Equal education – Teaching & Learning Research Initiative

Pepe meamea in the spirit of the collective: Embedding Samoan indigenous philosophy in ECE for Samoan children under two

Introduction Our approach to research intentionally engaged processes of co-design whereby the study of pepe meamea (Samoan conceptualisation of infants and toddlers) with our research partners ensured that the values and practices of Samoan Indigenous knowledge systems were privileged throughout all stages of the research. The co-design process we collectively premised affirms relationality that grounds both collective and individual engagement within and contributions to the study. The 2-year project focused on reconceptualising and transforming the pedagogy of early childhood education (ECE) teachers of Samoan infants and toddlers into sustainable and holistic approaches to improve ola laulelei (cultural wellbeing) outcomes for Samoan infants and toddlers. From a Samoan perspective, ola refers to

Leading effective goal-setting to improve school outcomes

Introduction Our study highlights how principal leadership of goal-directed practices impacts outcomes. Over 2 years, three academics partnered with three principals and a small “project team” comprising one or more teachers, and one or more middle or senior leaders. All principals were relatively new to their schools; one had been there 2 years, and the other two had been there 12 months prior to the beginning of the project. Two schools were secondary schools (Schools A and C) serving low socioeconomic communities. The other school was a primary school (School B) serving a high socioeconomic community which was challenged by having large numbers of new immigrants—particularly from Asia—and with students with