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    The policy implications of 'thinking problematically': problematising the parent-school partnership in Aotearoa New Zealand's Tomorrow's Schools education reform policy : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2024) Hailwood, Kim
    Prior to the 1987 general election, New Zealand’s fourth Labour Government announced its intention to review the administration of the state schooling system. The government explained that the proposed education reforms would result in more parental and community involvement, highlighting that school boards of trustees, with elected parent representatives, would facilitate the development of a deeper partnership between parents and schools. The 1989 Tomorrow’s Schools reforms consequently instituted changes to the way the New Zealand schooling system was organised and governed. Over the last 30 years, Tomorrow’s Schools has generated substantial commentary and analysis. The purpose of this thesis is not to ass ess whether the Tomorrow’s Schools policy was an appropriate or effective solution. Rather, the study adopts Bacchi’s (2009) Foucauldian-influenced post-structuralist ‘What is the Problem Represented to be?’ (WPR) method to examine how ‘problems’ are thought about and represented in policy documents. In particular, the WPR approach questions the established understanding that policy is reactive; that is, a ‘problem’ exists, and policy is implemented to ‘fix’ the ‘problem’. The study has two overarching objectives. First, to provide a worked example of Bacchi’s (2009) WPR model in the field of education, focusing primarily on the solutions advanced in the government-appointed Picot Taskforce’s 1988 ancillary report (Administering for excellence) and the government’s 1988 policy response document (Tomorrow’s Schools). The second objective is to comprehensively assess the WPR framework and its ability to recognise, challenge, and disrupt normative discourses, particularly in relation to the parent-school connection. Bacchi’s (2009) methodological framework specifically steps back from what appears common sense and asks how it has come to be. Accordingly, the goal is to subject the government texts to multiple forms of problem-questioning in order to identify the assumptions, origins, silences, and effects of the policy; thereby enabling other ways of conceptualising the ‘problem’. As a result, attention is directed to a framework that explicates the purpose, power, and politics involved in policy. As the first study to use Bacchi’s (2009) WPR model to examine New Zealand’s Tomorrow’s Schools education reform policy, this thesis makes an original contribution to knowledge by opening up governing practices to scrutiny through the interrogation of problematisations. In this way, the study pays attention to the normalised and taken-for-granted truth claims that shaped and were shaped by the Tomorrow’s Schools policy. At the same time, the thesis adds to a growing body of international literature highlighting the analysis of problematisations in education policy research.
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    Samoan parental perceptions of early literacy practices at home and in the community for children transitioning from Aoga Amata to mainstream primary school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany Campus, New Zealand
    (Massey University, 2019) Alefaio, Simatavai
    Although there is an abundance of research which outlines academic failure and underachievement of Pāsifika students at all levels of education, there is very little research that looks through the lens of what Pāsifika children bring to education. Are Pāsifika homes barren or rich in literacy practices? This study explored the wealth of literacy learning young Pāsifika learners engage in, within the context of their homes prior to entering the compulsory schooling system. Based in a Samoan Aoga Amata (early childhood centre) from South Auckland, parental perceptions of early literacy practices at home and in the community were explored for children transitioning from Samoan Aoga Amata to mainstream primary school. Drawing on a Pāsifikaqualitative approach, and utilising Fa’afaletui as a methodological framework, photo elicitation was incorporated to capture deeper elements of human consciousness in which images as well as words were explored (Harper, 2002). In doing so, a culturally responsive and respectful process was created to enable Samoan parents to engage, share and feel safe within their own worlds. Findings of this study identified key knowledges and influences that impact Samoan children’s developmental abilities in literacy. Areas of strength based on literacy context (where and what learning occurs), methods of literacy (how Samoan children learn best) and parental priorities (what is most important) were uncovered. Furthermore, recommendations for those in school learning contexts, both at teacher and management levels, were identified. These are: the family as the nurturing agent of learning, the importance of recognising prior knowledge, the awareness of diverse learning strategies, and the importance of creativity and oral language. Limitations for children transitioning from Aoga Amata were also revealed as: not having established partnerships between Aoga Amata and primary school, changing teacher perceptions, and teacher workload, viewing the teacher as being the one with the knowledge, parents disengaging due to language barriers, and the cultural difference in practice between the Aoga Amata and receiving school. Overall, this study found Samoan children from Aoga Amata do come with an abundance of rich early literacy practices from home, Aoga Amata and church community. The challenge, however, is for teachers and schools to tap into this knowledge and, as a result, provide better outcomes for Samoan children transitioning from Aoga Amata. This could be applicable to all Pāsifika children transitioning from Pacific language nests.
