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Item The impact of postgraduate initial teacher education on beginning teachers' professional preparedness to cater for diverse learners : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Manawatū, New Zealand(Massey University, 2021) Safa, Abdelhamid HelmyThis thesis investigates the impact of an exemplary post-graduate initial teacher education (ITE) programme, the MTchgLn, on beginning teachers’ professional preparedness to cater for diverse learners. In comparison to similar cohorts in other OECD countries, a huge gap exists between high-achieving Pākeha students and low-achieving 1 priority learners (Education Review Office, 2012; OECD, 2015). With existing studies mapping the exemplary ITE terrain, the research field is now moving towards building a sounder basis on which to benchmark equity-centred ITE programme design. For this purpose, a mixed-methods approach was adopted to assess the effectiveness of the programme on the Graduate Teachers’ (GTs) practice. Twenty-five GTs completed an online questionnaire to assess their perceptions of confidence to teach all learners, as well as to assess their perceptions of the value of the programme in enabling them to teach all learners. Interviews were then conducted with 12 GTs and four Lead Teachers (LTs) to better understand the GTs’ responses and to investigate the LTs’ perceptions of the GTs’ professional preparedness. The present study findings indicate that most GTs were confident in developing the professional standards required for the profession and felt that their learning was supported by the programme’s innovations: (i) extended clinical placements in partner schools; (ii) evidence-informed inquiry; (iii) exemplary school visits; (iv) culturally responsive practices; and (v) community placements. Likewise, all the LTs felt that the GTs were professionally prepared with the necessary skills and competencies to teach diverse students effectively and improve their outcomes. This study has provided evidence of the positive contributions of an equity-centred ITE programme’s design to create an informative learning experience for the GTs to ensure informed links between research and practice, driven by equity and social justice. Implications based on these findings are considered for ITE educators and education policy makers to respond to the challenges of today’s multicultural education by prioritizing equity.Item Understanding Indonesian primary school teachers' social-emotional practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand(Massey University, 2019) Saptandari, Edilburga WulanTeaching and learning is an emotional experience and teachers play a crucial role in the nature of this experience. There is consistent evidence that shows a significant relationship between teachers’ emotion, emotion regulation and social-emotional skills, and students’ emotional, social and academic outcomes (Jennings & Greenberg, 2009). However, little is known about teachers’ emotional style, especially in an Indonesian context. This thesis aims to explore the underlying dimensions of the Indonesian primary school teachers’ socialemotional practices. A mixed-methods research design was employed. The first, qualitative research phase was conducted using classroom observations, focus group discussions and individual interviews. Twelve Indonesian primary school teachers who were nominated as having excellent social and emotional skills and 45 students were recruited for this phase. The observation notes and teachers’ and students’ statements were transcribed verbatim. A thematic approach was used for data analysis. Key emergent themes included teachers’ relational philosophies about their work, teachers’ sense of duty to nurture students, teachers’ strategies to regulate their emotions and teachers’ attempts to establish classroom harmony. Based on the findings of the qualitative phase, two separate measurements to assess teachers’ social-emotional practices called Teachers’ Social-Emotional Practices – teachers’ perspectives (TSEP-T) and teachers’ social and emotional practices – and Students’ Perspectives (TSEP-S) were developed. Subsequently, in Study 2, multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of teacher-perceived and student-perceived teachers’ social-emotional practices. In Study 3, the nature of teachers’ social-emotional practices was further investigated by administering TSEP-T to 90 teachers and TSEP-S to 333 students. From teachers’ data, five highly applicable clusters of social-emotional behaviours across five style patterns were identified, while from students’ data, eight highly applicable clusters of teachers’ social-emotional behaviours across ten style patterns were identified. Finally, the associations between the identified clusters and styles with a student-teacher relationship, student connectedness and wellbeing were explored using ANOVA. The findings across three phases of the study showed the Indonesian teachers’ social-emotional practices as comprising relational philosophy, emotional relationship, nurturing, emotion regulation and classroom harmony dimensions. The resulting dimensions were visually represented using “a jasmine flower” model, which allows this model to be discussed and expanded. Findings are compared and contrasted with existing literature and discussed with regard to the potential usefulness of teachers’ social-emotional styles for enhancing the teacher-student relationship, student connectedness and wellbeing. Implications based on these findings are considered for researchers and educational providers who together share responsibility for improving teachers’ social-emotional practices in primary classrooms.Item Learner-centred approaches in teaching English in Thailand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand(Massey University, 2020) Namwong, Ong-ArtThis thesis investigates the implementation of learner-centred pedagogies in English classes in public secondary schools in Thailand. It explores the understanding of learner-centred approaches from a range of stakeholders, how these approaches are implemented within classrooms, and the factors