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    The historical evolution and contemporary status of Montessori schooling in New Zealand, as an example of the adaptation of an alternative educational ideal to a particular national context : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2004) Shuker, Mary Jane
    There have been two distinct phases of the Montessori method of education in New Zealand. The first began in 1912 and continued into the 1950s. The second phase, starting in 1975, has resulted in over one hundred Montessori early childhood centres being established throughout the country. In this thesis I examined the historical evolution and contemporary status of Montessori schooling in New Zealand, as an adaptation of an alternative educational ideal to a particular national context. To situate this study, the history of the Montessori movement was investigated, taking into consideration the particular character and personality of its founder, Dr. Maria Montessori (1870-1952). It is argued that the apparent contradictions of Montessori, who claimed to be both a scientific educator and a missionary, help explain the endurance of her method. The thesis further maintains that Montessori became a global educator whose philosophy and pedagogy transcends national boundaries. The middle section of this thesis examines the Montessori movement in New Zealand during the first phase and the second phase, highlighting the key role that individuals played in spreading Montessori's ideas. The major aim was to examine how Montessori education changes and adapts in different cultures and during different time frames. The thesis concentrates on New Zealand as a culturally specific example of a global phenomenon. The final section of the thesis is a case study of a Montessori early childhood centre examining the influence of Government policy and how the development of the centre supports the ongoing implementation of Montessori's ideas. The perceptions of Montessori teachers, former parents and students regarding the nature and value of Montessori education are also considered. Finally, observations carried out as part of the case study are analysed to further demonstrate the ways in which the original ideas of Montessori have been reworked to suit a different historical and societal context. It is concluded that Montessori is a global educator whose philosophy and pedagogy transcends national boundaries. Nonetheless, the integration of Montessori education within any country, including New Zealand, does result in a culturally specific Montessori education.
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    Digital foundations : a study of perceptions and practices surrounding the use of ICT in ECE centres : this thesis is submitted in part fulfilment of the requirements for the Doctor of Education, Massey University
    (Massey University, 2010) Oldridge, Lisa Anne
    The use of information and communication technologies (ICT) in early childhood education (ECE) is controversial. Currently, ICT in ECE is experiencing a second wave of popularity. While many of the recurring debates exist around the use of technology in the education sector it would appear that ICT is here to stay. A distinguishing feature of the literature across both waves is a growing appreciation of the importance of pedagogy and the key role of the teacher. This thesis builds on this broad concept of pedagogy by investigating the growth of ICT in ECE. The aim of the study was to discover new insight and understanding of how parents‟, teachers‟ and children‟s perceptions of the use of ICT in ECE influence the surrounding practice. A mixed-method approach was undertaken with a sample group in three distinct phases in one geographical location in the greater Wellington region. The study adopted an interpretive framework to inform the research methodology and help explain the findings. The findings across the three phases show the multifaceted nature of ICT and the many layers that are required to ensure that it can be offered in an authentic and meaningful way in ECE. When this approach is not evident it constrains the integrated use of ICT and affects the quality of the programme offered. Factors that influence the level of quality include: (a) the role of teacher‟s beliefs and self-efficacy; (b) fluid conceptions of pedagogy; (c) the competing and co-existing drivers associated with the use of ICT in ECE; (d) the changing face of literacy; (e) barriers affecting the full integration; and (f) the implications of policy on practice. The thesis draws on the framework of an enabled and enacted ICT curriculum developed in the literature review, as a tool to indicate and understand the current state of the level of ICT integration in ECE centres. Overall the findings show that participating teachers have begun their ICT journey and are working towards the goal of offering an authentic and meaningful educational experience. Yet, the research shows that the many layers of support necessary to ensure teachers continue to move forward on this journey are not well understood. A failure to address these gaps may sadly lead to a “third wave” of ICT in which history repeats itself.