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Item Supporting continuity of learning through assessment information sharing during transition : a comparison of early childhood and new entrant teachers beliefs, experiences and practices : a thesis in partial fulfilment of the requirements for the degree of Master of Education at Massey University, New Zealand(Massey University, 2018) Fletcher, Melanie IreneeRecent policy initiatives in New Zealand and internationally have focussed on the importance of continuity of learning for children transitioning to school. Effective transitions occur when continuity of learning is supported, with the sharing of assessment information seen as an important strategy to support continuity of learning for children transitioning to school. The perspectives of those directly involved in the sharing of assessment information between early childhood services and schools are underrepresented in the research literature. This study therefore aimed to compare the beliefs, experiences and practices of New Zealand early childhood and new entrant teachers regarding the sharing of assessment information to support children’s continuity of learning as they transition to school. Using self-administered online surveys, qualitative and quantitative data was gathered from early childhood and new entrant teachers in the Canterbury region. Analysis of the data identified several areas of similarity within and between the sectors including valuing continuity of learning whilst experiencing barriers to information sharing. A number of significant differences in perspectives emerged from the data, in particular regarding the utility of information shared, given the reported emphasis on the provision of strengths-based information. Findings suggest that inconsistent information sharing practices have led to new entrant teacher dissatisfaction with current processes, and a desire to see more formalised processes enacted. The study identifies several recommendations, including that there is a need for greater collaboration and communication between the two education sectors to ensure assessment information is shared effectively. The provision of guidelines and the development of a template would improve the utility of the information supplied and ensure a more consistent approach to information sharing. The sharing of assessment information should be made compulsory, thus removing the inconsistencies in information sharing practices that are currently occurring.Item Sing? not me! : a study of student teachers' singing self-efficacy : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Massey University(Massey University, 2000) Boyack, Jennifer ElizabethThis study documents the singing self-efficacy beliefs of 165 primary teacher education students at a New Zealand university. Quantitative and qualitative methodologies were used in order to establish a singing self-efficacy profile for the group under investigation, and to explore the factors which influenced the development of their beliefs. Participants completed a questionnaire containing Likert-scale items and open-ended questions. Data on gender, age and ethnicity were also collected. In-depth interviews were conducted with three students who identified as having low self-efficacy. Analysis of the quantitative data revealed a wide range of singing self-efficacy beliefs. Although the study found no differences in self-efficacy on the basis of gender or age, Maori students appeared to hold more positive beliefs about their singing capability than European/Pakeha students. Three factors, other people, the self, and musical experiences, emerged as significant in the development of students' singing self-efficacy. Because of the prevalence of performance-oriented goal structures in New Zealand school music programmes, and because of fixed rather than incremental conceptions of singing ability, individuals who learn to sing accurately early in their lives are more likely to develop high self-efficacy in singing. The study revealed little evidence of the impact of vocal development research on beliefs about singing capability. Student teachers with low self-efficacy in singing often express anxiety about how they will meet the requirement to teach singing as part of the classroom programme. There is also a strong likelihood that teachers will perpetuate the practices which contributed to their own beliefs about singing capability. It is important therefore to understand how singing self-efficacy develops and to identify classroom goal structures which facilitate the development of both singing skills and positive singing self-efficacy.Item Performance appraisal: a potential site of conflict? : a case study of the implementation and development of performance appraisal in four New Zealand primary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration at Massey University(Massey University, 1994) Irons, BettyThis thesis was motivated by a minor conflict over a teacher's performance appraisal in the researcher's own school. The introduction details how this minor conflict-within a school might reflect, as (Bates 1988, 35) claimed, a wider conflict in society. In this research, that wider conflict is considered to be whether education is seen as a public good, where teachers are treated as professionals, or as a market commodity, where teachers are treated merely as workers. A case study of four New Zealand primary schools was undertaken, to describe how their performance appraisal systems were implemented and developed. The research is undertaken from a critical-theoretical perspective so the review of the literature is widened to include the changes to educational administration, both internationally and in New Zealand. The legal requirement for performance appraisal is examined and the critical stages of the process established. Questions of accountability and control, teachers' professionalism and different types of performance appraisal are examined and linked to the wider conflict in society stated above. In setting out the research design, the research objective and questions are followed by a detailed description of the selection of the participant schools, how access was negotiated, the fieldwork (questionnaires and sample interviews), the analysis of the results and the writing of the report. The analysis of the results includes charts and figures to reflect the quantitative data collected and quotes from the questionnaires and interviews are used to substantiate this data. In the discussion of the results, the researcher acknowledges that although the schools in this small survey were just starting their performance appraisal schemes, there was a small percentage of teachers who had concerns about aspects of these schemes. These concerns indicate a potential for conflict. Reasons are discussed for this conflict and the main points of the discussions are then listed to