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    Planning and assessment for two-year-olds : a kindergarten perspective : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2019) Underwood, Jennifer
    The present research study explored kindergarten teachers’ perceptions of how planning and assessment is utilised to support the learning and development of two-year-olds in kindergarten. The study was framed within an interpretivist-constructivist paradigm and used a case study design to investigate and explore teachers’ perspectives and understandings of planning and assessment practices with two-year-olds. Descriptive data was gathered through focus group interviews with 17 teachers from three kindergartens. The focus group interview questions were divided into three main areas. The initial questions focused on teachers current experiences with, and perceptions of, two-year-olds in the kindergarten setting. Planning for the learning for two-year-olds, within the context of the New Zealand early childhood curriculum Te Whāriki, was then considered; assessment for learning was also explored, including methods of assessment and documentation. Lastly, teachers professional knowledge and how this supported their teaching practice with two-year-olds was examined. Key findings suggest that the teachers were aware of the complexities of teaching two-year- olds and what was needed to support them in their own kindergartens. Teachers engaged with early childhood literature and professional development to support their knowledge and understanding of planning and assessment and how to support the learning of two-year-olds. The majority of the responses highlighted the positive perspectives of the teachers’ and their awareness of the characteristics pertinent to two-year-olds. Responsive and reciprocal relationships between teacher, child and parents and whānau underpinned practice with children. Within these relationships, teachers identified that primary caregiving was an important aspect of their practice in supporting the learning for two-year-olds. The findings provided a snapshot of the way in which teachers plan and assess for learning and suggest that planning the environment plays a significant role in the ways in which children’s learning and development were supported, as teachers navigate the characteristics of both older and younger children within the same space. Understanding how these processes can support two-year-olds is important in order for planning and assessment practices to be effectively utilised for decision making and implementation of the early childhood curriculum. The current study provides a valuable contribution in describing what teachers do to support learning for two-year-olds in a kindergarten context.
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    Curriculum development in integrated science for form one to form three in Mauritius : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University
    (Massey University, 1981) Sin Yan Too, Chin Hin
    During the past decade, Integrated Science curricula and courses have mushroomed all over the world. Likewise the Mauritius Integrated Science Project came into existence in 1976. Implied is that this 'new' science course is also a 'better' course. Is it and can it be improved? After retracing the history of Mauritian education and showing how the education system was shackled to the powers that be, mention is made of how the wind of change started blowing over the education system. The birth of M.I.S.P is hailed; its aims and objectives are then discussed. This centres on the meaning of Integrated Science, its composition and where M.I.S.P stands with regard to it. Philosophical concerns for the nature of science, the relevance of science education as well as the social implications of science education,all these concepts are treated at length. It is the thesis of this author that if these three concerns are not taken into consideration in curriculum development work for a science course at primary and secondary education levels, then we would only be scratching the surface. In consequence, an in-depth analysis of the scientific method is called for. How far the M.I.S.P teaching approach diverges from this scientific method is then exposed. Time dichotomy between the process of science and the product of science is fully discussed. It is suggested that school science, based essentially on the product of science, despite teaching approaches to the contrary i.e guided discovery method, will do more harm than good. It is proposed that the process is the all important factor in science education. Learning through science rather than learning Science is upheld to be the goal of science education. Scientific thinking should predominate over scientific knowledge at the level of education under consideration. This is said to have survival value and is viewed as the Education for Tomorrow. Proposal for changes in the structure and contents of M.I.S.P is made. The implementation issue is emphasised, especially in terms of teacher training, and examinations. These two factors are considered essential to the success of M.I.S.P. Otherwise a new orthodoxy will set in.
