title: The Importance of Attributional Complexity for Transformational Leadership Studies

authors: Sun, Peter Yih-Tong

subjects: attribution

abstract: Attributional complexity refers to the capability of discriminating and integrating dimensions related to social judgment in order to understand social behaviour. While previous leadership research has examined the role of leader attributions, it has neglected the role of attributional complexity. We theorize and find support for a relationship between higher attributional complexity and transformational leadership behaviours, based on a sample of 100 leaders and their direct reports. Leaders who were more complex in their social judgments, attributing complex external and internal causes to others' behaviours and actions, were seen as more transformational by their direct reports. Our findings suggest that attributional complexity is a construct that warrants consideration in future research on both transformational leadership and leadership attributions.

text: The Importance of Attributional Complexity for Transformational Leadership Studies Attributional complexity refers to the capability of discriminating and integrating dimensions related to social judgment in order to understand social behaviour. While previous leadership research has examined the role of leader attributions, it has neglected the role of attributional complexity. We theorize and find support for a relationship between higher attributional complexity and transformational leadership behaviours, based on a sample of 100 leaders and their direct reports. Leaders who were more complex in their social judgments, attributing complex external and internal causes to others' behaviours and actions, were seen as more transformational by their direct reports. Our findings suggest that attributional complexity is a construct that warrants consideration in future research on both transformational leadership and leadership attributions.

year: 2012

title: Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices

authors: August, Matilda

subjects: bilingual

abstract: This is a descriptive study that was conducted with selected Grade 3 teachers in the East New Britain Province of Papua New Guinea. Grade 3 teachers implement bridging in bilingual education using the children's local vernacular language and/or Tok Pisin to help the learning of English. Three main reasons underpin this study. First, the study aimed to identify the participants' conceptions and beliefs about bridging. Second, the study wanted to document and analyse the bridging strategies and practices that teachers were employing to support the children's English learning, and third, the study was interested in identifying effective strategies and practices that could be recommended for all teachers in Papua New Guinea involved in bridging between the languages children know and English. 
A qualitative approach was used with focus group interviews, classroom observations, and a post-observation interview. The data generated from these methods captured teachers reporting what they do, what they think about bridging, and what they think are factors affecting implementation of effective bridging. The data also showed what teachers actually did in their classrooms, and how they explained what they did.
When teachers talked about their conceptions of bridging and how they implemented bridging, the model of bilingual education that seemed to be guiding the participants' idea of bridging is the Transitional Bilingual model, where the L1 is replaced by the L2 over a period of time. When teachers talked about how they implemented bridging, they represented it mainly as a process of translation from one language to another. Teachers also talked about the use of both Tok Pisin and the vernacular in terms of scaffolding learning of new words. When asked what they thought about bridging, it seemed that many did not see a value in continued support of the L1 in that bridging was to get the children to learn English as soon as possible. They did not express very positive attitudes about the use of the vernacular or Tok Pisin. Teachers identified issues to do with language complexity and diversity as being the most important in terms of affecting implementation of effective bridging. Teachers also identified lack of resources and a lack of clear guidelines from the Department of Education as issues. When observed, teachers made no use of the vernacular. Students in their classrooms spent a great deal of the time listening to teacher monologue, or involved in teacher-led questioning sequences that focused on getting students to produce language forms, particularly vocabulary. Of the discourse strategies observed, direct translation and metalinguistic comparison were common.  Teachers also provided elaborated metalinguistic explanations, and at times they codeswitched extensively in these explanations. 
The research has pointed to the fact that, while teachers use some effective strategies, they would be better supported by having research-informed professional development and resources in the area of bilingual education and bilingual instructional strategies. There is a need for all, including teachers, schools, the Provincial Educational Authorites and the Department of Education to work together to get the best language and educational outcomes for children in PNG.

