title: Koe feliuliuaki ‘o e ‘ea: Ko ha palopalema nai eni? Understanding climate change in Tonga

authors: Havea, 'Elisapesi Hepi

subjects: climate change

abstract: Tonga is highly vulnerable to the deleterious impacts of climate change reflecting its geographical, geological and socio-economic characteristics. These impacts have the potential to be a calamity for the environment and the people of Tonga and their livelihoods.  Tonga is the first country in the Pacific Islands region to have established a Joint National Action Plan on Climate Change Adaptation and Disaster Risk Management. The primary goal of this plan is to ensure that the communities establish adaptation and mitigation measures to address the impact of climate change. A considerable burden is placed upon the people of Tonga, their knowledge and their understanding of this issue. Literature indicates that the knowledge about climate change should be distributed equally at all levels to enhance effective and successful coping mechanisms for its impacts.
This research was conducted on Tongatapu Island, one of the islands in Tonga that is extremely susceptible to the impacts of climate change. The participants were selected from different locations including coastal villages that are prone to the impacts of climate change as well as less hazard prone areas. 
The aim of this research is to unearth the existing knowledge of the people about the issue, their views on the impacts of climate change, and adaptation options they plan to implement in order to reduce the effects of climate change. Understanding of climate change issues varies for a number of reasons. Those who design national policies on climate change may view climate change from a scientific perspective that would be different from how rural villagers might consider the issue. 
This research uses the social constructionism approach to identify how this knowledge is constructed and what strategies might be implemented to address the knowledge deficit of the locals.

text: Koe feliuliuaki ‘o e ‘ea: Ko ha palopalema nai eni? Understanding climate change in Tonga Tonga is highly vulnerable to the deleterious impacts of climate change reflecting its geographical, geological and socio-economic characteristics. These impacts have the potential to be a calamity for the environment and the people of Tonga and their livelihoods.  Tonga is the first country in the Pacific Islands region to have established a Joint National Action Plan on Climate Change Adaptation and Disaster Risk Management. The primary goal of this plan is to ensure that the communities establish adaptation and mitigation measures to address the impact of climate change. A considerable burden is placed upon the people of Tonga, their knowledge and their understanding of this issue. Literature indicates that the knowledge about climate change should be distributed equally at all levels to enhance effective and successful coping mechanisms for its impacts.
This research was conducted on Tongatapu Island, one of the islands in Tonga that is extremely susceptible to the impacts of climate change. The participants were selected from different locations including coastal villages that are prone to the impacts of climate change as well as less hazard prone areas. 
The aim of this research is to unearth the existing knowledge of the people about the issue, their views on the impacts of climate change, and adaptation options they plan to implement in order to reduce the effects of climate change. Understanding of climate change issues varies for a number of reasons. Those who design national policies on climate change may view climate change from a scientific perspective that would be different from how rural villagers might consider the issue. 
This research uses the social constructionism approach to identify how this knowledge is constructed and what strategies might be implemented to address the knowledge deficit of the locals.

year: 2014

title: Leadership Activities and Behaviours that Enable Classroom Teachers

authors: Al-Abbas, Abdullah Adlan

subjects: Leadership Behaviours

abstract: Leadership has a well researched and significant influence on the quality of school organisation and student learning. Much of the research has centred on educational leadership theory and the opinions and perspectives of serving principals. In Saudi Arabia there is little research that considers the leadership needs of schools from teacher perspectives. This project investigates the most influential and important leadership behaviours and activities displayed by principals that enable and support classroom teachers. The research is undertaken from the perspective of classroom teachers to ascertain their views regarding these enabling behaviours. It explores ways in which various leadership behaviours could influence the quality of classroom teaching and learning, and support the work of classroom teachers. The report includes a literature review that contributes to building a local literature base for Saudi Arabia, focusing on quality school leadership.

text: Leadership Activities and Behaviours that Enable Classroom Teachers Leadership has a well researched and significant influence on the quality of school organisation and student learning. Much of the research has centred on educational leadership theory and the opinions and perspectives of serving principals. In Saudi Arabia there is little research that considers the leadership needs of schools from teacher perspectives. This project investigates the most influential and important leadership behaviours and activities displayed by principals that enable and support classroom teachers. The research is undertaken from the perspective of classroom teachers to ascertain their views regarding these enabling behaviours. It explores ways in which various leadership behaviours could influence the quality of classroom teaching and learning, and support the work of classroom teachers. The report includes a literature review that contributes to building a local literature base for Saudi Arabia, focusing on quality school leadership.

year: 2010

title: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system

authors: Virtue, Katie

abstract: The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

text: Lessons for teachers through intergenerational Māori experiences in Aotearoa’s education system The intention of this research is to serve as professional development for myself and fellow teachers who work with tamariki Māori (Māori children) within mainstream education contexts in Aotearoa. This research explores historical factors that have contributed to the academic disparities of Māori including colonisation, the doctrine of discovery and contention over the differing versions of the Treaty of Waitangi. This research then shifts from holding the coloniser at the centre of the narrative to positioning Māori at the centre as exemplary examples of relentless Māori resistance. More contemporary examples of educational policies are then presented and analysed as an attempt to better understand these contexts.
What is blatantly clear through the exploration of educational policies throughout Aotearoa’s post-colonial history is the absence of Māori voice. For this reason, the findings of this thesis are centred on the voices of four wāhine Māori (Māori Women), across three generations, and their experiences with different teachers through Aotearoa’s education system.  
These stories provide invaluable lessons for all educators in Aotearoa.

year: 2021