supporting or impeding implementation. The thesis also aims to contribute to understanding on how the Thai culture influences the implementation of learner-centred approaches. Past research in this context has typically been small in scale, with low numbers of participants, and a single participant type, e.g. teachers. The current exploratory case study focused on small and extra-large public secondary schools in the educational service area 25, Khon Kaen, Thailand. Data were obtained from a range of participants from Ministry level to students using three different data collection methods: questionnaires, individual interviews and student focus group interviews. In total, data were obtained from 117 questionnaire respondents, 16 interviewees and six student focus groups. This approach allowed for data to be obtained from a wider range of perspectives than previous studies, and also provided methodological triangulation. The findings revealed that teachers did not have a consensus over what learner-centred approaches constitute. In interviews, they provided very brief responses, and demonstrated limited, and somewhat superficial, understanding. This limited understanding was further evidenced when teachers talked about their implementation of learner-centred approaches. In reality, much of what was discussed reflected practices that were traditional and teacher rather than learner-centred. The main barriers in implementing learner-centred approaches were reported as: other school duties and responsibilities, a limited understanding of learner-centred approaches, large class sizes, and inadequate teaching and learning resources. Other issues related to the level of English language proficiency of teachers, opportunities for students to use English outside the classroom and pedagogical training for teachers. Across all phases of this study, it was apparent that the Thai cultural context is influential, and tensions were seen between the policy intentions and Thai cultural norms. For example, discrepancies were observed between the policy directive of learner-centred teaching and the dominant examination-based assessment, the power distance that exists in Thai society and large class sizes which are typical in many Thai schools. The findings of this thesis have significant implications for policy makers, educational trainers, school management, teachers and students. In particular, there is an urgent need to consider how learner-centred approaches can be adapted to align more closely with the Thai culture. Professional development and support for teachers is another aspect in need of urgent attention so that teachers are supported to make changes to their teaching and pedagogy in line with learner-centred approaches. Additionally, support for teachers to improve their levels of English language proficiency is needed so that teachers are more comfortable using English in their teaching. This will also help to provide students with increased opportunities to communicate in English.Item The influence of teachers’ knowledge and teaching practice on outcomes for beginning readers : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū Campus, New Zealand(Massey University, 2019) Braid, Christine LouiseNew Zealand has a problem with reading achievement, in spite of ongoing efforts to address the issue. The current study selected to investigate the influence of teachers’ knowledge and teaching practice in teaching beginning reading. The study was a two-phase, mixed methods, explanatory sequential design, involving 30 teachers from 12 urban, state schools located in New Zealand’s lower North Island. Teachers participated in professional learning and development (PLD) workshops focused on teacher knowledge and explicit teaching practice for beginning readers. The study used data from 109 New Entrant children from the PLD classrooms and from a non-PLD comparison group of 61 new entrant children. The first phase of the study involved obtaining and analysing data about teachers’ linguistic knowledge, self-confidence for teaching literacy, teaching practice, and reading prompts. The data were analysed using descriptive statistics and t-tests. The findings showed that teachers’ knowledge of linguistic constructs and self-confidence in teaching the code component of reading increased significantly. Observations showed a significant change in teaching practice, from implicit teaching to explicit teaching. Teachers’ prompts changed significantly to using code-cue prompts. For some teachers, teaching practice remained implicit and prompts remained context-based, regardless of an increase in their teacher knowledge. The second phase of the study involved interviews with four teachers to identify barriers for teachers in changing to explicit teaching. Student reading skills were measured and data analysed using a series of MANOVAs and ANOVAs to identify any differences between the implementation and comparison groups. The student data showed significantly better outcomes for the implementation students, with a notable positive difference for students from schools located in lower socio-economic neighbourhoods. Findings suggest that when teachers are equipped with knowledge and practice to teach the code component explicitly to beginning readers, improvement in reading outcomes is possible. Recommendations from the study include that changes are required at a policy level, in teacher training, and for teaching resources, with a particular need for increased cognisance of studies from the science of reading.Item An exploration of science lecturers' views on quality teaching in science at university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2019) Jordens, Janet ZoeUndergraduate university students learn science in ways that are different to those used in professional science laboratories and do not prepare them for their work as practising scientists. This study aimed to explore lecturers’ views on quality teaching and learning in science and what influenced their views and practice. I developed a theoretical framework of sensitising lenses based on quality as a complex system and wicked problem, to explore science lecturers’ views on