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    Digital badges - What is the state of play within the New Zealand Higher Education sector?
    (ASCILTE - Australasian Society for Computers in Learning in Tertiary Education, 2018-01-01) Hartnett M; Campbell M; Willems J; Adachi C; Blake D; Doherty I; Krishnan S; Macfarlane S; Ngo L; O’Donnell M; Palmer S; Riddell L; Story I; Suri H; Tai J
    The importance and influence of digital technologies as a mediator and facilitator of learning is fundamentally changing education; what it encompasses, what counts as learning, who has access, where and when it occurs, and the ways in which skills, knowledge and capabilities are recognised. One technological innovation that has emerged within the last few years is digital badges. Developed to act as indicators of accomplishment, skill, or interest, they are being used in a variety of contexts for purposes such as to motivate, capture achievement, or credential learning. Digital badging is a technology that has the potential to change how we engage learners, deliver content and acknowledge learning. Internationally, digital badge use is growing particularly in Higher Education. However, to-date, it is difficult to determine how many institutions are using digital badges and for what purposes. This is particularly true within the New Zealand Higher Education context where little research is currently available. The focus of this study was to identify the ‘current state of play’ of digital badge use (i.e. which tertiary institutions are using badges, and the perceived benefits and drawbacks associated with their use) within the public New Zealand Higher Education sector.
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    A survey of communication supports in Grade R classrooms in the Western Cape, South Africa
    (AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RB
    Background: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.
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    Re-thinking assessment : a dynamic approach to assessment for practitioners working in education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education, Massey University, Aotearoa New Zealand
    (Massey University, 2021) Terry, Ann
    Understanding learners, determining how they learn, what hinders their learning, and how to bring about change are critical aspects of practitioners’ assessments when supporting young people who access learning support. Practitioners working for the Ministry of Education continually evaluate current and new assessment approaches to improve their ability to understand and effect change for learners. This research introduced a group of practitioners to a structured dynamic approach to assessment, using the REThink framework through a professional learning and development workshop. Such an approach to assessment is principled, ethically responsible and culturally responsive, and one that enables practitioners to investigate change in a young person’s learning in context. The methodology of this research takes a socio-constructivist approach, grounded in qualitative inquiry. The theoretical and analytical framework of cultural-historical activity theory (CHAT) was used for its responsiveness to the multi-dimensional and situatedness of the research activity, for exploring individual practices of assessment and investigating the challenge of changing or adapting assessment practice. The results foreground the essence of change within and across practitioners’ assessment practices and the systems within which they work. It highlights how a dynamic approach to assessment has the potential to build educator capability, manipulate the activity through analysis, develop a young person’s cognitive and metacognitive skills using games, and increase practitioner knowledge of the cognitive and metacognitive skills embedded within the key competencies of the New Zealand Curriculum. This research points to the importance of developing practitioners’ assessment literacy to enable them to make informed decisions about their assessment practice, to move beyond given and ‘typical’ assessment tools, and afford them the opportunity to grow their competence and confidence to advocate for alternative options. This study concludes that a dynamic approach to assessment is an alternative or complementary approach, and has the potential to be transformative for practitioners, educators, and young people in Aotearoa New Zealand.
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    Exploring the concept of learning agility : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Human Resource Management at Massey University, Manawatu, New Zealand
    (Massey University, 2018) Miller, Simon
    Continuous learning and employee adaptation have become increasingly important within modern organisational environments categorised by volatility, uncertainty, complexity, and ambiguity. In turn, this has resulted in a growing body of literature supporting a construct known as learning agility. This study sought to determine the underlying psychological variables that support individual learning agility. In doing so, cognitive ability, personality, and emotional intelligence assessments distributed by OPRA Psychology Group were administered to a random sample of Scenic Hotel Group employees to obtain quantifiable data. Alongside this, a validated learning agility questionnaire was administered to participants and their managers to obtain a measure of each employee’s learning agility. Participants’ learning agility scores were then correlated with their personality, cognitive ability, and emotional intelligence assessment results. Results of this study indicate that learning agility is significantly positively correlated with overall cognitive ability. Furthermore, learning agility shows a significantly positive relationship with personality factors associated with openness to experience, extraversion, and the neuroticism sub-trait, tense-driven. As an outcome, this has provided for a tentative model of learning agility comprising of: 1. Cognitive ability 2. Learning mindset and behaviour 3. Contribution to the social learning environment This research adds to the current body of literature available into a construct known as a key determinant of employee performance and potential (Eichinger & Lombardo, 2000; McCauley, 2001). Furthermore, it provides the foundations for the development of a derived measure of learning agility that can be determined using existing psychometric assessments.