text: Supporting English language learning by bridging from childrens' first languages in Papua New Guinea: An analysis of Grade 3 teachers' conceptions and practices This is a descriptive study that was conducted with selected Grade 3 teachers in the East New Britain Province of Papua New Guinea. Grade 3 teachers implement bridging in bilingual education using the children's local vernacular language and/or Tok Pisin to help the learning of English. Three main reasons underpin this study. First, the study aimed to identify the participants' conceptions and beliefs about bridging. Second, the study wanted to document and analyse the bridging strategies and practices that teachers were employing to support the children's English learning, and third, the study was interested in identifying effective strategies and practices that could be recommended for all teachers in Papua New Guinea involved in bridging between the languages children know and English. 
A qualitative approach was used with focus group interviews, classroom observations, and a post-observation interview. The data generated from these methods captured teachers reporting what they do, what they think about bridging, and what they think are factors affecting implementation of effective bridging. The data also showed what teachers actually did in their classrooms, and how they explained what they did.
When teachers talked about their conceptions of bridging and how they implemented bridging, the model of bilingual education that seemed to be guiding the participants' idea of bridging is the Transitional Bilingual model, where the L1 is replaced by the L2 over a period of time. When teachers talked about how they implemented bridging, they represented it mainly as a process of translation from one language to another. Teachers also talked about the use of both Tok Pisin and the vernacular in terms of scaffolding learning of new words. When asked what they thought about bridging, it seemed that many did not see a value in continued support of the L1 in that bridging was to get the children to learn English as soon as possible. They did not express very positive attitudes about the use of the vernacular or Tok Pisin. Teachers identified issues to do with language complexity and diversity as being the most important in terms of affecting implementation of effective bridging. Teachers also identified lack of resources and a lack of clear guidelines from the Department of Education as issues. When observed, teachers made no use of the vernacular. Students in their classrooms spent a great deal of the time listening to teacher monologue, or involved in teacher-led questioning sequences that focused on getting students to produce language forms, particularly vocabulary. Of the discourse strategies observed, direct translation and metalinguistic comparison were common.  Teachers also provided elaborated metalinguistic explanations, and at times they codeswitched extensively in these explanations. 
The research has pointed to the fact that, while teachers use some effective strategies, they would be better supported by having research-informed professional development and resources in the area of bilingual education and bilingual instructional strategies. There is a need for all, including teachers, schools, the Provincial Educational Authorites and the Department of Education to work together to get the best language and educational outcomes for children in PNG.

year: 2010

title: Catchment and lake water quality modelling to assess management options for Lake Tutira

authors: McBride, Chris G.

abstract: Lake Tutira is an important ecological, historical and cultural asset to the Hawke’s Bay. It is a highly utilised trout fishery, a popular recreational destination, and is particularly significant to Ngāti Kahungunu, for its historical eel fishery and rongoa (medicinal) harakeke (flax) beds. The lake and its catchment have been substantially altered from their natural condition, including conversion of forested catchment to pasture, invasion by aquatic macrophytes such as Hydrilla sp., the introduction of grass carp (Ctenopharyngaodon idella) for weed management, and diversion of the largest stream inflow, Papakiri Stream (Sandy Creek), away from the lake and directly to the outflow (Mahiaruhe Stream) in the early 1980s. Lake Tutira’s history of poor water quality dates back decades, with Trophic Level Index (TLI; a metric of overall water quality) values from the 1960s similar to recent years, and blooms of cyanobacteria (blue-green algae) recorded as early as the 1970s. Nevertheless, the years since 2010 have been characterised by very poor water quality and particularly severe blooms, sometimes resulting in near-complete loss of oxygen from surface waters and associated fish kill events. This has attracted media attention and provided impetus from community and stakeholders to assess available management options for restoring more natural conditions and improving water quality in the lake. 
This report examines the drivers of poor water quality and algal blooms the lake, and assesses various management options that have either been specifically proposed for Tutira, or have proven effective for other lakes in New Zealand and globally. Here we report on monitoring undertaken by Hawke’s Bay Regional Council in the catchment (surface inflows) and lake. We also apply state-of-the-art computer models for simulating physical, chemical, and biological processes in the catchment and lake. These simulations are then used to evaluate a range of management ‘scenarios’ to provide guidance on the likely effects of management options tested with the model.

text: Catchment and lake water quality modelling to assess management options for Lake Tutira Lake Tutira is an important ecological, historical and cultural asset to the Hawke’s Bay. It is a highly utilised trout fishery, a popular recreational destination, and is particularly significant to Ngāti Kahungunu, for its historical eel fishery and rongoa (medicinal) harakeke (flax) beds. The lake and its catchment have been substantially altered from their natural condition, including conversion of forested catchment to pasture, invasion by aquatic macrophytes such as Hydrilla sp., the introduction of grass carp (Ctenopharyngaodon idella) for weed management, and diversion of the largest stream inflow, Papakiri Stream (Sandy Creek), away from the lake and directly to the outflow (Mahiaruhe Stream) in the early 1980s. Lake Tutira’s history of poor water quality dates back decades, with Trophic Level Index (TLI; a metric of overall water quality) values from the 1960s similar to recent years, and blooms of cyanobacteria (blue-green algae) recorded as early as the 1970s. Nevertheless, the years since 2010 have been characterised by very poor water quality and particularly severe blooms, sometimes resulting in near-complete loss of oxygen from surface waters and associated fish kill events. This has attracted media attention and provided impetus from community and stakeholders to assess available management options for restoring more natural conditions and improving water quality in the lake. 
This report examines the drivers of poor water quality and algal blooms the lake, and assesses various management options that have either been specifically proposed for Tutira, or have proven effective for other lakes in New Zealand and globally. Here we report on monitoring undertaken by Hawke’s Bay Regional Council in the catchment (surface inflows) and lake. We also apply state-of-the-art computer models for simulating physical, chemical, and biological processes in the catchment and lake. These simulations are then used to evaluate a range of management ‘scenarios’ to provide guidance on the likely effects of management options tested with the model.

year: 2017