title: Impact of environmental education on beginning preservice teachers’ environmental literacy

authors: Dada, Deborah O.

abstract: One of the goals of environmental education is the development of environ- mental literacy. The development of environmental literacy for preservice teachers is critical if they are to be con dent and competent to deliver envi- ronmental education in schools. Little is known about the impact of envi- ronmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the pre- service teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their con dence to teach environmental education signi cantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affec- tive dispositions were observed upon completing the environmental edu- cation paper. Implications of ndings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

text: Impact of environmental education on beginning preservice teachers’ environmental literacy One of the goals of environmental education is the development of environ- mental literacy. The development of environmental literacy for preservice teachers is critical if they are to be con dent and competent to deliver envi- ronmental education in schools. Little is known about the impact of envi- ronmental education on preservice teachers’ environmental literacy and their subsequent practices as teachers within schools in New Zealand. This study used a mixed-methods approach with a pretest and posttest design to examine the environmental literacy of preservice teachers enrolled in a compulsory environmental education paper as part of their Bachelor of Teaching program at a New Zealand university. The perceptions of the pre- service teachers’ preparedness to teach environmental education was also examined. Findings indicate that despite only slight shifts in preservice teachers’ environmental literacy, their con dence to teach environmental education signi cantly increased after completing the paper. Increases in the strength of correlations between environmental knowledge and affec- tive dispositions were observed upon completing the environmental edu- cation paper. Implications of ndings for teacher education programs are discussed. This study could inform curriculum design and teaching and learning practices for effectively preparing preservice teachers to promote the development of the environmental literacy of students in their future schools.

year: 2017

title: The nature of habitat

authors: Wallace, Philippa Jane

subjects: habitat

abstract: The protection of significant habitats of indigenous fauna is a matter recognised by the Resource Management Act 1991 as one of national importance. The aim of this article is to investigate the nature of the term habitat as applied by the RMA. The context of the enquiry is the natural and physical environment of New Zealand, with a particular focus on habitats of avian fauna. A central question raised by the research, is whether or not air space used by birds can be considered habitat in terms of s 6(c) of the RMA. This issue is of contemporary importance, due to the advent of wind farms to the New Zealand environment. The compass of the term habitat has yet to receive full scrutiny by New Zealand courts and it is timely to give consideration to the nature of habitat. International approaches to habitat are also examined. The article concludes that where a regime such as the RMA prioritises habitat protection as a national goal, a lesser result for indigenous avian species will be achieved, if areas of air space expertly identified as significant to the survival of the species, cannot be defined as constituting significant habitat within the meaning of s 6(c).

text: The nature of habitat The protection of significant habitats of indigenous fauna is a matter recognised by the Resource Management Act 1991 as one of national importance. The aim of this article is to investigate the nature of the term habitat as applied by the RMA. The context of the enquiry is the natural and physical environment of New Zealand, with a particular focus on habitats of avian fauna. A central question raised by the research, is whether or not air space used by birds can be considered habitat in terms of s 6(c) of the RMA. This issue is of contemporary importance, due to the advent of wind farms to the New Zealand environment. The compass of the term habitat has yet to receive full scrutiny by New Zealand courts and it is timely to give consideration to the nature of habitat. International approaches to habitat are also examined. The article concludes that where a regime such as the RMA prioritises habitat protection as a national goal, a lesser result for indigenous avian species will be achieved, if areas of air space expertly identified as significant to the survival of the species, cannot be defined as constituting significant habitat within the meaning of s 6(c).