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    Blending and flipping learning : a journey in innovative curriculum design and delivery : a case study exploring teachers' understandings and perceptions of blended, flipped learning : a thesis submitted in fulfilment of the requirements for the degree of Master in Education (eLearning), Massey University
    (Massey University, 2016) Morgans, Frances
    Historically, lecturing has been the dominant form of teaching within tertiary institutions, however the past decade has seen a shift of focus away from the lecturer as the source of all knowledge. As learning and teaching approaches change to meet the needs of a changing society, research is needed into how the academic staff involved in these new methods understand these approaches and deal with them. There is a move towards pedagogies that are more authentic, contextual and social in nature, as these are perceived as more appropriate to equip learners with the skills they will need to participate in a constantly changing societal context. This research study aimed to gain a deeper understanding of the perceptions and experiences of staff involved in creating and facilitating a curriculum innovation involving new courses that were blended and flipped. Twenty-five staff members from a tertiary institution in New Zealand took part in the study. Participants held a range of roles and were all actively involved in the curriculum innovation. This thesis adopted a qualitative case study research approach using information gained from a questionnaire and semi-structured interviews. While understandings of blended and flipped learning were varied among participants, the perceived benefits of a blended, flipped model included flexibility, increased digital literacy, opportunities for the improvement of self-directed learning skills among students, the freeing up of class time for exploration, the development of critical thinking and problem-solving skills and allowing learners to lead and direct their learning. The challenges in design were deciding on the best use of online and face-to-face spaces, designing engaging online activities, having knowledge of appropriate online tools and platforms to use and time. Facilitation challenges included managing and building student’s self-directed learning skills, keeping students engaged online, giving timely feedback to students, and managing group work. By gaining valuable insights into teachers’ understandings of the blended and flipped methods that they were working with, these findings may help to inform institutions using a similar context.
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    Information and communication technology in secondary schools : a study of factors relating to the integration of ICT into the curriculum areas of English, mathematics, social studies and science : a thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education, Massey University
    (Massey University, 2000) Halliday, Jacquelin Ann
    New Zealand schools have been using ICT, especially computers, for more than two decades yet there is a lack of research in the secondary school area, of how and if, these technologies are being integrated into the curriculum. It has been well documented that the main use of ICT in secondary schools is for studying how the computer works, rather than using it to enhance student learning. The main question this study investigates is: to what extent are secondary schools integrating ICT into the core curriculum areas of English, mathematics, social studies and science? Areas such as teacher attitudes, professional development, access, policies, success factors and barriers were investigated. Student perceptions on the use of ICT were also sought. The findings from this study have the potential to assist school managers and teachers to understand how ICT can be successfully integrated into the curriculum. A multi-dimensional research approach was used employing both quantitative and qualitative methods of data collection. A survey was conducted of 18 urban secondary schools. Data were collected from Heads of Departments of the target curriculum areas, and from one teacher in each department whom the HOD perceived to be an ICT-using teacher. From these data one school, perceived to be a successful ICT-using school, was selected according to set criteria, to be the subject of a case study. Interviews were conducted with the principal, the HOD ICT, the Librarian, a software consultant, as well as the HOD and a teacher from each curriculum area. Students from two year levels were also interviewed. This approach enabled an overview of ICT use in a range of secondary schools to be sought, followed by an in depth study of strategies used in one school. Data were analysed according to a theoretical framework adapted to reflect the hierarchical situation in a secondary school. The macro, mesa and micro environments were analysed to understand the interrelationships that occur between these levels. Results from the study confirm a generally low level of ICT use in these curriculum areas and highlights a number of issues which impact at each level of a secondary school, with ramifications for the use of ICT in teaching and learning programmes. These issues include: school systems - policies and procedures, professional development, pedagogical knowledge of teachers, the role of the teacher, and access to, and location of, ICT equipment, especially computers. There is a complex interaction between all of these issues which need to be understood, for the meaningful integration of ICT into the curriculum to occur.
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    Enhancing student achievement through curriculum integration based on New Zealand's key competencies : a descriptive case study : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Philosophy (Education) at Massey University, Palmerston North, New Zealand
    (Massey University, 2010) Matangi-Hulls, Ana
    New Zealand schools are constantly searching for means for enhancing student achievement, maximising learning potential and utilising effective teacher pedagogy. Curriculum integration is widely supported as an effective pedagogical approach to curriculum design and has been identified within The New Zealand curriculum (Ministry of Education, 2007) as a method that would successfully aid in implementation of all aspects of the new curriculum, including the Key Competencies. This research used a descriptive case study approach to attempt to enhance student achievement through the creation of a model of curriculum integration that was based on the Queensland New Basics model and yet unique to a New Zealand setting so that it developed the teaching and learning of the Key Competencies. Through the conducting of semi-structured interviews, extensive observations of students and teachers, and document analysis, there were five emergent themes identified. One of these themes effectively led to a working model of curriculum integration that enhanced student achievement and overall learning experiences. Central features of the model include the development of a personalised school curriculum: Deeper Understandings and learning dispositions, recognition and development of effective pedagogical tools and approaches, culminating rich assessments encompassing self, peer, formative and summative assessment; and greater student engagement, levels of higher order thinking and transferability of learning.