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    An investigation of two models of professional development to support effective teaching through play practices in the primary classroom : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Aiono, Sarah Miriam
    The use of play as a pedagogical tool in schools and early learning settings is experiencing a rise in popularity. In recent years, primary teachers have shown an increased interest in how play can be implemented in junior primary school classrooms but have also expressed a need for further support to understand how to use play and intentional teaching to meet expected learning outcomes of the curriculum. While teachers have expressed support for, and knowledge of, the benefits of learning through play, the way in which they teach through play is less well understood. The aim of this study was to identify teachers’ beliefs, knowledge and practices when implementing teaching through play in the primary school setting and investigate the impact of a professional learning and development (PLD) intervention on teachers’ subsequent implementation of play pedagogies. The study utilised a mixed methods intervention research design. Participants were assigned to one of two PLD conditions: 1) professional learning workshops only; or 2) professional learning workshops in combination with practice-based coaching. The study utilised both quantitative and qualitative data collection strategies, including questionnaires, classroom observations, and individual interviews. The creation of a Play-Based Learning Observation Tool (P-BLOT) enabled the researcher to observe and quantify the frequency and implementation fidelity of evidence-based teaching practices, desirable in an effective play-based junior school classroom. Pre-intervention findings suggested a tension between what teachers know and believe about play as a pedagogical tool, and how they implemented teaching through play practices with fidelity in their classrooms. Post-intervention findings suggest that while participating in workshop-style PLD successfully increased teachers’ knowledge about play pedagogies, it was participating in PLD that included practice-based coaching that positively influenced teacher behaviour and practices. These findings contribute to the growing international PLD literature identifying the value of more intensive PLD support over an extended period to ensure implementation fidelity of the complex teaching practices required of play pedagogy. PLD that combines workshop and coaching interventions can potentially support teachers to effectively implement play pedagogies and ensure the implementation of intentional teaching methods through both child and adult-guided play experiences.
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    Teacher change in science education in a Vietnamese university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand
    (Massey University, 2014) Nguyen, Buu Huan
    This research investigated the ways in which Science lecturers changed their teaching strategies to enhance active learning in English for Specific Purposes (ESP) classes. It also included the examination of the beliefs of the eight lecturers about active learning, their change process, and the factors that influenced their beliefs about change. The qualitative action research study was conducted through interviews, observations, and planning meetings over three sequential semesters. The findings of the present study revealed that participating lecturers underwent varying degrees of positive pedagogical shift, from traditional lecturing to an active learning approach. Their positive beliefs about active learning were primarily related to student-centredness and classroom interaction. The collaboration with the researcher also allowed the lecturers to understand more about the roles they played as agents of change and to implement interactive activities relevant to their current practice. This thesis aims to contribute to the knowledge of teacher change in ESP by developing a holistic theoretical model of the intertwined linkage of lecturer beliefs, and their professional roles as well as contextual factors. Understanding the dynamic relationships within this holistic model provides insights into the nature of teacher change as a process of personal learning and professional growth in relation to social practice. Teacher change towards more active learning of students is connected to the Vietnam government’s goals of reforming teaching and learning in higher education. Thus, the present findings suggest a need for further action research into the positive impact in a wider community of ESP teaching. Insights into the beliefs about support for teacher change led to the implications and recommendations for ESP lecturers, Science lecturers, and policy makers.
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    Designing CBL systems for complex domains using problem transformation and fuzzy logic : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Science at Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Mohanarajah, Selvarajah
    Some disciplines are inherently complex and challenging to learn. This research attempts to design an instructional strategy for CBL systems to simplify learning certain complex domains. Firstly, problem transformation, a constructionist instructional technique, is used to promote active learning by encouraging students to construct more complex artefacts based on less complex ones. Scaffolding is used at the initial learning stages to alleviate the difficulty associated with complex transformation processes. The proposed instructional strategy brings various techniques together to enhance the learning experience. A functional prototype is implemented with Object-Z as the exemplar subject. Both objective and subjective evaluations using the prototype indicate that the proposed CBL system has a statistically significant impact on learning a complex domain. CBL systems include Learner models to provide adaptable support tailored to individual learners. Bayesian theory is used in general to manage uncertainty in Learner models. In this research, a fuzzy logic based locally intelligent Learner model is utilized. The fuzzy model is simple to design and implement, and easy to understand and explain, as well as efficient. Bayesian theory is used to complement the fuzzy model. Evaluation shows that the accuracy of the proposed Learner model is statistically significant. Further, opening Learner model reduces uncertainty, and the fuzzy rules are simple and resemble human reasoning processes. Therefore, it is argued that opening a fuzzy Learner model is both easy and effective. Scaffolding requires formative assessments. In this research, a confidence based multiple test marking scheme is proposed as traditional schemes are not suitable for measuring partial knowledge. Subjective evaluation confirms that the proposed schema is effective. Finally, a step-by-step methodology to transform simple UML class diagrams to Object-Z schemas is designed in order to implement problem transformation. This methodology could be extended to implement a semi-automated translation system for UML to Object Models.