title: Archaeology of Atafu, Tokelau: Some initial results from 2008

authors: Addison, David J.

subjects: Atafu Atoll

abstract: Surface survey, shovel testing, and stratigraphic excavations were done on Atafu Atoll in Tokelau during August 2008. Initial results suggest that Fale Islet has the most potential for further archaeological research. Dense cultural deposits on this islet are >1 m (39 in.) deep. Cultural material recovered includes food bone, fire-affected volcanic rock, tool-grade basalt flakes and tool fragments, Tridacna shell adzes, and pearl-shell fishhook fragments. Dog bone occurs from the earliest deposits through to the late prehistoric, while pig bone is found only in historic contexts. Fish bone is common throughout, and, with the exception of Tridacna, there are few edible mollusk remains. Initial EDXRF (Energy Dispersive X-Ray Fluorescence) analyses have found the basalt to be consistent with documented sources on Tutuila, Samoa. Basal radiocarbon dates from two excavation units are 660-540 cal. BP and 500-310 cal. BP (at 2σ).

text: Archaeology of Atafu, Tokelau: Some initial results from 2008 Surface survey, shovel testing, and stratigraphic excavations were done on Atafu Atoll in Tokelau during August 2008. Initial results suggest that Fale Islet has the most potential for further archaeological research. Dense cultural deposits on this islet are >1 m (39 in.) deep. Cultural material recovered includes food bone, fire-affected volcanic rock, tool-grade basalt flakes and tool fragments, Tridacna shell adzes, and pearl-shell fishhook fragments. Dog bone occurs from the earliest deposits through to the late prehistoric, while pig bone is found only in historic contexts. Fish bone is common throughout, and, with the exception of Tridacna, there are few edible mollusk remains. Initial EDXRF (Energy Dispersive X-Ray Fluorescence) analyses have found the basalt to be consistent with documented sources on Tutuila, Samoa. Basal radiocarbon dates from two excavation units are 660-540 cal. BP and 500-310 cal. BP (at 2σ).

year: 2009

title: Democracy through the use of Information and Communication Technology (ICT) in an Early Childhood Setting: A Case Study

authors: Archard, Simon

subjects: democracy

abstract: ICT is regarded as playing an ever increasing role in the lives of people and this includes young children.

This case study, to be called the research project hereafter, focuses on how Information and Communication Technology (ICT) might facilitate democratic child directed learning. This is defined by examining the ways children, and other people involved in their lives as learners, might use ICT as a tool for directing learning and what other features can support this. 

The research project is a case study involving one early childhood centre and draws upon data over a one year period. The data was collected using interviews with teachers at the centre, questionnaires from family whānau of children currently attending the centre and documentation of learning episodes of children that involved ICT. A qualitative methodology was used to capture experiences, attitudes and opinions of the participants and these were analysed by thematic analysis.  

The research project identifies the types of uses and purposes that children, their family whānau and their teachers have for ICT. It also identifies and examines the attitudes toward, and impacts of, ICT on the children, family Whānau and teachers taking part in this research project. This is explored by drawing on socio–cultural learning and defined features of democratic education practices. 
The project also examines ICT contributions to learning and teaching within the pedagogical and professional commitments of Te Whāriki, the Early childhood curriculum in Aotearoa New Zealand ( Ministry of Education, (MoE) 1996).

The findings of the research project clearly identify with the literature and educational policy that recognises ICT as prominent and relevant to peoples lives and that includes young children and their learning.  The findings also indicate that ICT in early childhood education is positively received by participants in the research project. There are also clear examples in the findings that affirm democratic features of education and reflect aspects of child initiated and directed learning. 

What supports child initiated and directed learning , and importantly its consistency, is identified in the findings and conclusions that consider the need to develop stronger, more informed and  more collaborative pedagogical conversations between teachers and family/whānau. Such pedagogical understandings would have to come from teachers engaging in more ICT policy aligned planning and reflective practice on the place of ICT and their understanding of democratic teaching and learning.

text: Democracy through the use of Information and Communication Technology (ICT) in an Early Childhood Setting: A Case Study ICT is regarded as playing an ever increasing role in the lives of people and this includes young children.

This case study, to be called the research project hereafter, focuses on how Information and Communication Technology (ICT) might facilitate democratic child directed learning. This is defined by examining the ways children, and other people involved in their lives as learners, might use ICT as a tool for directing learning and what other features can support this. 

The research project is a case study involving one early childhood centre and draws upon data over a one year period. The data was collected using interviews with teachers at the centre, questionnaires from family whānau of children currently attending the centre and documentation of learning episodes of children that involved ICT. A qualitative methodology was used to capture experiences, attitudes and opinions of the participants and these were analysed by thematic analysis.  

The research project identifies the types of uses and purposes that children, their family whānau and their teachers have for ICT. It also identifies and examines the attitudes toward, and impacts of, ICT on the children, family Whānau and teachers taking part in this research project. This is explored by drawing on socio–cultural learning and defined features of democratic education practices. 
The project also examines ICT contributions to learning and teaching within the pedagogical and professional commitments of Te Whāriki, the Early childhood curriculum in Aotearoa New Zealand ( Ministry of Education, (MoE) 1996).

The findings of the research project clearly identify with the literature and educational policy that recognises ICT as prominent and relevant to peoples lives and that includes young children and their learning.  The findings also indicate that ICT in early childhood education is positively received by participants in the research project. There are also clear examples in the findings that affirm democratic features of education and reflect aspects of child initiated and directed learning. 

What supports child initiated and directed learning , and importantly its consistency, is identified in the findings and conclusions that consider the need to develop stronger, more informed and  more collaborative pedagogical conversations between teachers and family/whānau. Such pedagogical understandings would have to come from teachers engaging in more ICT policy aligned planning and reflective practice on the place of ICT and their understanding of democratic teaching and learning.

year: 2012

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018