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    Teacher motivation to engage in the individual education plan process : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education (Educational Psychology) at Massey University, Albany, New Zealand
    (Massey University, 2014) Prohm, Lindsey
    This thesis investigated teachers’ motivation to engage in the IEP process. It examined the key factors that research has identified as influencing teachers motivation and explored the potential barriers to teacher engagement in the IEP process. Teachers’ motivation and their perceptions of the success of the IEP goals were also examined. The target population was year 1-8 teachers who had been engaged in an IEP in the last 12 months. This research design utilised a mixed methods approach, where quantitative and qualitative data collection methods were used. The first phase of this study consisted of an online questionnaire where there were 267 responses. This was followed by four semi-structured interviews with four participating teachers, where the common findings identified from the questionnaire were explored in more depth. Results indicated that the value teachers place in the IEP process, the self-efficacy that teachers hold regarding their ability to engage in the IEP process and their view of inclusive teaching philosophies were all related to teachers’ motivation to engage in the IEP process. The key barriers to teacher engagement in the IEP process were the time constraints associated with the various tasks of the IEP process. This study also found that teachers who had high self-efficacy in implementing the IEP goals and who felt that the appropriate goals had been set in the IEP process were more likely to believe that students could achieve the IEP goals. This research highlights the need for professional learning and support for teachers to develop their understanding of the IEP process, establishing and writing appropriate goals, and identifying school-based support systems for teachers to engage intentionally and meaningfully within the IEP process.
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    Using an online Learning Management System to personalise learning for primary students : a descriptive multiple case study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2013) Edmunds, Bronwyn
    Personalising learning, digital technologies and Learning Management Systems are ‘hot topics’ in education in 2013. Learning Management Systems, hereafter referred to as an LMS, can personalise learning by encouraging teaching approaches that hold the student at the centre of the learning process (Seiler, as cited in Interface Magazine, 2009). However, there is little accessible research about how the LMS has been utilised in schools (Watson & Watson, 2007), especially primary schools, with some educators questioning the role that the LMS has to play in today’s schools (Downes, 2005; McLoughlin & Lee, 2008). This descriptive multiple-case study set out to explore the role of an LMS in personalising learning for students from the perspective of three primary school teachers. The intention was to provide insight into the role an LMS could play in classrooms when personalising learning. However, it became more about exploring the components of personalising learning and how this transferred into the LMS. The research project involved gathering multiple sources of data from interviews, observations and documentary information from the LMS. The findings from this research suggest that an LMS has the potential to be a key part of a primary classroom environment which is built on the components of personalising learning. The degree to which personalising learning occurs is dependent on the teacher’s overriding pedagogy, knowledge and understanding of personalising learning, school constraints and the perceived capacity of students to be independent learners. For the teachers in this project, personalising learning involved: (a) learning built around assessment for learning pedagogy, (b) a highly-structured approach to learning and teaching that places the needs and interests of students at the centre of learning, (c) learners informed and empowered through student choice and student voice, (d) a core curriculum of literacy and maths and (e) KnowledgeNET (the LMS at the centre of this study) as a tool to support learning. The findings highlight the interconnected nature of personalising learning pedagogy, an LMS and classroom practice.
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    Research as learning : the realities of action research in a New Zealand individualised learning programme : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 1994) Poskitt, Jennifer Mary
    The thesis portrays an action research study of an individualised learning programme in a rural New Zealand secondary school. The study considers the nature of action research, individualised and cooperative learning programmes, and the role of innovation and reflection in a school undergoing change. "Achieve", the title of the programme, predominantly encompasses individualised learning although elements of cooperative learning are also included. The fundamental basis of the programme is developing student responsibility for their own learning. The gap between the theoretical and the practical domains of the programme is exposed with students requiring considerable guidance in the transition from teacher-directed to self-directed learners. Various issues arise in the concepts of learning alone and together, the provision of choices and control, and the role of reflection and innovation in schools undergoing change. Inconsistent practices in developing students as independent learners are only made explicit through considerable observation, reflection and critical discourse. Action research is the means through which teachers improve their understandings, situation and practices. However, at the outset, few teachers at this school were ready for action research. Reflective skills are activated and extended through a series of staff discussions, centring around observational and interview data. Teachers gradually become aware of inconsistent understandings and practices. With the involvement of an outside researcher their reflective capacities are developed, research comes to be valued and the quest for data stimulates the development of teachers' own research skills, and changes in the school culture. A three part developmental sequence is proposed for the involvement of outside researchers. It entails a progression from practical to theoretical phases. Various principles and procedures of action research are questioned, among which are: that teachers are ready to and are sufficiently skilled to conduct action research projects, that all teachers are reflective on their practice, and that school cultures are conducive to action research. A tentative theory of readiness is proposed for schools not formerly exposed to action research. The three phases incorporate involvement in a second-order action research study. This enables participants to discern the value and relevance of research, to stimulate interest in and development of reflective research skills, and to develop a questioning inquiry for greater involvement in the research. Thus, a second-order study can be transformed into a first-order action research study, enabling the development of teachers-as-researchers.