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    The New Zealand intermediate school principalship : an interaction analysis using Talcott Parsons' theory of social action : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1979) Schimpf, Richard George
    This study attempted an intensive interaction analysis of two New Zealand intermediate school principals, using Talcott Parsons' theory of social action as the framework. Parsons believes that within all social systems each functional problem dealt with has one and only one appropriate set of pattern variables that lead to system stability. This prescribed relationship was tested and subject to a number of limitations, was found to be well supported. Through this testing, data of a survey nature was compiled as to who with and about what the principals interacted. This data indicated that principals have a number of similar interaction patterns, but also maintain a high degree of individuality. Various factors within their schools, communities, and themselves were found to affect their interaction patterns. Through this application of Parsons' theory to a school setting, some worthwhile insights into the school's organisation and structure were obtained.
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    South Korean teachers' social-emotional practices and their association with student connectedness : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Distance Learning, New Zealand
    (Massey University, 2016) Han, Sharon
    Teachers’ social-emotional practices provide a promising avenue for fostering student well-being, particularly in countries such as South Korea where students experience disproportionate levels of stress. Little research has been conducted on teachers’ social-emotional practices internationally, and even less in the South Korean context. In the present research, two studies were conducted with South Korean middle-school students to explore Korean teachers’ social-emotional practices as perceived by students. Data were used to explore the underlying structure of students’ perspectives of teacher behaviours and group these behaviours into cohesive domains and profiles. A refined 88-item version of Harvey et al.’s (2003, 2012) teacher social-emotional behaviour inventory was used. In Study one, 30 students completed a card-sorting task where they sorted 88 social-emotional behaviour items according to perceived similarity. Multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of student-perceived teacher social-emotional practices. In Study two, 222 Korean middle-school students completed a rating task wherein they rated the extent to which they perceived their teacher to engage in each of the 88 social-emotional behaviours. A connectedness questionnaire assessing student feelings of connectedness to their teacher, school and peers was also completed. Application of Horn’s parallel analysis and rotated factor analysis on student rating data revealed five factors or themes of teacher social-emotional behaviours, interpreted as Social-emotional coaching, Relationship-building, Classroom and emotion management, Attitude to teaching, and Emotional transference. Then, factor analysis and Q-factor analysis were applied to identify profiles, where each profile represented a group of students who reported similar patterns of teacher behaviours for their homeroom teacher. Hierarchical cluster analysis and k-means cluster analysis were further applied to refine profiles by optimising case assignment to profiles. The resulting eight profiles were labelled: Enthusiastic Manager, Disengaged, Job-focused, Indifferent, Coach, Assured Coach, Transparent Manager, and Relationship-builder and Coach. Finally, the associations between the identified factors and profiles with student connectedness were explored using ANOVA. Results are compared and contrasted with existing literature and discussed with regard to potential usefulness of teacher social-emotional factors and profiles for enhancing student well-being.
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    A description and evaluation of special education for backward pupils at primary and intermediate schools in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Applied Psychology at Massey University
    (Massey University, 1977) Glass, Marjorie
    The thesis begins with a brief account of why and how special classes for backward children were instituted in New Zealand schools. There follows an outline of how special classes are currently organized: policies and procedures for the admission of pupils to special classes: goals of special education for backward children: the recruitment and training of special class teachers: the special class curriculum: specialist services available to special class teachers and children. The literature survey focuses initially on early studies comparing academic achievement and social/emotional adjustment in mildly mentally retarded children assigned to special classes and those retained in regular classes, studies which, because of inadequate and inappropriate assessment methods and a variety of uncontrolled variables, show conflicting results. The writer then reviews more recent studies which have been concerned with two main issues: societal and educational inequalities which influence the selection of pupils for special class placement and the extent to which special education merits the description "special". These two themes underlie the series of questions compiled by the writer for distribution to a 20% random sample of special class teachers at primary and intermediate schools throughout New Zealand as described in the third segment of the thesis. The questionnaire is concerned with demographic data on special class teachers and pupils and a variety of data on curricula, parent/school relations and specialist services available to special class teachers and pupils. 96% of the teachers surveyed returned completed questionnaires. Analysis of the data thus collected leads the writer to the following conclusions: disproportionate numbers of special class children are male, Maori and/or of low socio-economic status: for the majority of pupils special class placement is permanent: the average special class teacher is a woman, under 36, trained and experienced in regular class teaching but with little training and relatively brief experience in teaching backward children: since there is no curriculum designed specifically for backward children at primary and intermediate schools, teachers must rely primarily on their own resources in adapting regular curricula to the special needs of their pupils with limited assistance from organisers of special classes and educational psychologists and virtually none from the advisory service: the integration of special and regular class children, as endorsed by the Department of Education, occurs primarily in the non-academic areas of the curriculum: special class teachers succeed in meeting most of their pupils' parents for the purpose of discussing the progress of individual pupils but opportunities for parental participation in school life are apparently limited: organisers of special classes constitute the major source of professional assistance for special class teachers however the demands made of them appear to be excessive in view of their limited training and numbers. In the final segment of the thesis the writer returns to the two issues which motivated her survey and concludes that, for many New Zealand children, special class placement represents confirmation of their inferior status within the larger society and that special education for backward children at primary and intermediate levels in New Zealand schools does not appear to merit the description "special".
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    Middle school students' experiences and perceptions of educational decision making : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University, New Zealand
    (Massey University, 2016) Bonney, Iona
    This descriptive case study investigated student perceptions and experience of choosing option subjects in a stand-alone middle school environment. The focus was on students making subject-choice decisions in preparation for their following year of school. A review of recent literature relevant to adolescent educational decision making was undertaken and a gap in research using student voice in the middle school years was identified. Students in Years 8, 9 and 10 were surveyed to gain an overview of subject choice experiences at the school, and more in depth insights were shared in focus group interviews. Parents/caregivers of interviewed students, and school staff were surveyed to triangulate data from students. Reviews of relevant school and government documents contextualised the students’ subject choice environment. Quantitative data were analysed using SPSS software to identify response trends and relationships between variables. Qualitative data were analysed using a priori codes derived from research literature and emerging in initial data analysis. Findings were consistent with established research indicating both individual and school structural factors influence subject-choice decision making. New issues emerged related to the provision of advice and support for students making subject choices and developing future study plans. Implications for supporting students in subject-choice decision making and how parents/caregivers, school staff and school systems can be assisted to better respond to student needs in a middle school setting are delineated.