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    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 June
    This 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.
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    A study of the effect of hypnotic susceptibility on senior secondary school students taught by regular subject instruction or by an accelerated learning method : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1993) Coates, Francis Colin
    In this study a Sixth Form Certificate class in Human Relations was taught by accelerated learning methods through the whole academic year. All students in this class were matched closely with students not involved in the Human Relations area. Accelerated Learning approaches are based on the original work of a Russian Psychiatrist who called his early work Suggestopedia. Lozanov believed that the effective use of suggestion was the key to speeding the acquisition of knowledge and improving its retention. Relaxation skills are a prime feature of accelerated learning when students receive passive instruction while relaxing to baroque music. The study measured the students on both academic performance and measures, pre and post treatment, of anxiety and self-esteem. At the end of the year all students were assessed on level of susceptibility to hypnotic suggestion. A division was made into those regarded as high or low in susceptibility to suggestion, and the results of testing examined in the light of level of responsiveness to suggestion. In both the treatment and non-treatment classes students rated as high for suggestibility performed better than students rated low for responsiveness to suggestion, however the high-suggestible students in the Accelerated Learning class performed significantly better than all other subjects in the study. It was possible to conclude that the process of instruction via accelerated learning techniques significantly raises the academic performance and self esteem levels, while decreasing both trait and state anxiety levels. The implications of these results for teachers and for future research on the use of suggestion in the classroom is also discussed.
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    Deliberative acts : a theory of school leadership : enhancing the classroom teaching and learning culture through contemporary learning pedagogy that has a positive influence on student achievement : a thesis presented in partial fulfilment of the requirements for the degree Masters in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2017) Dacre, Maria
    This thesis explores primary school leadership in a contemporary learning context to examine the influence that leadership has on teaching and learning and the raising of student achievement. Four models of leadership will be examined – Appreciative, Authentic, Instructional, and Pedagogal Leadership. In addition, school culture, community engagement, and leadership dispositions are discussed in order to understand how particular models of leadership can effect positive change. Case studies from the United Kingdom and Aotearoa New Zealand provide a context for discussion. Both case studies are situated in low socio-economic schools and involve schools that had been identified as under-performing. In both cases new school leaders were appointed. In a short period of time these schools under went significant positive change that resulted in a change of school culture, pedagogical growth for teachers, and raised student achievement. Through the examination of the deliberative acts of leadership, key qualities and dispositions of these successful leaders are identified. Commonalities and similarities across the case studies also identify that of the four models of leadership, the school leaders in this thesis identified most closely with Pedagogical Leadership. Contiguous with Pedagogical Leadership, it was found that high relational trust and community engagement were necessary in bringing about the genuine, sustainable change that resulted in raised student achievement. Sitting alongside the deliberative acts of leadership are the social and political drivers that effect school life both here in Aotearoa New Zealand and internationally. It is important to find a solution for not only improving educational outcomes for children but also for the pervasive inequities that exist within and beyond the school gate. One solution worth consideration is Sahlberg’s work on how Finland is able to provide comprehensive, equitable ‘holistic education’. Finally, with the very recent change in government, the possible changes that might occur in education and what these changes will mean for leadership and education in Aotearoa New Zealand are explored in a tentative way.
