title: Introduction

authors: Robertson, Jan

subjects: education

abstract: This issue of the Journal of Educational Change explores the complexity of leadership and, for and in change in schools. There is a large body of literature which focuses specifically on the influence of principal leadership and school improvement (see review by Hallinger & Heck, 1998) and increasing amounts recently that extend the focus to include governors, teachers, students and communities, as they explore leadership within change processes in schools (for example, Dimmock, 2000; Harris & Lambert, 2003). Professional learning communities and networking of leaders, nationally and internationally, working together to improve student achievement are common themes in the leadership literature today (for example, Stoll, Bolam & Collarbone 2002; Hargreaves, 2003). Distributed leadership is also a regular theme, with research indicating that it is in the ‘‘leadership practice’’ at various levels within a school, where change occurs (Harris, 2005; Spillane, 2006). A common theoretical underpinning in recent literature is that change in schools is a socio-cultural process (Sleegers, Geijsel & van den Berg, 2002; Wells, 1999; Wells & Claxton, 2002) and that it is through the interactions between members of the learning community that the construction of new knowledge takes place (Spillane, 2006). The contributions in this issue of the Journal of Educational Change focus attention on the socio-cultural nature of leadership, change and transformation in schools.

text: Introduction This issue of the Journal of Educational Change explores the complexity of leadership and, for and in change in schools. There is a large body of literature which focuses specifically on the influence of principal leadership and school improvement (see review by Hallinger & Heck, 1998) and increasing amounts recently that extend the focus to include governors, teachers, students and communities, as they explore leadership within change processes in schools (for example, Dimmock, 2000; Harris & Lambert, 2003). Professional learning communities and networking of leaders, nationally and internationally, working together to improve student achievement are common themes in the leadership literature today (for example, Stoll, Bolam & Collarbone 2002; Hargreaves, 2003). Distributed leadership is also a regular theme, with research indicating that it is in the ‘‘leadership practice’’ at various levels within a school, where change occurs (Harris, 2005; Spillane, 2006). A common theoretical underpinning in recent literature is that change in schools is a socio-cultural process (Sleegers, Geijsel & van den Berg, 2002; Wells, 1999; Wells & Claxton, 2002) and that it is through the interactions between members of the learning community that the construction of new knowledge takes place (Spillane, 2006). The contributions in this issue of the Journal of Educational Change focus attention on the socio-cultural nature of leadership, change and transformation in schools.

year: 2006

title: The Neolithic of Vietnam

authors: Piper, Philip J.

subjects: Vietnam

abstract: The Neolithic in Mainland Southeast Asia is considered to be the period of human prehistory that commenced with the transition from hunting and gathering into mixed economies of foraging and farming. It lasted until the appearance of copper and bronze metallurgy and thus dates between circa 2500 and 1200 BC. In Vietnam, Neolithic sites and cultures are recorded especially around the edges of the Red River delta, along the northern and central coasts, and in the southern river basins between the Đông Nai and lower Mekong. This period of Vietnamese prehistory was characterized by the southward movements of East Asian Neolithic populations from southern China across Mainland Southeast Asia, the introduction of cereal cultivation (rice and foxtail millet), and the management of domesticated pigs and dogs. The Neolithic of Vietnam also reveals material culture relationships extending from southern China to central Thailand. Recent research is also starting to highlight social and cultural diversity during this period, together with the development of significant exchange networks.

text: The Neolithic of Vietnam The Neolithic in Mainland Southeast Asia is considered to be the period of human prehistory that commenced with the transition from hunting and gathering into mixed economies of foraging and farming. It lasted until the appearance of copper and bronze metallurgy and thus dates between circa 2500 and 1200 BC. In Vietnam, Neolithic sites and cultures are recorded especially around the edges of the Red River delta, along the northern and central coasts, and in the southern river basins between the Đông Nai and lower Mekong. This period of Vietnamese prehistory was characterized by the southward movements of East Asian Neolithic populations from southern China across Mainland Southeast Asia, the introduction of cereal cultivation (rice and foxtail millet), and the management of domesticated pigs and dogs. The Neolithic of Vietnam also reveals material culture relationships extending from southern China to central Thailand. Recent research is also starting to highlight social and cultural diversity during this period, together with the development of significant exchange networks.

year: 2022-02-14

title: On the stage Māori medium ITE: Listening to students’ voices

authors: Lee-Morgan, Jenny Bol Jun

subjects: Māori medium education

abstract: Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

text: On the stage Māori medium ITE: Listening to students’ voices Māori-medium initial teacher education (ITE) is a small but highly important group ‘on stage’ in te ao Māori and New Zealand education. While education plays a major role in Māori language revitalisation, Māori language is also pivotal to Māori education if the aspiration ‘to live as Māori’ (Durie, 2001) is to be fulfilled. Māori-medium teachers are critical to the success of learners and their whānau who select a Māori-medium pathway and who can make a meaningful difference to the educational outcomes of Māori (Hōhepa, Hāwea, Tamatea, & Heaton, 2014). This article draws on the students’ voices in a two-year research project that centered on the development of a teaching and learning initiative within one Māori-medium ITE programme. Building on previous work by Hōhepa et al. (2014), this study adds another layer of students’ voices to understand more clearly language related issues and student experiences in Māori-medium ITE programmes. The article presents some of the complexities associated with Māori language regeneration facing students of Māori-medium ITE, with the understanding that whatever appears on the stage is always part of a greater narrative behind the scenes.

year: 2017