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    Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2017) Van Tonder, Brittney Elizabeth
    Home literacy environment (HLE) has been consistently linked with children’s early literacy skills in international research, and is argued to be an important variable influencing the development of children’s emergent literacy. However, there is very limited New Zealand research investigating this relationship. Therefore, to address this gap in the literature, the present study sought to explore whether there is a relationship between HLE and children’s emergent literacy at school entry within the New Zealand context. Additional research aims involved exploring the impact of years spent in early childhood education (ECE) on emergent literacy, and exploring the role of parent education level on both HLE and children’s emergent literacy within the New Zealand context. The study used a correlational research design to explore these research aims. A total of 35 five-year old children and their parents participated in this study. Children were assessed using a range of emergent literacy assessments and HLE was measured through parental questionnaire. Results showed that there was some correlation between HLE and children’s emergent literacy. However the nature of these correlations differed depending on the component of HLE used in the analysis. Additionally, ECE attendance was not positively associated with any measure of children’s emergent literacy. Further, parent educational level showed little or no correlation with children’s emergent skills and HLE. Two particular implications associated with the present study include the importance of using a wide conceptualisation of HLE in research and the importance of considering proximal variables of influence, such as HLE, over distal variables of influence, such as socioeconomic status.
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    Parent, student and teacher beliefs about parental involvement in a child's learning : a mixed method study : a thesis presented in partial fulfilment for the degree of Masters of Education (Educational Administration and Leadership), Massey University, New Zealand
    (Massey University, 2017) Transom, Caroline
    Parental involvement in a child’s learning has a positive impact on a child’s academic success and emotional wellbeing, yet there are differing views about what this entails (Lewin & Luckin, 2010; Selwyn, Banaji, Hadjithoma-Garstka, & Clark, 2011; Schnee & Bose, 2010). This study researched how parents, senior primary students and teachers in three New Zealand primary schools perceived ‘parental involvement in learning’ and the factors that influenced involvement. An explanatory sequential mixed methods research design was used so an understanding of the differing definitions could be gathered before they were explored in more depth in the qualitative stage of the study. The findings of the study revealed that each group understood ‘learning’ differently and that these differences influenced their definitions of ‘parental involvement in a child’s learning’. These definitions of learning shaped the actions teachers acknowledged, or valued as parental involvement, helping to create a teacher discourse of under involved parents that was not reflected in the parental data. Possible suggestions for practice and further research are explored in the study.
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    The road to empowerment : facilitating the participation of parents of children with special needs in Malaysia : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Development Studies at Massey University
    (Massey University, 1996) John, Solomon
    This study involves the design, development and evaluation of a parent training curriculum for parents of children with special needs in Malaysia. The objective of this programme was to empower parents through meaningful participation in the process of content identification, implementation and evaluation of the entire programme. The study was conducted at Bethany Home, a centre fcr children and adults with special needs, situated in a rural town of West Malaysia with an estimated population of 40,000 people mostly of a lower socio economic status. The study was prompted by a need for active parent participation. The researcher is a former director of the centre. The analysis of the data suggests that information sharing through participation is the road to empowerment for parents of children with special needs in a rural setting. As a result of the programme, teacher- parent interaction has improved and the setting up of a network for parents is imminent.
