Massey Documents by Type

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

Browse

Filters

2016 - 20183

Settings

Subject: search.filters.subject.Curriculum enrichment

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Tūpekepeke! Māori knowledge and practices in health and physical education : the perspectives, experiences and aspirations of secondary school teachers' : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies at Massey University, Palmerston North, Aotearoa New Zealand
    (Massey University, 2016) Tawhai, Daniel Tiotio Burfield
    This thesis explores What are the perspectives, experiences and aspirations of secondary school Health and Physical Education teachers’ to better implement Māori knowledge and practices in their lessons? Individual, semi-structured, in-depth qualitative interviews were conducted with three secondary school Health and Physical Education (HPE) teachers with similar teaching experience, but different ethnic backgrounds. It was found that HPE teachers see Māori knowledge and practices as an effective way to enhance Māori student achievement, increase awareness of Māori culture amongst non-Māori students, and promote the overall development of Aotearoa New Zealand as a nation where indigenous knowledge and practices are a valued and contributing part of life and society. In order to achieve this, HPE teachers recommended development in teacher training programmes, professional development for practicing teachers’, and the development of resources and networks of teachers in the area of Māori knowledge and practices specific to HPE in Aotearoa New Zealand
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    A trial of the effective lifelong learning inventory (ELLI) : a case study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education (EdD) at Massey University, Manawatū
    (Massey University, 2018) Hyett, Maureen Margaret
    The purpose of education is to prepare learners for the world they are going to live in. Education should actively support learners to develop the capabilities they need to engage productively with the difficult and challenging problems that are part of today’s world. The Effective Lifelong Learning Inventory (ELLI) is a programme designed to assist in the development and measurement of the learning dispositions of: strategic awareness, changing and learning, meaning making, creativity, critical curiosity, learning relationships and resilience. This thesis has taken a case study approach to explore the process of the trial of ELLI within one urban secondary school. The introduction of the tool actively supported the developing learning culture of the students and the learning culture of the staff. Drawing on the perspectives of both staff and students and unpacking the difficulties associated with the implementation, this thesis analyses the process involved in trialling the tool. To document the trial process, data were collected from observations of all meetings and presentations, and interviews with both the teachers and students involved in the trial. The reasons the school undertook the trial were explored, through interviews with the principal and teachers, by examining the culture of learning and the professional learning history in the school. The GPILSEO model for sustainability of school change was used to examine the key factors of goals, pedagogy, institutions, leadership, spread, evidence and ownership of the trial process. The impact of the trial process on students was explored by examining their academic results, their ELLI profiles and listening to the students.