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Middle leaders play an important role in the education landscape, first and foremost as teachers, and second as leaders. The purpose of this paper is to identify the expectations and challenges experienced by first-time middle leaders in New Zealand primary schools, and identify the leadership development and support they were provided with.

This was a small qualitative study designed to collect data from the perspectives of first-time middle leaders and principals in New Zealand primary schools. Three methods were employed. Semi-structured interviews were conducted with six middle leaders who had been in the role for one to three years. These participants were identified through an analysis of recent public appointment records and then e-mailed with an invitation. Four principals from a local principals’ association were invited to comprise a focus group and relevant documents were analysed.

The findings from this study are presented in three sections: expectations, challenges and leadership development and support. Whilst the principals described wide and varied role expectations the middle leaders highlighted the importance of their teaching role with leadership responsibilities as secondary. From both perspectives time to do the administrative work was an overwhelming difficulty. A key finding was related to a lack of confidence to undertake the role in spite of efforts to provide and receive support. Overall, there was agreement that further development for new middle leaders was essential.

This small, limited study highlights the central role that middle leaders play in leading learning and teaching, and the existence of a lack of confidence. Further research is needed to delve into conditions that would enable new middle leaders to manage the challenges of time and confidence.

The research recommends that practitioners who are new to a middle leadership role be allocated dedicated time for performing the administrative tasks and participating in an ongoing induction programme. The middle leaders themselves and their schools would benefit from efforts to strengthen middle leadership development.

Although a great deal has been written about middle leadership, there is only a small amount of research about primary schools. This research adds valuable new information in a primary school context and breaks new ground in researching early career, first-time middle leaders in this context.

The purpose of this paper is to make intelligible the rationalities and mechanisms through which markets have been proffered as alternatives or complements to traditional welfare‐based provision and the effect of this development on the subjectivity of workers.

The research involved collection of archival data, personal encounters and in‐depth interviews with managers, staff and elected representatives at a local authority in New Zealand. Michel Foucault's concept of governmentality is mobilised to interpret these data.

The paper finds that the mandatory changes required by legislation are associated with efforts to constitute local authority workers as business‐like subjects through disciplinary mechanisms and technologies of the self. While markets have permeated this local authority, with some managers and staff claiming to work in a business‐like manner and transact with each other as customers, these discourses have not vanquished the traditional concern of working for one organisation to serve the community.

While the results of this study are not generalisable to other contexts, they show how the introduction of New Public Management in a specific context is associated with a contest between the traditional discourses of community and public service, and the more recent ones of enterprise and customer. The paper illuminates the pathologies associated with these new technologies and how their implementation is often divergent from the rationalities in the name of which they are promoted.

The paper will contribute to ongoing debate on how best to deliver public goods and services and especially, the limits and potential of markets.

The paper's mobilisation of Foucault's governmentality framework in the study of a local authority case study in a contemporary setting is relatively unusual.

Although existing studies demonstrate positive relationships between ethical cultures and innovativeness, their explanations of why an ethical culture leads to innovativeness are limited. This study explores the relationship between ethical organizational culture and knowledge workers' innovativeness

Based on Kierkegaardian existential philosophy, this study proposes a research model that employs knowledge workers' existential affirmation as the link between ethical culture and innovativeness. The main hypothesis proposed in this study is that ethical organizational culture offers knowledge workers the opportunity to find their existential affirmation, which leads them to become more innovative. A structural equation modeling analysis is based on data collected from a survey of 348 knowledge workers from small and medium-sized enterprises (SMEs) in different hi-tech industries.

The findings suggest that among the four subdimensions of an ethical organizational culture, ethics training and awareness raising had the strongest relationships with knowledge workers' existential affirmation, which, in turn, had a significant relationship with their innovativeness.

Based on this philosophical reflection, this study develops a research model that examines knowledge workers' existential affirmation as the factor that links ethical organizational culture and knowledge workers' innovativeness. The authors test ethical organizational culture as an environment that allows knowledge workers to validate their existential affirmation. Further, they test the link between knowledge workers' existential affirmation and their innovativeness.

This chapter looks at two stories from visiting teachers/consultants in settings that were extremely diverse; one situated in a remote community with indigenous students in Western Australia, and the other in suburban schools in two capital cities in Australia. Even though the settings and experiences of the visiting teachers/consultants varied greatly, several themes around working with teachers and teacher assistants in inclusive education emerged. As the visiting teachers/consultants were invited into many schools they had the opportunity to view practices in a range of settings. They came with few preconceived ideas about the constraints of particular workplaces and consequently were in a position to offer objective and pragmatic advice. The visiting teachers/consultants found that they were in a position to foster relationships between teachers and teacher assistants that led to practices which had the potential to improve educational outcomes for the students in the schools.