show how they reflect the wider debate about the place of education as a public good or a market commodity. These points were: 1. there were concerns about the true purposes of performance appraisal; 2. there is evidence that teachers were insufficiently trained for performance appraisal and are, therefore, disempowered; 3. some teachers are reasserting their rights as professionals, by using self-evaluation and peer appraisal, to improve their teaching; 4. teachers were willing to be professionally accountable, rather than contractually accountable. Recommendations are given which it is hoped will help all schools who are implementing and/or developing their performance appraisal schemes and suggestions made for further research which could be undertaken on this topic.Item Primary school teachers [sic] perceptions of gender-based differences : 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, 2014) Booth, IngridThis study explores primary school teachers [i.e. teachers'] perceptions of gender-based differences in primary school in New Zealand. In this mixed-method study, the research utilised an online survey to collect data in three domains: teacher as self, teacher-student dynamics, and teacher collegiality. Quantitative analysis revealed overall no differences; however, quantitative analysis showed differences in the participants' perceptions of teachers content knowledge, the ability to treat students fairly, and teachers' positive attitude toward the profession. Qualitative analysis also revealed differences in participants' perceptions of the jobs held by males and females in the primary sector with male teachers receiving more negative responses when compared to female primary teachers. Furthermore all of the participants perceived a need for more male primary teachers in the primary sector. The participants were unsure if male teachers had an adequate amount of content knowledge and whether female teachers treated their students fairly. The participants perceived that males [i.e. male] teachers' attitudes toward the profession was not as positive as female teachers' attitudes toward the profession. Male primary teachers' [i.e. teachers] are always in demand in primary schools in New Zealand; but could that be for the wrong reasons? The literature has cast doubt on the common assumptions that male teachers are needed as male role models and that their presence can improve the behaviour and academic achievement of boys. The literature suggests that men in the primary teacher workforce are often viewed in terms of their inherent male qualities rather than personal attributes; their ability to be a role model rather than their caring qualities and ability to build relationships. The research findings provide insight into primary teachers perceptions of gender-based differences and could lead to improved teacher education and professional development programs as well as the recruitment of more effective male primary teachers.Item An investigation into senior leaders' perceptions and experiences of their roles, responsibilities and appraisal processes in their primary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Administration and Leadership at Massey University, New Zealand(Massey University, 2013) Franke, YolandeThis study explored the current roles and responsibilities of senior leaders (DPs/APs) in some large New Zealand primary schools, and their experiences and perceptions of appraisal processes. An online survey (Survey Monkey) which forty-six senior leaders completed, representing 38% of the sample group, provided broad and rich understandings on this study’s topic. While all had heavy involvement in managerial responsibilities, DPs/APs reported that their key responsibilities were appraising others, supporting teachers to develop their practice and professional development - all aspects of ‘leading learning’ practices. Developing other leaders in the school was also a key component of their role. They perceived appraisal to be most beneficial for making links between their own leadership and student learning. The findings suggest that these leaders combined pedagogical/instructional and transformational approaches to leadership and used appraisal “to provide a positive framework for improving the quality of teaching (and therefore learning)” (MoE, 1997, p. 40). As such, DPs/APs in this study supported the primary purpose of appraisal in New Zealand schools. The DPs/APs in this study adopted a professional approach to appraisal. While they defined appraisal as being about both accountability and development, they viewed the purpose of appraisal as being more about professional development and student learning than accountability. The study highlighted tensions around appraisal faced by these senior leaders who based their practice on legislation, theory, policies, regulations and guidelines that lack clarity and cohesion. Challenges faced by these senior leaders in meeting requirements for both attestation and appraisal also emerged. Unsurprisingly, varying approaches to appraisal processes across schools were evident. That policy and regulations are aligned and one set of criteria for appraisal and attestation is developed is proposed. The DPs/APs in this study expected their appraisal processes to support their professional development. They expected appraisers to be professional, skilled and able to provide constructive feedback to support their ongoing development. That a coordinated approach for the training for DPs/APs is lacking emerged as a concern. This study supports recommendations in previous studies that coordinated training for appraisers is provided and that tools and evaluative frameworks that support to appraisal processes are developed.Item New Zealand primary school teachers' knowledge and perceptions of attention-deficit/hyperactivity disorder (ADHD) : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand(Massey University, 2013) Dilaimi, AliaAttention-deficit/hyperactivity disorder (ADHD) is one of the most common, unremitting, and controversial childhood disorders, which affects between 1% and 7% of New Zealand children. It leads to impairments in the individual’s key life activities, including social relations, academic, family, and vocational functioning, self sufficiency, as well as adherence to social regulations, norms, and laws. Teachers play a central role in the referral, diagnosis, treatment, and monitoring of students with ADHD. Research examining teachers’ knowledge of ADHD however, has led to some uncertainty as to whether teachers have the level of knowledge about the disorder needed to support ADHD learners. The present study had two main objectives. It examined the knowledge and perceptions of attention-deficit/hyperactivity disorder held by primary school teachers in New Zealand and sought to determine whether teacher characteristics, such as demographic variables and experiences of