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    Parent engagement in mathematics education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (MEd) at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Haenga, Lisa Jane
    While parents can partner with schools in many ways, research in both the New Zealand and international contexts draws attention to need for schools to further consider how they can more effectively engage with parents to achieve positive outcomes on learning (Robinson, Hohepa & Lloyd, 2009). This study, grounded in a sociocultural perspective and drawing on ‘funds of knowledge’ ideas, seeks to better understand ways in which home-school partnerships that respect the needs and contributions of all participants—students, parents/whanau and teachers—might be developed in the area of mathematics. Of particular interest are the everyday activities in which families are involved and how improved parent awareness of the mathematical opportunities presented in these activities might increase parent confidence to participate in mathematical discussions with their children at home and in their community setting. A review of the literature identifies; parents’ beliefs regarding their role in the learning, parents’ sense of personal efficacy in relation to their ability to effectively help their child, the relationship between teacher and parent, and parents’ life context, all as impacting the development of effective home-school partnerships. In addition, the historical positioning of parent’s is also recognised as playing a part in determining parents expectations for involvement and the way in which they relate to their children’s teachers and school leadership. This study draws on qualitative research methods and uses a Design Based Research approach. Sixteen parents along with their students ranging from year five to year eight from a New Zealand primary school participated in a series of six mathematics workshops aimed at exploring the research question: In what ways can parents’ confidence to engage in mathematics learning be better supported? A secondary question considered is, how might the increased awareness of opportunities connected to everyday experiences/activities support parent confidence to engage in mathematical discussions at home and in their community setting? Semi-structured interviews, were conducted both before and after the workshops to gain information as to what parents saw as being necessary supports to facilitate their engagement in mathematics learning, and what activities from the workshops had been effective in achieving these aims. A researcher reflective journal was also used to gather data and monitor the success of the workshops as they progressed. The study revealed that shared learning opportunities—involving both parents/whanau, students and teachers—can provide an effective means for: supporting parent understanding of current ii approaches to teaching and learning in mathematics, provide better understanding of the language associated with the Numeracy Development Project and facilitate positive relationships between teachers and parents. Furthermore, adopting activities which model mathematics in everyday activities, similar to those in which families are involved, can act as an effective scaffold for parents to engage more effectively in mathematical discussions with their children in their own home and everyday setting. In addition, opportunities to watch teachers interact with students was found to be a powerful mechanism for parents to develop more productive communication strategies through which they could better support their children’s learning.
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    The politics of identity, belonging and exclusion : Chinese immigrant parents' involvement in New Zealand early childhood education : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Arts, Massey University, Albany, New Zealand
    (Massey University, 2014) Chan, Angel
    Parental involvement and parent-teacher partnership are key notions promoted in the New Zealand early childhood curriculum, and their value for children’s learning and development is nationally and internationally recognised. This study employed a life story methodology and a range of relevant theoretical frames, including theoretical and conceptual approaches concerning identity, social spaces, transnationalism and critical multiculturalism to explore Chinese immigrant parents’ participatory experiences in their children’s early childhood education in New Zealand and the factors that influenced their involvement. A documentary analysis identified many of the dominant discourses and practices prevalent in New Zealand early childhood education. Ten Chinese immigrants from the People’s Republic of China, recruited from three public kindergartens in Auckland, participated in two phases of individual face-to-face interviews, which focused on their involvement in the kindergartens and their perspectives of parenting, teaching and learning. The participants took pride in their Chinese identity and were determined to maintain their Chinese heritage. They had high expectations for their children’s education and were actively involved in their learning in private spaces. However, their participation in the kindergartens was passive and minimal. Utilising the technique of critical discourse analysis, an unequal positioning of discourses was revealed when narrative data was interpreted against textual findings. The participants’ stories indicated that they felt the teachers were not prepared to embrace diverse familial funds of knowledge. Their parental i aspirations and concerns were often dismissed and silenced while the dominant discourses were institutionally reinforced, thus perpetuating the participants’ essentialised beliefs regarding New Zealand and Chinese ways of teaching and learning, whilst placing cultural beliefs and practices in binary opposition. Without a sense of entitlement and belonging, the participants excluded themselves from the kindergartens. Although they reluctantly accepted the dominant discourses in public spaces, they actively employed strategies within private spaces to fulfil their parental aspirations. They fluidly utilised a range of transnational and transcultural spatial strategies to mix and match practices from both the home and host country in order to maximise the learning opportunities and achievements of their children. This thesis concludes with pedagogical recommendations informed by critical multiculturalism.
