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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.
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    Learner-centred approaches in teaching English in Thailand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Namwong, Ong-Art
    This thesis investigates the implementation of learner-centred pedagogies in English classes in public secondary schools in Thailand. It explores the understanding of learner-centred approaches from a range of stakeholders, how these approaches are implemented within classrooms, and the factors supporting or impeding implementation. The thesis also aims to contribute to understanding on how the Thai culture influences the implementation of learner-centred approaches. Past research in this context has typically been small in scale, with low numbers of participants, and a single participant type, e.g. teachers. The current exploratory case study focused on small and extra-large public secondary schools in the educational service area 25, Khon Kaen, Thailand. Data were obtained from a range of participants from Ministry level to students using three different data collection methods: questionnaires, individual interviews and student focus group interviews. In total, data were obtained from 117 questionnaire respondents, 16 interviewees and six student focus groups. This approach allowed for data to be obtained from a wider range of perspectives than previous studies, and also provided methodological triangulation. The findings revealed that teachers did not have a consensus over what learner-centred approaches constitute. In interviews, they provided very brief responses, and demonstrated limited, and somewhat superficial, understanding. This limited understanding was further evidenced when teachers talked about their implementation of learner-centred approaches. In reality, much of what was discussed reflected practices that were traditional and teacher rather than learner-centred. The main barriers in implementing learner-centred approaches were reported as: other school duties and responsibilities, a limited understanding of learner-centred approaches, large class sizes, and inadequate teaching and learning resources. Other issues related to the level of English language proficiency of teachers, opportunities for students to use English outside the classroom and pedagogical training for teachers. Across all phases of this study, it was apparent that the Thai cultural context is influential, and tensions were seen between the policy intentions and Thai cultural norms. For example, discrepancies were observed between the policy directive of learner-centred teaching and the dominant examination-based assessment, the power distance that exists in Thai society and large class sizes which are typical in many Thai schools. The findings of this thesis have significant implications for policy makers, educational trainers, school management, teachers and students. In particular, there is an urgent need to consider how learner-centred approaches can be adapted to align more closely with the Thai culture. Professional development and support for teachers is another aspect in need of urgent attention so that teachers are supported to make changes to their teaching and pedagogy in line with learner-centred approaches. Additionally, support for teachers to improve their levels of English language proficiency is needed so that teachers are more comfortable using English in their teaching. This will also help to provide students with increased opportunities to communicate in English.
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    Project-based learning in the NCEA context : the benefits and constraints of cross-curricular implementation of project-based learning in New Zealand secondary schools : a thesis presented as partial fulfilment of the requirements for the degree of Master of Education, at Massey University, Manawatu, New Zealand
    (Massey University, 2019) Hamilton, Catherine
    Project-based learning (PBL) has been described as a future-focused learning strategy that helps to address the challenge of equipping young people with 21st century capabilities needed for a rapidly changing future. However, PBL is not commonly utilised at the senior National Certificate of Educational Achievement (NCEA) level, even though this is a crucial time for learners to prepare for a world beyond school. This thesis examines how New Zealand secondary schools could implement cross-curricular PBL in the NCEA context, what benefits and constraints there may be from a teacher and student perspective, and whether there are differences in perspectives regarding PBL in students with different levels of motivation. The research design utilised a mixed method, multiple case study approach, where both quantitative and qualitative data was collected from three case study schools who currently use PBL at the NCEA level. Both teacher and student perspectives were gathered by an online survey in phase one of the study, followed by purposeful sampling of participants in phase two to further explore their perspectives using a semi-structured individual or focus group interview. The research findings indicate that PBL can be successfully implemented in the NCEA context, provided key design features are in place. These include developing a strong PBL design framework, ensuring that projects have authentic purpose beyond the classroom, and fostering connections with community partners. There are clear potential benefits in engaging senior students in opportunities to participate in projects. Engagement in learning can be increased, 21st century capabilities developed, and self-regulated learning dispositions promoted. Student motivation is influenced by their ability to self-manage and they need specific pedagogical experiences that targets the development and utilisation of self-directed learning capabilities. PBL in the NCEA context is not without its challenges. These include school structural issues, the ability for schools to develop a learner-centred culture, teacher capability to project manage, and difficulties in aligning current NCEA standards with projects. This study concludes by suggesting that schools should consider implementing PBL in the NCEA context, as part of a future-focused education orientation, as potentially there are considerable benefits to be gained.
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    Opportunities for learning mathematics in a newly established Innovative Learning Environment (ILE) : 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, 2018) Logan, Maree Joanne
    There is currently an increasing movement towards the implementation of innovative Learning Environments (ILEs) in primary schools across New Zealand, advocated by the Ministry of Education. This ILE implementation has been met with both support and opposition from the public and educators alike. Simultaneously, mathematics education in New Zealand is undergoing reform, with research informing changes from traditional transmission-style approaches to those that place students at the centre and promote mathematical understandings in communities of learning. Reforms in how students learn mathematics are well-aligned to the skill sets promoted as reflecting the competencies required of 21st century learners. However, the paucity of research into opportunities for students learning mathematics in ILEs warrants the need for further research. Using a qualitative methodology and single case study design, this research explored the opportunities afforded to Year 7 and Year 8 students when learning mathematics in a newly established ILE. Throughout Term 2, 2018, data collected from one-to-one teacher interviews, classroom observations, and student focus group discussions were coded, analysed, and triangulated. Four salient themes emerged from the data: the affordances of spatial arrangement, opportunities for student agency, students leading the learning, and the ILE as a mathematics community of learners. Teacher and student participants reported space within the ILE opened opportunities for individual and collaborative mathematics learning. The increased affordance of student voice and choice positioned students as the central drivers in both the leading and learning of mathematics. The open, fluid, and flexible spaces within the ILE presented increased opportunities for varied grouping structures. When combined with new co-planning and teaching arrangements, teachers and students considered that opportunities to learn involved greater options for mathematical challenge and multiple perspectives on mathematics. This research study presents mathematics learning within an ILE through the voices of the participants, particularly the student participants. It provides insights into the set up and spatial qualities afforded within the ILE, ways students described their mathematical learning opportunities, and comparisons they made to their previous single-space learning environments. Teacher and student participants in this research were very supportive of the ILE arrangement and the opportunities for learning mathematics that it afforded.