Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.Special education teachers

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Supporting interprofessional collaborative practice through relational orientation : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany Campus, Aotearoa New Zealand
    (Massey University, 2021) Vasilic, Branka
    Relational processes in the context of interprofessional collaboration are understood mainly in terms of individual action. This study argues that focusing on individual action limits our understanding of some of the most successful relationship-based collaborative practices. To shift the focus from individual action to co-action, this study investigated co-action oriented practices in multi-agency teams working with children and young people identified as living with High and Complex Needs (HCN). The methodology used in this study combined a relational research orientation with the principles of narrative theory, in order to engage HCN practitioners in dynamic conversations. Through dialogue, the HCN practitioners investigated their valued collaborative practices. These practices were then further explored in terms of how collaboration could shift from individual to co-action. The outcomes of the study highlighted a number of successful relationship-based collaborative practices that are often overlooked. These range from simply having small talk, being personal and flexible, to addressing more complex situations that might otherwise be avoided. Appreciative exploration was identified as a way to step outside of one’s own beliefs and become curious about how contradictory views might be valid within a community of understanding. Finding a respectful way to approach what we want to avoid holds arguably most potential for positive change. The study concluded that three aspects were critical to the engagement of practitioners in collaborative co-active practice: (1) paying attention to the process of relating; (2) acknowledging values, interests and concerns of practitioners in their daily practice, and (3) respecting current practices. Engaging with co-active practices in this way energised practitioners and fostered an innovation-seeking attitude and collective learning. As the practitioners in this study demonstrated, relational orientation opens up possibilities to shape co-action, and offers a unique tool for transforming collaborative practices. Put simply, the relational shift shows what we achieve together, we cannot do alone.
  • Thumbnail Image
    Item
    Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Ph.D. in Education at Massey University, Albany, Aotearoa New Zealand
    (Massey University, 2017) Holley-Boen, Wendy
    Teachers work within a range of personal and contextual factors that serve as enablers and barriers to their professional identity, practice and wellbeing. There is a need to explore their perspectives of the current education context, and their roles within it, to better understand the ways teachers experience and position themselves within and against the tensions posed by an increasingly complex world. This research is timely as it investigates an emerging group of professionals, specialist teachers in Aotearoa New Zealand, who integrate postgraduate study with new professional roles and the other facets of their lives. Using a participatory narrative inquiry, steeped in positive psychology and biculturally responsive practice, the present study identifies connections across identity, practice and wellbeing as knowing oneself and conceptualizing practice as relational; ecological and contextualized; challenging and requiring lifelong learning. Alongside the enablers of trust and agency, the research foregrounds the tensions of working in a system straddling special and inclusive education and other unintended barriers to professional practice. Enablers, tensions and mediating variables are unpacked with a focus on the way agentic professionals navigate their personal and professional lives. Findings from the present study informed the development of a framework for the fulfilment of teachers through fierce practice comprised of stance, supports and stamina. This framework has utility at the individual level, supporting the fulfilment of individual teachers. At the systems level, the framework may be of interest to tertiary teachers and institutions wishing to help teachers to develop and sustain meaningful and satisfying lives.
  • Thumbnail Image
    Item
    Dynamic assessment in New Zealand : knowledge, application and utility amongst resource teachers of learning and behaviour : a thesis presented in partial fulfilment of the requirements of the for the degree of Master of Educational Psychology at Massey University, Albany Campus, New Zealand
    (Massey University, 2013) Hodges, Helen L.
    Many types of educational assessment have relied upon summative assessment that focus on the products of learning. In contrast, Dynamic assessment (DA) is a type of assessment that links assessment and intervention. The key features of DA are interaction and embedded intervention. The outcome of DA is information pertaining to the processes of learning and the generation of information for intervention. There exist a wide variety of uses for DA, however, DA is not applied with as much frequency as other types of assessment. Among the suggested reasons for the lack of application of DA is a low level of knowledge of DA. A survey was developed to gather information on the level of knowledge, application and utility of DA amongst Resource Teachers of Learning and Behaviour in New Zealand. The results indicated that most participants were not at all (43.5%) or barely (33.9%) familiar with DA. Articulated understanding of DA was found to be lower than the reported level of familiarity. Application was also limited with 15.1% of all participants and 32.9% of participants familiar with DA indicating that they apply DA. It was also found that actual rates of application of DA are likely to be lower than reported rates of application of DA. Most RTLB (92.5%), indicated that DA was, or would be useful to their practice suggesting that DA is seen to have utility amongst this group. These results, combined with levels of contentment with current knowledge and application of DA suggest that there is a need for training on DA in New Zealand. The results of the current research were congruent with prior research finding limited levels of knowledge and application of DA. Further, the suggestion of limited DA application being partially due to limited knowledge on DA was supported. It is hoped that training in DA would see the application of DA become more frequent in New Zealand in the future.