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    Inclusion through different eyes : a thesis presented in partial fulfilment of the requirements for the degree Master of Educational Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2014) Armstrong, Hayley Marie
    This is a single site qualitative case study to investigate how inclusion is understood, and put into practice in one classroom within a school that has inclusive values. The focus classroom, Room 2, is a new-entrant/year one classroom. The participants included the principal, the class teacher, the teacher aide, the ORS funded teacher, a child with high needs on the ORS scheme and her mother and four peers from the class (ORS refers to the Ministry of Education’s “Ongoing Resourcing Scheme” for students with ‘High and Very High Needs”). The study was guided by the following research questions: 1. How is inclusion understood by the various participants? 2. What are the values and practices in the classroom and the wider school that are associated with inclusion? 3. How do children experience a classroom that focuses on being part of an inclusive school community? Social constructionism was used as the theoretical framework to explore the participants’ understandings and experiences. Data were gathered through observations, semi-structured interviews, and archival data. The emerging themes were identified and linked back to the research questions. The findings show inclusion was understood to be welcoming and teaching all children, not just those with disabilities, reflecting the diversity with the wider community. The values and practices associated with inclusion included building a sense of community, clear values, caring relationships between children, staff and families and good collaborative practices. The children experienced the classroom as a safe positive place, where they helped each other and enjoyed learning. There were also some tensions between the values and practice identified that may inadvertently contribute to students with disabilities being perceived as different.
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    'The cluster team' : a model of collaboration and collegiality in New Zealand gifted and talented education 2003-2008 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2011) Bush, Karen; Bush, Karen
    This study investigated the evolution of a cluster concept involving primary schools that collaborated in a rural region of New Zealand to solve the problem of disadvantage for gifted and talented children. The principals formed a management committee to direct the implementation of a programme to ensure geographic isolation did not mean high ability children missed out on learning opportunities for the fulfilment of personal potential. As a collective provision, the cluster was an inaugural Talent Development Initiative and resourced by the Ministry of Education for six years from 2003–2008. One landmark feature was the partnership with an independent, rural education provider responsible for the facilitation and co-ordination. The literature revealed no evidence of similar provisions, so this paucity of research indicated the cluster management model was unique in Aotearoa-New Zealand. The purpose of this case study was to gain an insight from the perceptions of the principals into the ways the cluster was managed; the effectiveness of the provision; and the central ethos. The methodology was based on a phenomenological approach. Data was generated through a focus group because this forum paralleled the decision-making mode of leadership. The key finding for this investigation was that the cluster was an applicable and effective mechanism to provide for gifted and talented students in New Zealand. This success as a TDI was premised on the core principles for the creed of the cluster. Passion and commitment were essential. Professional development was critical to grow a teacher knowledge base and improve outcomes for students. Good funding was crucial to enhance talent and enable sustainability. It was important to develop a special concept of giftedness befitting the values of the cluster community and reflecting a child-centred approach integral to the shared philosophy. A significant component was the external facilitation to co-ordinate the programme and to weld the group into a cluster team. The ethos at the centre was the extraordinary spirit of collegiality and camaraderie binding the cluster together. These findings from this study confirm the cluster as a model of best practice in the field of New Zealand gifted and talented education.