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This research exposed how New Zealand's 2008-2017 Governments represented schools as problems based on a neoliberal belief system. Policies were introduced in response to these problematisations and the PISA league tables used as justification. Stephen contests this Policy-Based Evidence and subsequent policies and recommends specific multiple measures for Evidence-Based policy.

This study draws on psychoanalytical theory and research data to explore the experiences and impacts of different educational leadership approaches to improving teacher practice in primary sector mathematics education. Under consideration are the behaviours exhibited by Principals in response to their personal relationship with mathematics. Specifically, it examines how the mathematical identity of a Principal may influence their educational leadership of mathematics, how that may affect the provision of professional development for teachers who teach mathematics, and how that, in turn, affects the mathematical identity of those teachers. A review of the research literature reveals the importance of considering both the social and intrapersonal nature of mathematical identity and the interpersonal relationships of leadership and has led to this study being placed in the constructive philosophical approach from a Lacanian psychoanalytic context. The study also acknowledges the indeterminate nature of what the future holds, including the aim of school achievement, and defines this study as embedded in the postmodern system of ideas as a means of viewing social and cultural phenomena. The study is a comparison between two contrasting school environments. Consistent with an interpretive approach, data collection and analysis have complementary roles with each activity informing the other. Data collection instruments used for this study were the questionnaire, personal interviews, focus group interviews, and the researcher. The investigation revealed that a Principal who consistently addresses their mathematical identity, through direct participation in professional development, is more likely to correctly identify strategic development needs and to provide appropriate professional development in mathematics. This provision addresses the mathematical identity of teachers by improving mathematical content and pedagogical knowledge. The study found that many Principals wer

Vol. 22, No. 19; Weekly edition. Items scanned from microfilm of varying quality--some editions are difficult to read, mostly from 1972-1974.