students with ADHD, are associated with teachers’ knowledge of ADHD. Eighty-four primary school teachers completed a postal survey containing demographic information and the Knowledge Of Attention Deficit Disorders Scale (KADDS). Results indicated that teachers answered an average of 35% of questions correctly on the KADDS. Teachers’ scored significantly higher on the Symptoms/Diagnosis subscale compared to the Associated Features and Treatment subscales. All teachers in the present study reported that they believed ADHD impacts on the educational experiences of students diagnosed with the disorder. Most teachers had received no pre-service or in-service training about ADHD, and 90% of teachers wanted more training on ADHD. The majority of teacher characteristics examined were unrelated or only weakly related to teachers' knowledge of ADHD. However, the number of students with ADHD teachers’ had taught, participation in an individual behaviour plan (IBP), and participation in an individual education plan (IEP), were significantly and moderately related to higher KADDS total and Symptoms/Diagnosis scores. The results of this study suggest that New Zealand primary school teachers do not in fact have the level of knowledge about the disorder required to effectively participate in the referral, diagnosis, treatment, or monitoring of students with ADHD. Implications for educational psychology practice and directions for future research are discussed. Strengths and limitations of the study are also considered.Item Singing a joyful song : an exploratory study of primary school music leaders in Aotearoa New Zealand : 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, 2011) Boyack, Jennifer ElizabethThis thesis explores the work of generalist primary school teachers who work in music leadership roles in their schools. There is an absence of research into the work of such teachers who play a key role in children’s formal and informal music learning, and who represent the musical ‘face’ of their primary schools. This study addresses this music research gap by collecting and analysing the stories and observing the work of a sample of teachers for whom music is both a personal and professional passion, and contributes to our general understanding of the work of primary school teachers who love music and share it in their schools and classrooms. Five men and five women representing a range of personal and teaching experience and demographics participated in the study. All participants were interviewed about their work as primary school music leaders and were also observed undertaking a regular music leadership activity of their choice. Interview transcripts and observation notes were analysed in relation to the three research questions that address who the teachers are and how they came to be music leaders; the work they do and the skills, knowledge and understandings that underpin that work; and the significance of their work. Key findings related to the interplay of personal and professional factors in the development of these teachers’ identities as primary school music leaders, the complex and multi-faceted nature of the role, and the broad significance of their work to the teachers themselves, the children they teach, and their wider school communities. In addition, themes of identity, emotionality and curriculum context emerged as important frameworks for understanding the data with Wenger’s (1998) ‘communities of practice’ utilised as a unifying theory. The study contributes to a body of locally-based and international research concerned with music’s place in the primary school curriculum, the role of music teachers and leaders in sustaining music in the curriculum, and the value and benefits associated with music teaching and learning. In addition, it has practical and theoretical implications for teachers, teacher educators, and curriculum leaders at institutional and policy levels.Item From preservice teacher education to the primary classroom : an investigation into beginning teachers' experiences with information and communication technology : 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, 2011) Elliot, Anne-Grete NøhrThis thesis investigates the conditions that may help or hinder beginning primary teachers in using information and communications technology (ICT) in the classroom. A dearth of research exists on beginning teachers’ experience and sense of readiness to use ICT for teaching and learning (and administration). Thus, there is limited knowledge of the challenges beginning teachers face and support they may benefit from to take advantage of the possibilities of ICT. The thesis sought to address this gap in the literature. It seeks to understand the experiences of eight beginning teachers from one New Zealand preservice teacher education institution during their first year of teaching. An interpretative, qualitative methodology is employed to answer the overarching research question, which considers the nature of beginning teachers’ experiences when they incorporate ICT into the teaching and learning process. Data were collected in 2005 using two main methods: a written questionnaire and two interviews—one a photo-interview. The findings suggest the meaningful use of ICT requires beginning teachers to possess a high level of complex knowledge, including pedagogical content knowledge. They also highlight the importance of a supportive school culture, strong leadership and induction systems for beginning teachers’ development. Notably, participants report relatively fragile conceptions of the potential of ICT for learning and lack knowledge of national and school policies in this area. Most of the beginning teachers were unable to make connections between their work as teachers and the broader policy goals for education. Although participants report they had limited opportunities to learn about ICT during their preservice teacher education, they all wished they had been better prepared to utilise the potential of technology in schools. Overall the study offers valuable insights into the experiences of a group of beginning teachers over their first year of teaching, which has implications for tutor teachers, principals, teacher educators and policy makers. Through a new line of research, the thesis reveals the complexity of learning to be an ICT-using teacher and the type of factors that contribute to teacher development. Although the thesis identifies a number of possible future initiatives, it concludes that more substantial research is needed from which generalisable findings may then be applied to beginning teachers, schools and the teacher education sector as a whole. A postscript describes developments in the field since the fieldwork was carried out. It addresses the currency and contribution of this study to the field in light of the timeframe in which the original data were collected with reference to the stakeholders.