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    Guiding the way : how ESOL teachers can support refugee-background students transitioning to mainstream tertiary studies : 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, 2019) Fraser-Smith, Amber
    Many refugee-background students from a variety of pathways enter mainstream tertiary studies in their countries of resettlement. Yet, despite having an English level sufficient to enter these courses, a growing body of research suggests these students face a number of challenges that make succeeding in tertiary studies difficult. Through the transformative paradigm and a critical perspective, this thesis explores my experiences as an English for Speakers of Other Languages (ESOL) teacher and those of five Middle Eastern refugee-background students about to start the next stage of their learning journey. By using two focus groups and an action research project, we work together to investigate ways that ESOL teachers can best support this cohort of students in their transition into mainstream studies. This thesis concludes with The COMPASS Model, designed as a result of this study to assist in guiding ESOL teachers to support refugee-background students through the use of Collaboration, Orientation, Multiple literacies, Personalised learning, Advocacy, Strategising and Self-care. Suggestions are also given on how to adapt the curriculum to better suit these learners and on how institutes and governments can live up to their ethical responsibilities and provide equal opportunities for refugee-background students.
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    Perspectives on the role of teacher aides and the implications for inclusive practice in Aotearoa classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Inclusive Education) at Massey University, Albany, New Zealand
    (Massey University, 2018) Woodhams, Claire M.
    Every young person has the right to experience school, learning alongside their peers, building friendships with classmates and gaining a sense of autonomy. Teacher aides have traditionally been placed in classrooms to support students with disabilities and diverse learning and behavioural differences. An overreliance on teacher aide support, however, may lead to students becoming stigmatised and dependent. Through thematic analysis of interview data gathered from six teachers and eight teacher aides, supplemented by survey responses from 23 teachers 14 teacher aides, this thesis examines the perspectives on the teacher aide role and the implications for inclusive practice in Aotearoa classrooms. It identifies four prevalent role types perceived by participants, the teacher aides as: an aide to the teacher; a coeducator; a student aide (in class); and a student aide (outside class). Some roles, particularly the co-educator, are more conducive to social interaction and facilitating students’ independence. Others, particularly the student aide role, risk further isolating particular students. This thesis argues that it is teachers rather than teacher aides who are the primary agents of inclusive practice. As teachers adapt their practice to ensure that learning and achievement are possible for every student in their class, the need for one-on-one teacher aide support can be reduced. Teacher aides can work alongside teachers as co-educators overseeing the entire class, instructing small groups and checking-in with various students as needed, enabling teachers to work with students who benefit from more nuanced instruction. School leaders must examine the roles they assign to teacher aides and the associated practices in schools and classrooms. This will ensure that teacher aides are not viewed as the sole mechanisms for instructing and caring for students with disabilities and other diversities. Teacher aides are valuable members of the school community and can play a key role in contributing to inclusive practice in Aotearoa classrooms.
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    An exploration of the factors influencing the inclusion of refugee background learners in the Aotearoa New Zealand education system
    (Massey University, 2018) Sutton, Debora Katrina
    For several years, a refugee crisis has been taking place as an unprecedented number of people become displaced following conflict and persecution in their home countries, half of whom are children and young people under the age of 18. As Aotearoa New Zealand continues to welcome refugees, it is essential for schools and the wider education system to encourage inclusion of refugee background learners. Enabling them the opportunity to participate meaningfully with education, and experience academic and social success, will lead to positive future outcomes and minimise marginalisation. In this research, a mixed-method design is used to explore the factors influencing inclusion of a small cohort of refugee background learners in the Aotearoa New Zealand context. Sixteen participants completed an online survey, with three engaging further in a semi-structured interview allowing them an opportunity to provide a perspective of their lived experience in the education system. It was found that the key factors contributing to inclusion for these learners were parent engagement in education, teacher and peer relationships, recognition and value of cultural diversity, and the extra resources they were able to access to enhance their academic and social outcomes. It is hoped the findings from this research can inform teachers, schools, and education policy makers of the factors contributing to inclusion from the perspective of the learners. This will allow systems and processes to be put in place which have the potential to increase participation, learning and belonging of refugee background learners in the Aotearoa education system.
