Camilla Highfield
Biographic Data
| ID | 941228 |
|---|---|
| NAME | Camilla Highfield |
| GIVEN NAMES | Camilla |
| FAMILY NAME | Highfield |
| SIGNATURE | HIGHFIELD C |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0001-8896-1989 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Review of Recent Research Regarding the Practices of Teaching Research Group Leaders in Chinese Secondary Schools and Their Alignment with Global Contexts
This systematic review examines the instruction-oriented middle leadership role of Teaching Research Group (TRG) leaders within Chinese secondary schools. Drawing from both Chinese and international contexts, the study investigates the impact of TRG leadership practices on teachers’ professional development, instructional practices, and professional resilience. In the Chinese context, Confucian cultural values, particularly the emphasis on harmon…
Culturally responsive leadership practices in secondary schools that lead to positive academic achievement for Māori and Pacific students
This study provides an analysis of the culturally responsive leadership practices in New Zealand secondary schools which have positive academic results for Māori and Pacific school leavers. An analysis of academic results in New Zealand secondary schools identified 94 schools where Māori, and 23 schools where Pacific, students gained University Entrance (UE) at rates that were above national norms. Researchers developed a survey instrument based …
Intercultural group supervision
This paper describes a study investigating the effectiveness of an online group supervision model developed to respond to the plight of postgraduate students forced to complete their research theses in China due to the COVID-19 pandemic border closures in 2020-2022. The supervisory group included academics with variable supervision experience who identified with diverse ethnicities and academic identities. Selected data collection methods were em…
Indigenous student voice
This paper reports the views of Indigenous Māori students (aged 5–13 years) regarding the ways they encounter and experience teaching and learning within their schools. The ten schools that participated in the research are situated in a low socio-economic urban area of the North Island of New Zealand. While the research was being conducted, the teachers and leaders employed in the schools were engaged in a professional development program focusse…
Culturally Responsive Middle Leadership for Equitable Student Outcomes
Middle leaders are important conduits for school policy and are often required to lead, champion and monitor change initiatives in their departments. This paper examines secondary school middle leaders’ self-reported theories, promotion and leadership of culturally responsive teaching approaches for student equity. The study participants (n = 170) are curriculum leaders in state secondary schools throughout New Zealand, serving a range of diverse…
Curriculum Middle Leader Practices and Teachers Perceptions of Their Effectiveness
This study reports the quantitative results of middle leaders’ self-reported practices and compares their responses to the perceptions of the teachers who report to them (n = 158). Likert scale questionnaires were used to measure the extent to which middle leaders focused on goal orientation, professional collaboration, effective instructional practices, and supporting teacher development within their department. The analysis provides insight int…
Utilisation of a Delphi study to understand effective entrepreneurship education in schools
Research into how teachers and leaders successfully implement effective entrepreneurship education is vital to developing student’s entrepreneurial mindsets to navigate opportunities in a post-COVID environment. Identifying professional practice that supports the effective implementation of an engaging entrepreneurial curriculum in schools is critical to the success of programmes. Recent studies have rarely consulted stakeholders, school leaders,…
Te Pā Harakeke
This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whāna…
Attitudes and values of teachers and leaders towards entrepreneurship education
Effective implementation of entrepreneurship education requires more than government policy to enable teachers and leaders to implement the content and pedagogy required for successful and innovative programmes to occur in schools. This paper provides an up-to-date literature review of research into the characteristics of teachers and school leaders who have intentionally implemented entrepreneurship education. This review was conducted in order …
Middle leadership practices in secondary schools associated with improved student outcomes
This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- …
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Middle leadership practices in secondary schools associated with improved student outcomes
This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- …
Utilisation of a Delphi study to understand effective entrepreneurship education in schools
Research into how teachers and leaders successfully implement effective entrepreneurship education is vital to developing student’s entrepreneurial mindsets to navigate opportunities in a post-COVID environment. Identifying professional practice that supports the effective implementation of an engaging entrepreneurial curriculum in schools is critical to the success of programmes. Recent studies have rarely consulted stakeholders, school leaders,…
Te Pā Harakeke
This strengths-based paper draws on the qualitative and quantitative survey results from whānau (family members) of tamariki (children) attending 12 schools in an urban area in New Zealand with a high proportion of Māori people. The paper describes the positive impact of effective family engagement on tamariki, from the perspectives of whānau, paying particular interest to the differences between Māori and non-Māori whānau. The views of all whāna…
Attitudes and values of teachers and leaders towards entrepreneurship education
Effective implementation of entrepreneurship education requires more than government policy to enable teachers and leaders to implement the content and pedagogy required for successful and innovative programmes to occur in schools. This paper provides an up-to-date literature review of research into the characteristics of teachers and school leaders who have intentionally implemented entrepreneurship education. This review was conducted in order …
Culturally Responsive Middle Leadership for Equitable Student Outcomes
Middle leaders are important conduits for school policy and are often required to lead, champion and monitor change initiatives in their departments. This paper examines secondary school middle leaders’ self-reported theories, promotion and leadership of culturally responsive teaching approaches for student equity. The study participants (n = 170) are curriculum leaders in state secondary schools throughout New Zealand, serving a range of diverse…
Curriculum Middle Leader Practices and Teachers Perceptions of Their Effectiveness
This study reports the quantitative results of middle leaders’ self-reported practices and compares their responses to the perceptions of the teachers who report to them (n = 158). Likert scale questionnaires were used to measure the extent to which middle leaders focused on goal orientation, professional collaboration, effective instructional practices, and supporting teacher development within their department. The analysis provides insight int…
Intercultural group supervision
This paper describes a study investigating the effectiveness of an online group supervision model developed to respond to the plight of postgraduate students forced to complete their research theses in China due to the COVID-19 pandemic border closures in 2020-2022. The supervisory group included academics with variable supervision experience who identified with diverse ethnicities and academic identities. Selected data collection methods were em…
Indigenous student voice
This paper reports the views of Indigenous Māori students (aged 5–13 years) regarding the ways they encounter and experience teaching and learning within their schools. The ten schools that participated in the research are situated in a low socio-economic urban area of the North Island of New Zealand. While the research was being conducted, the teachers and leaders employed in the schools were engaged in a professional development program focusse…
A Review of Recent Research Regarding the Practices of Teaching Research Group Leaders in Chinese Secondary Schools and Their Alignment with Global Contexts
This systematic review examines the instruction-oriented middle leadership role of Teaching Research Group (TRG) leaders within Chinese secondary schools. Drawing from both Chinese and international contexts, the study investigates the impact of TRG leadership practices on teachers’ professional development, instructional practices, and professional resilience. In the Chinese context, Confucian cultural values, particularly the emphasis on harmon…
Culturally responsive leadership practices in secondary schools that lead to positive academic achievement for Māori and Pacific students
This study provides an analysis of the culturally responsive leadership practices in New Zealand secondary schools which have positive academic results for Māori and Pacific school leavers. An analysis of academic results in New Zealand secondary schools identified 94 schools where Māori, and 23 schools where Pacific, students gained University Entrance (UE) at rates that were above national norms. Researchers developed a survey instrument based …
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (5 works) · Medicine (5 works) · Political science (5 works) · Public relations (5 works) · Teacher Education and Leadership Studies (5 works) · Educational leadership (4 works) · Instructional leadership (4 works) · Academic achievement (3 works)