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    A trial of the effective lifelong learning inventory (ELLI) : a case study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education (EdD) at Massey University, Manawatū
    (Massey University, 2018) Hyett, Maureen Margaret
    The purpose of education is to prepare learners for the world they are going to live in. Education should actively support learners to develop the capabilities they need to engage productively with the difficult and challenging problems that are part of today’s world. The Effective Lifelong Learning Inventory (ELLI) is a programme designed to assist in the development and measurement of the learning dispositions of: strategic awareness, changing and learning, meaning making, creativity, critical curiosity, learning relationships and resilience. This thesis has taken a case study approach to explore the process of the trial of ELLI within one urban secondary school. The introduction of the tool actively supported the developing learning culture of the students and the learning culture of the staff. Drawing on the perspectives of both staff and students and unpacking the difficulties associated with the implementation, this thesis analyses the process involved in trialling the tool. To document the trial process, data were collected from observations of all meetings and presentations, and interviews with both the teachers and students involved in the trial. The reasons the school undertook the trial were explored, through interviews with the principal and teachers, by examining the culture of learning and the professional learning history in the school. The GPILSEO model for sustainability of school change was used to examine the key factors of goals, pedagogy, institutions, leadership, spread, evidence and ownership of the trial process. The impact of the trial process on students was explored by examining their academic results, their ELLI profiles and listening to the students.
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    The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University
    (Massey University, 1989) Mbanga, Basil Adam
    The study applied Biggs' Study Process Questionnaire to the context of transition education in an investigation of the approaches, motivations to learn and strategies trainees in Access Training Scheme used in their learning. Respondents were also asked information about their age. sex, educational qualification, ethnic origin and how long they had been without a job. Three training centres in Palmerston North city were chosen.The first centre conducted a course in drama, the second, a course in Maori language and culture, and the third, a course in basic computer skills. The Study Process Questionnaire was administered to 33 subjects, 16 males and 17 females. The Study Process Questionnaire is concerned with three main approaches to studying and their three associated motivations and strategies. Surface Appproach is dominated by extrinsic motivations where a learner concern is with obtaining a qualification. The study strategy involves memorising and reproducing when required in a test. Deep Approach is linked to intrinsic motivation dominated by intrinsic interest in the subject or task. Students under this motivation tend to search for meaningful learning and read widely. Achievement Approach is governed by achievement motivation and is associated with a desire to compete and obtain higher grades. Learners predisposed to this approach tend to schedule their time and do homeworks. Trainees studied to express the use of Deep Approach more than Surface or Achievement Approaches. Accordingly they were inclined to be deep motivated and predisposed to adopt deep strategy to surface or achievement strategy in their study. A follow-up interview with 11 trainees tended to confirm the findings of the Study Process Questionnaire. It was concluded that the Access trainees in the sample were likely to adopt deep approach in their study. This suggests that they are inclined to be intrinsically motivated in their learning and may be predisposed to engage in meaningful learning.
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    Youth development through street-sports : an exploration of the relationship between learning styles and fear of failure : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand
    (Massey University, 2015) Gordon, Toni-Larissa
    Research has found that being involved with sports can be physically, psychologically and socially beneficial, especially during youth’s developmental years (Fraser-Thomas, Cote, & Deakin, 2005). Many youth programs advocate sporting activities as a way to foster positive youth development. Within this body of research, the issues of fear of failure and perfectionism have been considered as factors that affect a person’s motivation to continue participating in sport (Conroy, 2001). To date, fear of failure and perfectionism have typically been explored in achievement settings, and only in relation to competitive sports (e.g. Dunn, Gotwals, Dunn, & Syrotuik, 2006; Flett & Hewitt, 2005; Sagar, Lavallee, & Spray, 2007). The present research explored these constructs within a street-sports environment, where achievement and success is not a fundamental aspect. Furthermore, because of the unique learning environment that street-sports provide, this study examined whether a relationship existed between learning styles, fear of failure and perfectionism. Participants included youth – aged 10 to 18 years old – who participated in street-sports as their main form of physical activity. The street-sports included in this study were skateboarding, BMX and parkour. Self-report questionnaires were used to measure learning style, fears of failing and perfectionism scores. Correlation and regression analyses were employed to examine existing relationships between the three constructs. Results demonstrated that a relationship did exist between perfectionism and fear of failure, although this was low in comparison to prior research in competitive sports. Confirming previous findings, concern over mistakes was the aspect of perfectionism that showed the strongest relationship to fear of failure. Additionally, the results indicated that street-sport participants were collaborative learners and the more collaborative their learning style, the less likely they were to experience fear of failure. This thesis presents a proposition for better inclusion of street-sports within quantitative studies, particularly with interest to youth development.