year: 2007

title: He whakaemi kōrero mō Ngā Ruahine

authors: Manuirirangi, Hōri

abstract: Ko te whāinga o tēnei tuhingaroa, hei whakaemi kōrero mō Ngā Ruahine. I whāia e au te āhua o te tipu o te rākau hei hanga i aku kōhinga kōrero mō Ngā Ruahine. Ko te ūpoko tuatahi, ko ngā pakiaka, arā te tīmatatanga o Ngā Ruahine. I konei ka tirohia ngā kōrero mō ngā waka tawhito mete whakapapa hoki o ngā tūpuna tāngatawhenua o Ngā Ruahine. Whai muri i tēnā, he wāhanga e pā ana ki te haeretanga mai o Aotea waka, ā, ka tirohia hoki tētehi kōrero tawhito mō te wehenga o ngā iwi o Aotea.
Mai i ngā pakiaka ka piki ake ki te tinana o te rākau. Koinei te wāhanga e pā ana ki ngā korero whenua o Ngā Ruahine. Kei te ūpoko tuarua nei, ka āta tirohia ngā kōrero mō ngā tongi o te rohe o Ngā Ruahine, me ngā take kōrero e whakawhanaunga ana i te tangata ki te whenua. Kei te ūpoko tuarua anō hoki ētehi whakaaturanga whenua mō te rohe o Ngā Ruahine, hei āwhina i te kaipānui.  
Mai i te tinana, ka aro atu ki ngā peka o te rākau i raro i te ūpoko tuatoru. Koinei te wāhanga nui o tēnei tuhingaroa, nā te tokomaha o ngā toronga o ngā peka nei. I roto i te ūpoko tuatoru, ka tirohia ētehi kōrero mō ia hapū o Ngā Ruahine. Mai i ngā kōrero mō ngā rohe whenua o ia hapū, ki ngā kōrero mō ngā marae me ngā pā tawhito o ērā hapū, ā, tae atu hoki ki ngā tūpuna rongonui me ā rātou mahi whakaari.  
Hei te mutunga, ka herea katoatia ngā kōrero o te tuhinga nei i raro i te ūpoko tuawhā, kia kite ai , he aha ngā hua e pūawai ai i tēnei tuhinga. Koinei te whakamutunga o ngā kōrero, arā ko te whakakapīnga o ngā kōrero.  
Ko tēnei tuhingaroa, he whakaemi kōrero mai i ngā kaumātua o Ngā Ruahine, ā, he mea tango mai hoki ētehi kōrero i ngā pukapuka, ko ēnei kōrero kua whakatakotoria i roto i tēnei tuhingaroa hei whakawhāriki iho ki te aroaro o te tini. Ko te tūmanako, he tuhinga rangahau tēnei hei āwhina i ngā rangatahi o Ngā Ruahine, kia rongo ai rātou i ngā kōrero kāore i te tino rangona i ēnei rā, kia mau hoki ngā kōrero a ngā kaumātua o Ngā Ruahine, kei ngaro. Erangi, he whakamōhio tēnei, he tīmatanga anahe tēnei tuhingaroa mō te kaupapa nei. Ko te tūmanako, he hua anō ka puta i tēnei rangahau, hei whāngai i ngā manu hiakai o Ngā Ruahine.

text: He whakaemi kōrero mō Ngā Ruahine Ko te whāinga o tēnei tuhingaroa, hei whakaemi kōrero mō Ngā Ruahine. I whāia e au te āhua o te tipu o te rākau hei hanga i aku kōhinga kōrero mō Ngā Ruahine. Ko te ūpoko tuatahi, ko ngā pakiaka, arā te tīmatatanga o Ngā Ruahine. I konei ka tirohia ngā kōrero mō ngā waka tawhito mete whakapapa hoki o ngā tūpuna tāngatawhenua o Ngā Ruahine. Whai muri i tēnā, he wāhanga e pā ana ki te haeretanga mai o Aotea waka, ā, ka tirohia hoki tētehi kōrero tawhito mō te wehenga o ngā iwi o Aotea.
Mai i ngā pakiaka ka piki ake ki te tinana o te rākau. Koinei te wāhanga e pā ana ki ngā korero whenua o Ngā Ruahine. Kei te ūpoko tuarua nei, ka āta tirohia ngā kōrero mō ngā tongi o te rohe o Ngā Ruahine, me ngā take kōrero e whakawhanaunga ana i te tangata ki te whenua. Kei te ūpoko tuarua anō hoki ētehi whakaaturanga whenua mō te rohe o Ngā Ruahine, hei āwhina i te kaipānui.  
Mai i te tinana, ka aro atu ki ngā peka o te rākau i raro i te ūpoko tuatoru. Koinei te wāhanga nui o tēnei tuhingaroa, nā te tokomaha o ngā toronga o ngā peka nei. I roto i te ūpoko tuatoru, ka tirohia ētehi kōrero mō ia hapū o Ngā Ruahine. Mai i ngā kōrero mō ngā rohe whenua o ia hapū, ki ngā kōrero mō ngā marae me ngā pā tawhito o ērā hapū, ā, tae atu hoki ki ngā tūpuna rongonui me ā rātou mahi whakaari.  
Hei te mutunga, ka herea katoatia ngā kōrero o te tuhinga nei i raro i te ūpoko tuawhā, kia kite ai , he aha ngā hua e pūawai ai i tēnei tuhinga. Koinei te whakamutunga o ngā kōrero, arā ko te whakakapīnga o ngā kōrero.  
Ko tēnei tuhingaroa, he whakaemi kōrero mai i ngā kaumātua o Ngā Ruahine, ā, he mea tango mai hoki ētehi kōrero i ngā pukapuka, ko ēnei kōrero kua whakatakotoria i roto i tēnei tuhingaroa hei whakawhāriki iho ki te aroaro o te tini. Ko te tūmanako, he tuhinga rangahau tēnei hei āwhina i ngā rangatahi o Ngā Ruahine, kia rongo ai rātou i ngā kōrero kāore i te tino rangona i ēnei rā, kia mau hoki ngā kōrero a ngā kaumātua o Ngā Ruahine, kei ngaro. Erangi, he whakamōhio tēnei, he tīmatanga anahe tēnei tuhingaroa mō te kaupapa nei. Ko te tūmanako, he hua anō ka puta i tēnei rangahau, hei whāngai i ngā manu hiakai o Ngā Ruahine.

year: 1998