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    Using parent newsletters to enhance junior primary school mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies (Mathematics) at Massey University
    (Massey University, 1998) Savell, Janice Robyn
    Parent Newsletters were investigated as a means of increasing home-school contact in the Junior Primary School mathematics classroom. An action research model using three cycles, was used to develop and trial the newsletter. The first newsletter was based on BSM activities and used by five teachers at a school sited in a military housing area. The second and third formats of the newsletters were written in consultation with one teacher to integrate with her topic based mathematics programme in a Palmerston North primary school. A questionnaire was used to gather background information and invite parents to be interviewed for further comments. Teachers and responding parents were interviewed in a semi-structured format. Participants commented on a range of other home-school contact issues. A follow-up interview was conducted with the parents from the Palmerston North school three months after the newsletters had ceased. Teachers and parents were positive about the benefits of the newsletters. Newsletters did increase parental awareness of the junior school mathematics programme. For one child with special needs an obvious improvement in classroom performance was directly attributable to the effect of the newsletters. Interviews revealed a number of inconsistencies between parents and teacher views of their roles and responsibilities. Problems of parent-school communication were highlighted. Teachers supported the newsletters, but felt that heavy workloads did not allow time for teacher production. The research tentatively confirms the value of mathematics newsletters as a means of helping children and as a means of keeping parents informed. additionally, the research gives rise to questions on the duality of information flow and equality of benefits accrued.
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    Tongan mothers' contributions to their young children's education in New Zealand = Lukuluku 'a e kau fa'ē Tonga' ki he ako 'enau fānau iiki' 'i Nu'u Sila : 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, 2008) MacIntyre, Lesieli I. Kupu
    This study investigates the complex nature of how Tongan mothers in New Zealand contribute to their young children's ako (learning, and general education) in their homes, in the early childhood centre and primary school settings, and in church and the community. It argues that the mothers' contribution to their children's ako is based mainly on their cultural background, educational experience in Tonga, and their Christian faith, plus new knowledge they have picked up in New Zealand. Through the use of talanoa (conversation, questions and discussion) in Tongan and English languages, data were gathered from a small community in a town in the North Island, New Zealand and were coded, analysed, and presented. The participants draw on skills and knowledge of child-rearing strategies and educational practices experienced in Tonga before their migration to this country. However, when implemented in New Zealand, some aspects prove contradictory to the current practice in Aotearoa. The mothers find these emerging tensions frustrating, yet ongoing, but new learning in this country and their Christian faith help enhance their practice. The findings show that the mothers' use of Tongan language, cultural values, beliefs, and practices, with the lived experience of their Christian faith, is effective in teaching the children social and moral education, while contributing to their academic learning and still be preserving their Tongan culture, language, and identity. The mothers' shared use of Tongan language, cultural values and Christian faith enable them to create and maintain good relationships with teachers and other mothers for making worthwhile contributions to their children's ako in the selected contexts. Most of the mothers are involved in most activities, and nearly all participate where Tongan language is used and Tongan culture and Christianity are practised. It is acknowledged that some contributions create dilemmas and mismatches of expectations between the women and mainstream educational institutions. The women's efforts, accessing information in Tongan, and operating in education using faka-Tonga ways, and creating warm relationships among the mothers, teachers, and children who contribute to one another's learning reveal the complex nature of mothers' contributions to their children's education. They shuttle from one context to another, using their faka-Tonga ways, views and practices to fulfill their obligations and responsibilities, while going through transformation in their participation. Based on these findings, implications for mothers, teachers/educators, researchers, and policymakers are considered, and suggestions for future research directions are made that may benefit the growing Tongan population since it is they who have the main responsibility for young Tongan children's ako in Aotearoa-New Zealand.