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    A case study of the implementation of learning styles in two primary school classrooms : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University
    (Massey University, 2000) McCallum, Jeannette Frances
    The aim of the National Curriculum is to: Seek to raise the achievement levels of all students and to ensure that the quality of teaching and learning in New Zealand schools is of the highest international standard. (Ministry of Education, 1993) However, current assessment of children's achievement in the New Zealand education system suggests that not all children are successful learners, despite restructuring of the education system and recent curriculum reform. Educational statistics indicate the aim of the National Curriculum is not being achieved. International mathematics results from the Ministry of Education (1997) Third International Maths and Science Study, state that New Zealand has scored below the international average at Year 5 and Year 8 levels. In Ministry of Education (1996) National Education Monitoring Project, non-Maori students performed better than Maori students in all ten Reading and Speaking tasks at Year 4 and six of ten tasks at Year 8 level. Ten years after 'Tomorrow's Schools' Wylie (1999) reports that children from low-income homes and Maori children have gained least from the reforms (p. 7). It therefore seems reasonable that other options for improved student achievement need to be considered. Although there is extensive literature in the U.S.A. about the effectiveness of the Learning Styles approach, there has been little research conducted in New Zealand primary schools. This study reports on the experience of three classes of primary school children (a Year 4 and 5 class for term 4 in 1998 and two Year 3 and 4 classes in 1999) where the teachers attempted to match instruction, learning context and children's preferred learning styles. The study focuses on the following questions: 1. Does knowing one's learning style improve students' learning? 2. To what extent is learning improved when instruction and learning context matches students' learning styles? 3. What are the principal difficulties in implementing learning styles in classrooms, as perceived by teachers? The case study concludes, from the perceptions of children and teachers, that matching learning styles with instruction and learning context does improve learning, especially for those children who underachieve or who learn differently. However, the two teachers report that although they consider the learning style theory is valid and is seen to improve learning and teaching, practicalities of implementation are problematic. Implementing a new teaching methodology is not a simple process. Effective implementation of learning styles requires a paradigm shift in teachers' ideology from teacher-centred to child-centred learning. Whether this paradigm shift is possible within our current educational system, driven by 'New Right ideology' and the traditional concept of a state primary school, is discussed. The study focuses on three issues in the implementation of learning styles: the need for a paradigm shift; school culture and management structures; and, understanding how teachers develop expertise. The study suggests directions for further research, including an action research study to implement a school wide initiative to cater for students learning through their preferred learning styles. Further research could focus on the process of implementing methodological innovations through analysing the institutional setting; its structures, cultures, management styles and practices. Research that focuses on a whole school, as opposed to a single classroom, may provide insight into greater understanding of implementation of changes and achieving a paradigm shift from 'traditional' to 'modern' teaching methodologies.
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    A case study of gifted visual-spatial learners : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education, Massey University, New Zealand
    (Massey University, 2014) Mansfield, Sharon
    This thesis explores a group of learners who have exceptional visual-spatial abilities relative to their same age peers. These abilities give them the potential to achieve success in areas where the capability to visualise three dimensional images and manipulate those images in space contributes to a creative problem-solving mindset that is highly valued in today’s globally competitive world of innovative technology. Literature reviewed to background the investigation topic suggested characteristic differences in the way these learners process information can create barriers to successful classroom learning. It was reported that consequent areas of challenge within traditional academic domains, together with their exceptional ability being not often recognised or valued in schools, contributes to gifted visual-spatial learners being an “invisible group”. These findings lead to the development of a primary research aim to describe these differences and explore how they affect the learning experiences of these students. As part of this investigation, the extent to which the exceptional visual-spatial abilities were recognised and how well their need for a differentiated curriculum was understood was also evaluated. A case study approach has been utilised to create in-depth descriptions of three students who, following completion of a cognitive assessment profile by a professional with acknowledged expertise and knowledge about gifted students, had been identified as gifted visual-spatial learners. A photo elicitation technique was incorporated into the case study methodology as it was considered that this would mesh well with the characteristic processing style of the participants. Semi-structured interviews were conducted with participants using photographs that they had taken in response to stimulus questions posed at an initial meeting. The photographs provided a concrete visual product that linked to personal experiences as a prompt for communication to encourage meaningful discussion. Observations were undertaken of the learners in learning environments and semi-structured interviews were carried out with teachers and parents. Further data was gathered from analysis of unobtrusive artefacts such as assessment reports and samples of work. The resulting information is presented as three case descriptions followed by a discussion section. Particular attention has been given to describing learning characteristics that set these students apart and discussion of how these differences impact on academic achievement. Aspects that supported successful learning experiences were also identified and recommendations for classroom practice and for future research have been made.