quality teaching and learning in undergraduate science. This framework, together with key ideas from complexity thinking, guided all aspects of the research. The research design was a multistage mixed methods approach consisting of a dissensus Delphi study followed by a large-scale survey and semi-structured interviews. The problem definition, openness and social complexity lenses identified characteristics that science lecturers associated with quality teaching and learning in undergraduate science. Quantitative data revealed views with varying extents of consensus on these characteristics. Based on these views I proposed a transformative framework for understanding quality teaching and learning in undergraduate science in which generic principles of good teaching are embedded in ways of thinking and practising in science, social relationships are promoted, and variable cultural and sub-discipline factors are included according to the specific context. From this, quality could be viewed as a complex system (rather than a wicked problem) and conditions for its emergence proposed. The non-linearity and multiple-causality lenses identified influences affecting lecturers’ quality teaching. These showed the main driver of lecturers’ changing their teaching was reflective practice, with student feedback the main contributor to this. However, findings from quantitative data showed many characteristics associated with quality teaching were implemented less often than expected, suggesting reflective practice was underutilised. I suggest the potential gap between reflective practice and action is teacher agency. With the aid of the problem resolution lens, I propose a conceptual framework for quality teaching in undergraduate science that has the potential for the emergence of quality from a complex system, and recommend actions for lecturers, educational development and institutions to help achieve this potential.Item Unravelling mysteries of the great learning divide : barriers to learning : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education in Adult Education at Massey University, Palmerston North, New Zealand(Massey University, 2007) Eagle-Ashmore, Phillipa JuneThis thesis was motivated by a personal determination to alter my own beliefs about what I, as a learner, was capable of achieving and, in the process, unravel some of the mysteries surrounding students who leave school with low, or no, educational attainment. My own limited school achievements, and subsequent success as an adult learner, have led me to question the appropriateness and relevance of our formal learning and teaching systems, particularly at school, but also in the adult sector. By looking deeply into the human mechanisms of learning and other influential factors I began to understand why my school experience had been so inadequate and gained some insight into why it is that our school learning systems are destined to fail a great number of its students. My investigation aimed to identify why some of us appear to fail to discover our learning potential whilst others around us seem to excel. How is it that so many young people (approximately 40%) leave their schooling without gaining even the most basic skills required to enable them to manage many of the critical applications of living? Is this a reflection of ability, or does this indicate something else? What blocks or barriers have these individuals met/faced? What limitations have been imposed or imagined? How can the educators support the kind of education that enables all children grow into complete and fulfilled adults able to contribute something (positive) to their society? Looking at Adult Learning Theories what strikes me is how these theories seem so perfectly applicable across all learning and teaching situations. They are not 'rocket science', as the saying goes, but perfectly logical and reasonable assumptions about the needs, motivations and goals of the majority of learners. Why are they not more widely employed? Memories of my own secondary school learning suggest that these theories have not been a feature of our formal school systems. Had they been I believe some of us might have achieved different outcomes.Item Achieving quality teaching in developing countries : identifying factors that influence the delivery of quality teaching in primary schools in rural Cambodia : a research project presented in partial fulfilment of the requirements for the degree of Master of International Development, Institute of Development Studies, Massey University, Manawatu, New Zealand(The Author, 2015) Arnold, Denise JoyAt a global level the Education for All focus has shifted from years of schooling to the quality of education being attained. The delivery of quality education is dependent upon quality teaching. While there is no clear definition of quality teaching there are recognised characteristics which lend themselves to quality teaching and therefore are used as proxies to identify what constitutes a quality teacher. Of importance to this study is the fact these same recognised characteristics of what constitutes quality teaching and a quality teacher are reflected in the Ministry of Education, Youth and Sport in Cambodia (MoEYS) goals and teachers in Cambodia clearly identify with these characteristics. Drawing on a case study of Cambodia this research examines the influences that work upon a teacher to either positively influence the delivery of quality teaching or to negatively influence the same. While influences which positively and negatively impact quality teaching are wide ranging, some are definitely more influential than others. Hence there is a clear recognition of the importance of the provision of basic resources for education. The delivery of quality teaching requires basic physical infrastructure and resources such as teacher training, adequate teacher salaries and teaching materials. Without these basic resources a teacher is destined to fail in the delivery of quality teaching. This is particularly relevant in a developing country where the teachers are more likely to be working at a pre-professional level in terms of teaching skills, dependent upon teaching materials