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    Practising fiercely : fulfilment through stance, supports and stamina : a participatory narrative inquiry of specialist teachers' practice in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Ph.D. in Education at Massey University, Albany, Aotearoa New Zealand
    (Massey University, 2017) Holley-Boen, Wendy
    Teachers work within a range of personal and contextual factors that serve as enablers and barriers to their professional identity, practice and wellbeing. There is a need to explore their perspectives of the current education context, and their roles within it, to better understand the ways teachers experience and position themselves within and against the tensions posed by an increasingly complex world. This research is timely as it investigates an emerging group of professionals, specialist teachers in Aotearoa New Zealand, who integrate postgraduate study with new professional roles and the other facets of their lives. Using a participatory narrative inquiry, steeped in positive psychology and biculturally responsive practice, the present study identifies connections across identity, practice and wellbeing as knowing oneself and conceptualizing practice as relational; ecological and contextualized; challenging and requiring lifelong learning. Alongside the enablers of trust and agency, the research foregrounds the tensions of working in a system straddling special and inclusive education and other unintended barriers to professional practice. Enablers, tensions and mediating variables are unpacked with a focus on the way agentic professionals navigate their personal and professional lives. Findings from the present study informed the development of a framework for the fulfilment of teachers through fierce practice comprised of stance, supports and stamina. This framework has utility at the individual level, supporting the fulfilment of individual teachers. At the systems level, the framework may be of interest to tertiary teachers and institutions wishing to help teachers to develop and sustain meaningful and satisfying lives.
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    Beginner teacher preparedness for inclusion : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology
    (Massey University, 2017) Attwood, Sophia
    The exclusion of students who experience disability is a social justice issue that persists in New Zealand despite efforts to establish a fully inclusive education system. Although there has been some research into the teaching of inclusive practice in initial teacher education (ITE) in New Zealand, little research examining beginner teachers’ feelings of preparedness for inclusion has been undertaken. This mixed-methods study investigated the role of ITE in preparing beginner, secondary school teachers for including diverse groups of learners by capturing their experiences of ITE and early career. Phase one involved an online questionnaire to secondary school teachers in the first three years of their career. Phase two involved conducting four follow-up interviews exploring salient findings from the questionnaire. The findings of this study suggest that while ITE recognises the diversity of the classroom, it falls short when it comes to the pragmatic implications for teaching and learning. The vast majority of participants felt their ITE did little or nothing to help them develop their knowledge of legislation and policy as it relates to inclusion. Two-thirds of participants felt that their ITE did little or nothing to help them develop their knowledge of supports available for students who experience disability while the majority had little to no experience teaching such students on practicum. Teachers’ sense of preparedness to include learners varied significantly according to their personal connection with a person with a disability. Several key themes which align with literature in the field of teacher education for inclusion emerged, namely: knowledge about, and understanding of inclusive pedagogy; lack of focus on legislation, policy and human rights; lack of focus on collaborative practice; and beginner teachers not identifying as lifelong learners. Research-driven practices that are beneficial in preparing teachers to make socially just decisions are discussed in light of the themes. These include: (1) critical reflection about experiences gained during practicum and service-learning opportunities; (2) explicit teaching of human rights; (3) explicit teaching about effective collaboration with professionals, teacher aides and whānau.
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    Exploring parents' perceptions of support for children with special learning needs in three regular primary classrooms : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Manawatu, New Zealand
    (Massey University, 2016) Reilly, Jessica L
    The Ongoing Resourcing Scheme (ORS) is a funding provision with access to specialists, additional teachers and teacher aides to support inclusion for children with high or very high learning and adaptive needs. This study used a qualitative methodology to explore the perceptions of five parents about the supports received through the ORS funding scheme including its strengths and limitations. The study was conducted in three different regular primary schools in the Central North region of New Zealand. The main themes identified were related to the nature and extent of support by the professional teams and the process of obtaining ORS funding with a clear message for more transparency. The study suggests that the efficacy of the teacher aide role, how the ORS funding is managed and the importance of transparency are all areas for further research.
