Browsing by Author "Dacre, Maria"

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Children’s participation in curriculum decision-making : supporting their rights to be self-determining : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, Aotearoa New Zealand
(Massey University, 2025-05-30) Dacre, Maria
Article 12 of the United Nations Convention on the Rights of the Child (1989; United Nations, n.d.) gives all children the right to participate in decisions on matters of interest to them. Although children spend a significant part of their childhood in school, research demonstrates that children’s participation rights in education are often approached in paternalistic or tokenistic ways by adults. This research study explored how children in a Year 5/6 classroom in Aotearoa New Zealand participated and influenced curriculum decision-making, and specifically how children influence their learning in the classroom. Instigating youth participatory action research (YPAR), I worked alongside children and their teacher in their classroom over three school terms. The children’s experiences were documented and analysed, resulting in a case study that includes three case narratives: (i) curriculum-based learning, (ii) teacher-initiated inquiry, and (iii) child-initiated inquiry. The findings showed the multiple roles children and teacher played in curriculum decision-making, and illustrated how children can be enabled to have active participation in their own learning within the classroom. Using Rogoff’s planes of analysis, the results demonstrated how children engaged in the learning and classroom life through the community, interpersonal, and personal planes. This showcased the role of classroom structures, routines, and peers in how children learn. Through these classroom interactions with peers and teachers, children appropriated new knowledge, skills, and understandings about themselves and their peers. This research demonstrates that children developed self-determining ways of being through their collaborations in learning. A key factor for children’s active participation and influence in curriculum decision-making was their sociocultural participation in classroom activities and events that fostered a collaborative community of practice, connecting to the children’s cultural identity, whānau, prior knowledge, and interests. Autonomy-supportive teaching as a pedagogical approach was evident, highlighting benefits for both children and teacher in supporting children to participate and influence curriculum decision-making. The research offers practical examples of how teachers can engage in a pedagogical partnership with children that gives children opportunities to be self-determining and active agents in their learning, relationships, and school life.
Deliberative acts : a theory of school leadership : enhancing the classroom teaching and learning culture through contemporary learning pedagogy that has a positive influence on student achievement : a thesis presented in partial fulfilment of the requirements for the degree Masters in Education at Massey University, Manawatū, New Zealand
(Massey University, 2017) Dacre, Maria
This thesis explores primary school leadership in a contemporary learning context to examine the influence that leadership has on teaching and learning and the raising of student achievement. Four models of leadership will be examined – Appreciative, Authentic, Instructional, and Pedagogal Leadership. In addition, school culture, community engagement, and leadership dispositions are discussed in order to understand how particular models of leadership can effect positive change. Case studies from the United Kingdom and Aotearoa New Zealand provide a context for discussion. Both case studies are situated in low socio-economic schools and involve schools that had been identified as under-performing. In both cases new school leaders were appointed. In a short period of time these schools under went significant positive change that resulted in a change of school culture, pedagogical growth for teachers, and raised student achievement. Through the examination of the deliberative acts of leadership, key qualities and dispositions of these successful leaders are identified. Commonalities and similarities across the case studies also identify that of the four models of leadership, the school leaders in this thesis identified most closely with Pedagogical Leadership. Contiguous with Pedagogical Leadership, it was found that high relational trust and community engagement were necessary in bringing about the genuine, sustainable change that resulted in raised student achievement. Sitting alongside the deliberative acts of leadership are the social and political drivers that effect school life both here in Aotearoa New Zealand and internationally. It is important to find a solution for not only improving educational outcomes for children but also for the pervasive inequities that exist within and beyond the school gate. One solution worth consideration is Sahlberg’s work on how Finland is able to provide comprehensive, equitable ‘holistic education’. Finally, with the very recent change in government, the possible changes that might occur in education and what these changes will mean for leadership and education in Aotearoa New Zealand are explored in a tentative way.