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Subject: search.filters.subject.390199 Curriculum and pedagogy not elsewhere classified

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    Enabling Ableton : facilitating music technology in secondary music education through Discholars : an exegesis presented in partial fulfilment of the requirements of the degree of Master of Creative Enterprise at Massey University, Wellington, New Zealand
    (Massey University, 2019) Campbell, Callum
    Discholars is a company designed to enhance and modernise music education in New Zealand by offering tuition in digital and electronic instruments. It was founded in response to the ubiquity of music technology in the music industry and the opportunity that provides for music education. The creative focus of this research has been to build a curriculum to teach music using a digital audio workstation (DAW) as the primary instrument. Through a series of structured lesson plans, this curriculum teaches musical concepts and production techniques. It incorporates modern research in music pedagogy and is designed to align with the New Zealand curriculum. Discholars' mission is to empower students to express themselves musically as a result of music technology tuition.
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    Factors that influence the implementation and practice of team-teaching for English and Social Science teachers in secondary innovative learning environments in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirement for the degree of Master of Education (Educational Administration and Leadership) at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Robinson, Amanda Joy
    Team-teaching in secondary school innovative learning environments (ILEs) in New Zealand is an emergent area of pedagogical practice and there is currently no research exploring the ways it can be supported by school leaders. Team-teaching has emerged as a result of national and global changes in education policy over the past decades. Both ILEs and team-teaching are viewed as providing a pathway to increasing specific knowledge, competencies and dispositions for students in the face of significant global changes. The purpose of this research was to: a) identify important factors that influence the implementation and practice of team-teaching in secondary school ILEs, and; b) seek methods school leaders might employ to optimise factors that influence teachers in their team-teaching practice. Much research has been done about team-teaching at primary level and in inclusive education settings internationally. However existing research largely focuses on the pedagogical practices teachers might use and has not been focused on the leadership of team-teachers in mainstream secondary schools or ILEs. This research aimed to contribute to the literature by examining the specific contextual factors presented by team-teaching in secondary ILEs in New Zealand, and the ways school leaders might optimise these factors. The sample groups for this research were drawn from English and Social Science teachers and heads of department (HoD) from six secondary school ILEs in New Zealand. The research spanned two phases, drawing on a mixed-methods approach to conduct semi-structured interviews with a small sample, before conducting a survey with a larger group of teachers and HoDs. The findings of this research largely reinforce the literature on team-teaching as similar factors were identified. A new contribution is made by considering how time is interconnected with professional relationships, along with the importance of evaluating the impact of changes in practice on students. Collectively, these interconnected factors influence teacher motivation. Additionally, the formation of individual teacher identity is reconceptualised for those team-teaching in highly visible ILEs, when the mitigating effect of career stage is considered. This research also highlights the increased time, space and support that teachers and HoDs require to develop their relational practice to create effective team-teaching partnerships in secondary school ILEs due to their involvement in multiple teams. It is concluded that school leaders may need to re-evaluate the process of supporting teacher change and pedagogical adaptation for those working as team-teachers in secondary ILEs in New Zealand.