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    The personal and contextual factors influencing teacher agency and self-efficacy when planning and implementing individual education plans : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Palmerston North, Manawatū, New Zealand
    (Massey University, 2016) McKay, Stephanie Elizabeth Mary
    There is an increasing amount of literature that examines how teacher agency and self-efficacy influence inclusive education. Research demonstrates that when teachers feel confident in their capabilities, they are capable of actions that allow them to teach in a more inclusive manner. Individual Education Plans (IEPs) are one tool teachers can collaboratively use to support students with disabilities to access the curriculum. This study explores the personal and contextual factors that influence teacher agency and self-efficacy when planning and implementing IEPs by using a mixed-methods explanatory-sequential design. Participants were 42 primary school teachers without positions of senior responsibility, from the North Island of New Zealand. Each teacher had participated in at least one IEP in the last twelve months. Phase one employed an e-questionnaire, followed by four semi-structured interviews in phase two. The e-questionnaire measured participant’s perceived self-efficacy, and examined their perceptions of the IEP process, and experiences of professional learning and development (PLD) related to the planning and implementation of IEPs. Face-to-face interviews explored and expanded on phase one themes. Results demonstrated that a number of personal and contextual factors influence teacher agency when planning and implementing IEPs. Strong pedagogical knowledge, teaching experience, the ability to form collaborative relationships, and understanding the teacher’s role in an IEP team were required for teachers to experience enhanced self-efficacy and agency. Having collaborative relationships within the IEP team, time, and inclusive school policies were contextual factors that enabled and inhibited teacher agency and self-efficacy. While the majority of participants had not received PLD relating to planning and implementing IEPs, they identified that efficacious PLD would need to be specific and needs-based, collaborative in approach, expert facilitated and readily available to enhance teacher self-efficacy and enable agency when planning and implementing IEPs. Primary teachers in New Zealand would benefit from school management providing teachers with increased PLD on the use of IEPs and inclusive education, if they are to experience high self-efficacy and achieve agency when planning and implementing IEPs for students with disabilities.
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    Teachers' perceptions about their preparedness to teach and include children with Autism Spectrum Disorder in the regular classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2016) Apers, Cherie
    This research explored five primary school teachers’ perceptions about their preparedness to teach and include students with Autism Spectrum Disorder in a regular classroom. Taking a qualitative approach, these teachers were interviewed individually using semi-structured interviews, whereby the research methodology followed an appreciative inquiry framework. The use of this framework allowed for the positive aspects of their practices to be revealed. The research discovered that through a combination of prior knowledge and teaching experience, these teachers were able to develop and practice an inclusive pedagogy with strategies that could be utilised, not just for those with a disability, but for all children in their classrooms. While there were some areas where the teachers felt they could do with more support, these were taken on as challenges. The teachers involved demonstrated that inclusion of students with ASD in the regular classroom is possible and that this can be a positive experience that benefits the student with ASD, other students, the teachers themselves, the school, and the wider community.
