefits are to be realised and built upon.
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Middle-level leaders as direct instructional leaders in New Zealand schools: A study of role expectations and performance confidence
TL;DR: In this article, a survey of 185 primary and secondary school middle-level leaders confirmed strong agreement with the role expectations described in terms of a conceptual framework of direct instructional leadership, with the function of having difficult conversations being the largest gap for both primary and Secondary school middle level leaders.
Leadership Practices and Challenges in Managing Diversity to Achieve Ethnic Inclusion in Two New Zealand Secondary Schools
TL;DR: This paper investigated the nature and challenges of diversity in two large multi-ethnic secondary schools in Auckland, New Zealand, and the ways in which these schools managed diversity to achieve ethnic inclusion, finding that while leaders claimed to be committed to improving the academic achievement of all students by using inclusive practices, there was little evidence of what the literature establishes as effective practice.