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    Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand
    (Massey University, 2018) Fletcher, Melanie Irenee
    Recent policy initiatives in New Zealand and internationally have focussed on the importance of continuity of learning for children transitioning to school. Effective transitions occur when continuity of learning is supported, with the sharing of assessment information seen as an important strategy to support continuity of learning for children transitioning to school. The perspectives of those directly involved in the sharing of assessment information between early childhood services and schools are underrepresented in the research literature. This study therefore aimed to compare the beliefs, experiences and practices of New Zealand early childhood and new entrant teachers regarding the sharing of assessment information to support children’s continuity of learning as they transition to school. Using self-administered online surveys, qualitative and quantitative data was gathered from early childhood and new entrant teachers in the Canterbury region. Analysis of the data identified several areas of similarity within and between the sectors including valuing continuity of learning whilst experiencing barriers to information sharing. A number of significant differences in perspectives emerged from the data, in particular regarding the utility of information shared, given the reported emphasis on the provision of strengths-based information. Findings suggest that inconsistent information sharing practices have led to new entrant teacher dissatisfaction with current processes, and a desire to see more formalised processes enacted. The study identifies several recommendations, including that there is a need for greater collaboration and communication between the two education sectors to ensure assessment information is shared effectively. The provision of guidelines and the development of a template would improve the utility of the information supplied and ensure a more consistent approach to information sharing. The sharing of assessment information should be made compulsory, thus removing the inconsistencies in information sharing practices that are currently occurring.
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    A study of the Flaxmere educational futures project : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Geography, Massey University
    (Massey University, 1987) Wilson, Edgar Gray
    The thesis offers an interpretation of the origins and nature of the community initiative, the Flaxmere Educational Futures Project, an example of local cooperation which occurred in Flaxmere, in 1985 and 1986. The thesis discusses the development of Flaxmere as a suburb in terms of physical site, population pressure, housing development and demographic patterning. These matters are considered in relation to changing education and social service policy and the aspirations of local residents about education and social facilities. The suburb is viewed as a product of many decisions made by a variety of institutions and individuals over nearly 25 years. Significant influences that set the stage for the local turmoil within which the Flaxmere Educational Futures Project developed are documented and discussed. The Project represented a relatively sophisticated political response to related but not always obvious local concerns of residents living in Flaxmere and the statutory body responsible for primary education in the suburb, the Hawke's Bay Education Board. The thesis does not attempt to discuss in detail procedures relating to the community survey which was a central part of the Project but only presents results of importance to each interest group. The study identifies the complex set of background influences which carried the residents of the suburb towards a situation where local cooperation was a distinct possibility, and shows that once an arrangement for cooperation for the development of the Flaxmere Educational Futures Project had been achieved, many different groups were able to effectively participate in information gathering and in the preparation of a clear statement of local difficulties, concerns and aspirations regarding education and service provision in Flaxmere.
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    The Delphi technique : its methodology and potential for educational planners in developing countries : a thesis presented in partial fulfilment of the requirements for the degree Master of Education at Massey University
    (Massey University, 1982) Sarr-Cessay, Mariama
    This study had two objectives: (i) To examine methodological difficulties in using the Normative Delphi Technique as a tool for educational planners; and (ii) To explore the potential of the Normative Delphi Technique for educational planners in Developing Countries. To achieve the above objectives, an experimental-type Delphi was carried out, using a group of fourteen New Zealand experts in the field of Educational Planning, who had worked as consultants or advisers in Developing Countries. A three phase Delphi procedure was employed combined with a follow-up evaluation of the study by the respondents. On the basis of this experimental Delphi study it was concluded that the Technique may be potentially viable as an instrument for gaining consolidation and consensus of respondent opinion, but that methodological difficulties exist within the Technique. These include : the selection of subjects, character and clarity of Round One, type and effect of information feedback and the number of rounds used. It was suggested that these difficulties could easily be overcome and that,the Delphi Technique may complement, and indeed expedite existing educational planning procedures in Developing Countries such as Commissions of Enquiry, Ministry Plans and Research Studies.
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    A naturalized philosophy for research into the administration of educational organizations : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Philosophy of Education at Massey University
    (Massey University, 1995) Clark, John Andrew; Clark, John Andrew
    After setting out in detail the social-historical context of the theory debate in educational administration and the philosophical elements of the four traditions of inquiry in this field (logical positivism, phenomenology, critical theory, naturalism) along with a consideration of the emerging lines of criticism against naturalism, the central thrust of the thesis is to set out the main features of a naturalized philosophy upon which research into the administration of educational organizations could be based. The notion of naturalized philosophy is discussed, followed by a working out of a naturalized account of the basic ontological, epistemological and axiological assumptions. What is attempted is the construction of a systematic philosophy which seeks to unify these primary branches into a coherent whole tied together by the principles of naturalism. The implications of naturalized philosophy for research into the administration of educational organizations is also examined.