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    Children's experience of learning : a naturalistic inquiry into the mainstream education of special needs students in New Zealand : a thesis submitted as partial fulfilment of the requirements for the degree of Master of Education, Massey University
    (Massey University, 2000) Billington, Pamela
    Current trends in New Zealand schools for the teaching of students with special abilities, learning difficulties, or metacognitive deficits are to retain these 'special needs' students within mainstream classrooms, although schools often supplement regular courses with 'pullout' programmes where necessary. However, mainstream inclusion for 'special needs' students has been criticised on the basis that the structure and organisation of New Zealand schools does not support individual interventions or the planning of flexible programmes. This study contextualises this criticism by providing a qualitative record of the learning experiences of a group of children classed as 'special needs' students. It may stimulate readers to understand the wide range of needs in New Zealand schools. The research sample was composed of 'special needs' children within Auckland schools, as classified by their teachers and parents; it included 'booster class' students who were not achieving to the levels expected for their chronological ages, as well as 'gifted' children from 'extension classes' who had demonstrated advanced academic performance or had the ability to perform. Cognitive research suggests that these special learning needs are not simply innate within each child, but are characterised by either unusually high or low levels of cognitive and metacognitive strategy use, involving a mixture of learned behaviours, beliefs and skills. Research has shown these to be closely related to the learning environment and social context of the classroom. This study aims to discover how a range of 'special needs' students perceive contextual classroom influences that may help or hinder their ability to focus on learning. The data is also analysed in light of goal orientation or motivational theory about the self-perceptions, social goals and constructs that motivate students to engage in classroom tasks and activities. Children develop metacognitive or 'executive decision-making' processes that inform their judgements about where and how to strategically apply effort and skills. The different levels of metacognitive function displayed by sampled 'special needs' students reflect the dynamic interaction between a child's growing knowledge and abilities, and the social context of their learning environment. Self-perception of ability, the confidence to effectively accomplish goals, and attributive beliefs about the causes of success and failure can either motivate interest and effort in academic activities, encouraging further metacognitive development, or conversely reduce motivation and lead to self-defeating behaviours and beliefs, such as task avoidance. Therefore, emotional reactions to the learning environment, such as unhappiness, anxiety, boredom or frustration, can either boost or retard academic learning and performance. The findings of this naturalistic inquiry indicate that children are able to recognise a range of influences on their ability or motivation to engage in school learning activities; their accounts often correspond with issues identified in other educational research, typically in empirical cognitive and developmental studies. The children raise negative factors such as inappropriate levels of language difficulty, degree of challenge in set tasks, anti-social classroom interactions, and problems with noise, interruptions and availability of teacher guidance. However 'special needs' learners also reported that co-operative social interactions, and peer and teacher encouragement assisted their motivation and learning. Therefore it seems that growth of motivation and metacognition in 'special needs' students learning in mainstream classrooms may be achieved by ensuring that language and learning material is both readily accessible and matched to individual learning needs. Moreover since social interaction is shown to be beneficial to achievement in learning, the promotion of classroom climates that foster co-operation and relationship-building goals, in contrast to instrumental dominance objectives, thereby supports adjustment to the school environment and productive involvement in learning tasks. Negotiated interventions based on an understanding of children's fundamental perceptions and goals, within ongoing, mutually communicative social relationships and enriched learning environments, may assist children to improve their motivation, metacognitive abilities and performance.
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    Inclusive education policy, practice and progress : a transformative analysis of Middle East countries : a manuscript drawn from a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2014) Khayat, Karen Ruth Chesterton
    Access to an inclusive education for children who are disabled is internationally agreed to be a basic human right. As such, it has been enshrined in the United Nations Convention on the Rights of Persons with Disabilities. Governments of all countries in the Middle East have signed the convention and committed to ensuring this right as soon as possible. As they incorporate these obligations into relevant education legislation and policy, there remains concern that multiple factors which persist in marginalising children who are disabled will impede progress and effective implementation of policy. This study reviewed a sample of three countries in the Middle East; Bahrain, Iraq and Jordan. Replicating the ‘Pathways to Inclusion’ Toolkit used in Europe, data were gathered through questionnaires and interviews and aligned with the requirements set out in the United Nations Convention. An analysis framework applied a rating to policy, practice and progress to indicate how supportive they were of the progressive realisation of inclusive education. Some alignment was found between the complex realities of the three countries and the expectations of the Convention. However, this study took a unique strengths approach in order to inspire the interest of policy makers. Some of the strengths noted were the traditional and religious responses to those with impairments, the tenacity of interdependence within communities and the parental preference for inclusion. These strengths were situated alongside the widespread drive towards modernisation, developing technology, and participating in the global community. Conducted through a transformative lens, the intention of this research was that the identification of these strengths would shift thinking forward to empower political and civil processes in their ongoing bid to implement the expectations of the United Nations Convention on the Rights of Persons with Disabilities.