and reliant on basic classroom management skills. This is the case in Cambodia. Before any other influences become significant these fundamental needs must be met. There is also an important link between the health of both teachers and children and the delivery of quality teaching. Basic health needs must be met if the delivery of quality teaching is not to be undermined.Item The nature of engaged teaching in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2014) Patterson, CamilleThe nature of engaged teaching in New Zealand, was examined by interviewing a selection of secondary school teachers working in New Zealand schools. Teachers’ perceptions about how they integrated social, emotional and academic learning into their practice to underpin engaged teaching and promote student wellbeing were explored. Fifteen teachers from suburban secondary schools were interviewed individually to investigate strategies for engaged teaching according to the foundations of the Engaged Teaching model (Weaver & Wilding, 2013). Statements collected from the interviews were recorded and organised around the four foundations of engaged teaching. The teachers prioritised interpersonal relationships and community, in addition to fostering connection, meaning and purpose. These teachers acknowledged cultural contexts to some extent, although this was an area for further development. In general, while many of the teachers emphasised the importance of integrating social, emotional and academic learning in engaged teaching, this terminology was unfamiliar for many of the teachers. It was concluded that overall, the foundations of engaged teaching according to the Weaver and Wilding model (2013) were useful in assisting the teachers to integrate social and emotional learning to promote student wellbeing, and this model was adapted for use in the New Zealand secondary context. Keywords: Social and emotional learning, engaged teaching, student wellbeing, secondary schoolItem Formative assessment and re-action : a theory-seeking case study crossing the bridge from theory to practice and back again : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University(Massey University, 2002) Vickerman, Martin PaulFormative assessment is increasingly being recognised for its potential to enhance learning. Studies from the United Kingdom and New Zealand have revealed that frequently classroom teachers are engaged in formative assessment practices without being aware of it, or are inefficient users of formative assessment information. This research used a theory-seeking case study approach in an attempt to establish how formative assessment was being used in three senior primary school teachers' classrooms. Through semi-structured interviews and in-depth classroom observations, five emergent themes were recognised. One of these themes, that formative assessment is on-going and a cyclical process, led to the development of a model of formative assessment in action. Key features of the model include the use of assessment information/indicators to decide appropriate actions, or more frequently re...actions, to create further learning opportunities. Appraisal and verification of the model by participants and other teachers from both the research school and others in the area, suggest that it is an accurate representation of how teachers do assess children for the purpose of enhancing their learning.Item Relating for learning : teaching to nurture children's spiritual growth : a grounded theory study of New Zealand teachers making students' learning significant in their schooling : a thesis presented in partial fulfilment of the requirements for the degree of Ph. D. in Education at Massey University, Palmerston North, New Zealand(Massey University, 2004) Ayres, Deborah AnneThe thesis proffers a theory called relating for learning about spiritually nurturing teaching, generated using grounded theory research. Spirituality is defined as that to do with the part of a human being that transcends human life, that is to say, that to do with the soul. The human lifetime is understood as but a phase in the growth of the soul, and, therefore, all of life is a spiritual journey. Knowing is consciousness of relationships in one's life and what is known is always known in relation to oneself. Furthermore, learning, which is understood, in the thesis, to be the means by which human beings come to know and progress through life, is seen as spiritual growth. Teachers, who are in the business of serving others by assisting them with their learning, are in a prime position to nurture their students' spirituality. The call in the New Zealand Health and Physical Well-being curriculum statement for school teachers to tend to the spiritual well-being of their students is therefore appropriate, although the directness of the request is unprecedented in New Zealand schooling history and teachers are unsure of just what it means for their practice. The broad aims of the doctoral research inquiry are to add to existing understandings of the place of spirituality in New Zealand state school education, and to explore the practical implications of the new understandings for teachers and other educationists. 'Continuing the conversation' (Josselson, 1999) about spirituality in education, and about spiritual nurturance in particular, is important at this time when school teachers are overtly expected to tend to students' spiritual well-being. The relating for learning theory is generated from nine practicing teachers' ideas and talk, and observations of the teachers interacting with students. The theory proffers a psychology of teachers relating to students to nurture their spiritual growth. It identifies establishing and maintaining a trusting, learning-directed relationship with each student as essential to effective teaching. The relationship involves the student trusting the teacher as a capable educational leader, and trusting that the teacher respects and cares for the student. The student's trust, in turn, facilitates the teacher gaining the information and conditions required to effectively develop the student as a learner and assist the student to learn the formal curriculum