Browsing by Author "Aspden, Karyn Michelle"

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    For the child's sake, we need to do something : an examination of teachers' beliefs and experiences regarding referrral of young children to early intervention services : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Special Education) at Massey University
    (Massey University, 2003) Aspden, Karyn Michelle
    This is a study of the challenges that teachers face, in deciding whether a child should be referred for external early intervention support. Teachers reveal their thought, beliefs and experiences around referral and early intervention, and reflect on their own teaching practice, with a view to informing the field and developing appropriate professional development strategies. The central purpose of this study is to examine whether all children who need early intervention are being identified and referred to appropriate support systems. The research was conducted in three phases. In the first phase, 50 teachers completed a questionnaire that captured baseline data around referral beliefs, practices, and experiences. From the belief that research should have reciprocal benefits for the researcher and participants, the second phase of the research then brought together early childhood teachers and early intervention practitioners for a workshop (question and answer time) on questions relating to identification and referral within teachers' specific setting or situation. The final stage documented the discussions and reflections of one early childhood centre as they engaged in the process of developing a policy that would guide them in referral decision making. The result of this dialogue is a series of reflective questions that all early childhood centres may use as a framework for policy creation and professional development. Many issues arise within the study, particularly around partnership with parents, cultural considerations, appropriate assessment tools, the need for policy and ongoing professional support and development, which are examined in light of contemporary research, particularly within the New Zealand setting. The findings clearly indicate that while some strong foundations are in place, there is still a way to go before the early childhood field can unequivocally state without reservation that all children who need support services are receiving them.
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    Illuminating the assessment of practicum in New Zealand early childhood initial teacher education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2014) Aspden, Karyn Michelle
    Practicum is a core feature of initial teacher education. It is the site of induction and mentoring, intended to support the student teacher in their move from neophyte to graduating teacher. Practicum is seen by many to be the most powerful influence in shaping student teachers’ practice. Practicum is also a key point of assessment within the initial teacher education programme, leading to a determination of the student’s professional development and readiness to teach. This study illuminates the way in which assessment of practicum was enacted and experienced in four representative New Zealand initial teacher education institutions, offering a critical examination of institutional policy and practice, as well as the experiences of practicum participants – student teacher, associate teacher and teacher educator. Informed by the writings of Barbara Rogoff (2003) a multi-phase, mixed methods QUAL/Quan research design (Creswell, 2003) was utilised to foreground institutional, interpersonal and intrapersonal factors that shaped the lived experiences of practicum assessment. In Phase One, key informant interviews with institutional representatives provided understanding of the policies and practices that define the assessment framework for each institution. In Phase Two, an online survey completed by seventy-four student teachers, twenty-six associate teachers and twenty teacher educators captured the experiences of key participants and their descriptions of the strengths and challenges of practicum assessment. Phase Three comprised a case study of one practicum triad from each institution. Interviews with the triad participants examined the way in which assessment of practicum was conducted in the context of relationships, highlighting the critical influence of the interactions between the triad members. Key findings support a view of practicum assessment as complex and multi-faceted, enacted with institutional parameters, but highly individualised in practice. The need for greater transparency and rigour in assessment practices is implicated in the findings of this study, as well as the importance of meaningful collaboration between participants that addresses entrenched hierarchical patterns within the triad. In highlighting the complexity of practicum assessment, a framework is proposed for conceptualising the way in which the experience of practicum assessment is determined by the influence of multiple institutional, interpersonal and intrapersonal variables.