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    "Everyone learns and everyone teaches everyone else" : family learning and teaching : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Adult Education), Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Tracey, Kay
    This thesis explores family learning and teaching by constructing a picture of families as learning communities. Making visible family learning and teaching is necessary as the everyday practices of families are seldom recognized, acknowledged and valued for their role in developing people's ability as learners and teachers. Families and parents are named the 'first educators' of children without significant attention being paid to the nature of family learning and teaching. How family learning and teaching contributes to the growth and development of the adults in the family also receives little attention, possibly because of a focus for adult learning on the gaining of qualifications and credentials for employment. Within Aotearoa/New Zealand the growth and development of citizens is divided into the public domain of institutions, and the private domain of families. Learning and teaching development is assigned to educational institutions and the role of families is considered to be mainly about care and socialization. Study and research of family learning and teaching can compliment the body of work on learning and teaching within Aotearoa/New Zealand which is dominated by interest in formal institutional education. There is a growing emphasis on the need for collaboration between school, family and community to ensure educational achievement. A greater understanding of family learning and teaching capability and potential can enhance the quality of the relationship with families as they come to be seen as more than assistants to schools. Recognizing the uniqueness of families as a place of learning can enable a shift towards a strengths based view of families and valuing their contribution to building our societies ability to progress in a world focused on knowledge and information. Initial information gifted and gathered for the first phase of the research project, Learning and teaching within families with children: conversations with some Playcentre families, is used to make visible family learning and teaching. This information provides evidence of how families describe their engagement in learning and teaching. Identification of families as learning communities is made using Etienne Wenger's work on communities of practice. I show how these families are groups of people who share a passion for learning and teaching. Relationships, interactions and experiences within their families intentionally support their growth as learners and teachers.
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    Fostering self-regulation and deep approaches to learning : end-user computing courses in higher education : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Special Education) at Massey University, New Zealand
    (Massey University, 2002) O'Connor, Maureen Jennifer
    This thesis examines student approaches to learning and self-regulation within a higher education computing environment. Traditional end-user computing teaching methods emphasise a skills approach that does not encourage effective use of information technology as it evolves and does not consider how students approach their learning. This research was designed to promote student use of self-regulated learning to see if it would encourage deep approaches to learning. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was used to measure approaches to learning, at the beginning and end of a semester, to see if students' learning had shifted towards a deeper approach. The sample was taken from two end-user computing classes in a diploma programme. The teaching of strategies to foster self-regulatory practices was introduced. Focus group discussions were held at the beginning, middle and end of the study to record student perceptions of learning. Academic journals, recording student reflection, were collected. The results from the R-SPQ-2F questionnaire showed no shift had occurred. The participants began the semester with a tendency toward a deeper learning approach, leaving little room for change. There was no difference found between approaches to learning of ethnic groupings. Qualitative results revealed deep and surface learning approaches are not necessarily mutually exclusive and may overlap, suggesting a combined approach. The course grades suggested that the adoption of teaching strategies fostering self-regulation helped student learning in the researched classes. A link was suggested between strategy use and student approaches to learning.
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    Attention and learning: a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1977) Maharey, Margaret May
    The basic premise of this study, is that although attention is essential for learning, those most closely concerned with the learning/teaching process, teachers and other educational practitioners, have little or no knowledge of the concept of attention, or how it can be applied to learning. The aims of the study are, therefore, twofold: to increase knowledge of the attentional concept; and to suggest ways in which this knowledge can be applied in the design and implementation of learning/teaching sequences. In order to achieve these aims, the study is undertaken in two parts. Part One investigates, through the literature, the attentional concept. Initially a brief history of the development of attention as a psychological construct is presented, followed by a consideration of the difficulties surrounding the defining of attention. Secondly a review of the existing literature is undertaken. The framework into which the literature is reviewed and classified is a multidimensional framework consisting of three categories: (i) activation (ii) selective attention (iii) vigilance/maintaining attention, and was suggested and adapted from the work of Moray (1969a, 1969b). Although the review presented is not exhaustive it is felt to be representative of the major theoretical and research concerns surrounding attention. Part Two is concerned with how knowledge of attention can be transferred into useful teaching principles, and practices. To this end a model of attention to be applied to learning is proposed and is followed by a guidebook of practical teaching procedures that can be utilised in the design and implementation of learning/teaching sequences.