Health scientists and urban planners have long been interested in the influence that the built environment has on the physical activities in which we engage, the environmental hazards we face, the kinds of amenities we enjoy, and the resulting impacts on our health. However, it is widely recognized that the extent of this influence, and the specific cause-and-effect relationships that exist, are still relatively unclear. Recent reviews highlight the need for more individual-level data on daily activities (especially physical activity) over long periods of time linked spatially to real-world characteristics of the built environment in diverse settings, along with a wide range of personal mediating variables. While capturing objective data on the built environment has benefited from wide-scale availability of detailed land use and transport network databases, the same cannot be said of human activity. A more diverse history of data collection methods exists for such activity and continues to evolve owing to a variety of quickly emerging wearable sensor technologies. At present, no “gold standard” method has emerged for assessing physical activity type and intensity under the real-world conditions of the built environment; in fact, most methods have barely been tested outside of the laboratory, and those that have tend to experience significant drops in accuracy and reliability. This paper provides a review of these diverse methods and emerging technologies, including biochemical, self-report, direct observation, passive motion detection, and integrated approaches. Based on this review and current needs, an integrated three-tiered methodology is proposed, including: (1) passive location tracking (e.g., using global positioning systems); (2) passive motion/biometric tracking (e.g., using accelerometers); and (3) limited self-reporting (e.g., using prompted recall diaries). Key development issues are highlighted, including the need for proper validation and automated activity-detection algorithms. The paper ends with a look at some of the key lessons learned and new opportunities that have emerged at the crossroads of urban studies and health sciences.

We do have a vision for a world in which people can walk to shops, school, friends' homes, or transit stations; in which they can mingle with their neighbors and admire trees, plants, and waterways; in which the air and water are clean; and in which there are parks and play areas for children, gathering spots for teens and the elderly, and convenient work and recreation places for the rest of us. (Frumkin, Frank, & Jackson, 2004, p. xvii)

Increasing numbers of support staff are employed in schools to provide services for students identified as requiring extra support. The roles of these staff have changed as a result of a variety of factors, foremost the increased inclusion of students with disabilities in mainstream settings. Compounding this increase is a re-evaluation of roles of staff in schools, shortages of qualified special education teachers, an increasing requirement of teachers to complete large quantities of administrative tasks, including paperwork (Lee, 2003), and the use of support staff, particularly teacher assistants (TAs) to relieve some of the work of teachers (Webster et al., 2010). This chapter will examine these factors and explore the resulting changes in roles and considerations for teachers when working with support staff.

New Zealand has long been regarded as a country with little or no governmental corruption. In recent times it has been ranked consistently as one of the five least corrupt countries in the world, on Transparency International’s (TI) Corruption Perceptions Index (CPI). In 2009 and 2011 it was ranked as the single most corruption-free country on the CPI, and in 2012 it shared first place with Denmark and Finland. This chapter examines the reasons why historically New Zealand has been largely free of governmental corruption, using widely accepted definitions of what constitutes corrupt behavior. It goes on to argue that, at least by its own normal standards, the country might now be more susceptible to corruption, for a variety of reasons, in both the public and private sectors, and that more political and administrative attention may need to be paid to this issue. This chapter discusses New Zealand’s surprising tardiness in ratifying the United Nations Convention against Corruption, an apparent reluctance that leaves the country sitting alongside other non-ratifying countries which have endemic levels of corruption in all its forms. In this context, this chapter also notes some international dissatisfaction with New Zealand’s anti-money laundering legislation, enacted in 2009.

There has been substantial interest in US cesarean rates, which increased from 5% of deliveries in the 1970s to nearly one-third of births by the mid-2000s. Explanations typically emphasize individual risk factors (e.g., advanced maternal age, increased BMI, and greater desire for control over delivery) of women giving birth, or address institutional factors, such as the medicalization of childbirth and the culture of liability leading physicians to practice defensive medicine. We focus here on another non-medical explanation – childbirth education (CBE). CBE is an important, underexplored mechanism that can shape women’s expectations about labor and birth and potentially lead them to expect, or desire, a cesarean delivery as a normalized outcome. We analyze data from three waves (2002, 2006, 2013) of the Listening to Mothers national survey on US women’s childbearing experiences (n = 3,985). Using logistic regression analysis, we examined both mode of delivery (vaginal versus cesarean), and attitudes about future request for elective cesarean among both primiparous and multiparous women. Despite previous research suggesting that CBE increased the likelihood of vaginal delivery, we find that CBE attendance was not associated with likelihood of vaginal delivery among either primiparous or multiparous women. However, both primiparous and multiparous women who attended CBE classes were significantly more likely to say they would request a future, elective cesarean. Furthermore, these effects were in the opposite direction of effects for natural birth attitudes. Our findings suggest that contemporary CBE classes may be a form of “anticipatory socialization”, potentially priming women’s acceptance of medicalized childbirth.