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    A temporal network analysis of risk factors for suicide : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Clinical Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2024-03-19) Holman, Mikayla
    Suicide is a major public health concern in New Zealand, with the number of lives lost due to suicide increasing almost every year. The factors influencing a person’s decision to take their own life are numerous and often complex. Some of these factors are dynamic, fluctuating over short periods of time and ultimately altering a person’s risk for suicide. Network analysis is a novel statistical technique that can be used to explore complex causal associations in systems of variables, such as risk factors for suicide. The present study used temporal network analysis to explore the associations between dynamic risk factors for suicide over time. Data collection involved ecological momentary assessment, where a general community sample of 39 adult participants completed a brief survey five times per day for ten days, resulting in 1420 completed surveys. Each survey assessed participants’ momentary experience of suicidal ideation, depressed mood, hopelessness, social support, self-esteem, thwarted belongingness, perceived burdensomeness, anhedonia, worthlessness, alcohol intoxication, and fatigue. All variables fluctuated from measurement to measurement at least some of the time, highlighting the dynamic nature of suicide risk. Temporal, contemporaneous, and between-persons networks of the 11 measured variables were estimated using temporal network analysis. In the temporal network, hopelessness was the only variable that predicted an increase in suicidal ideation at the subsequent measurement. Multiple nodes were estimated to be positively associated with suicidal ideation in the contemporaneous network, including depressed mood, thwarted belongingness, perceived burdensomeness, and worthlessness, while self-esteem was negatively associated with suicidal ideation in this network. In the between-persons network, hopelessness was the only variable with a significant association with suicidal ideation. The results of this study highlight the importance of continuously assessing changes in suicide risk factors given their dynamic nature. Hopelessness may be an especially important risk factor to assess given its temporal association with increased suicidal ideation. Regarding future research opportunities, experimental N=1 network studies about the effectiveness of personalised interventions based on node centrality are an important next step in determining whether individualised networks have a place in personalised treatment for suicidality.
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    Factors that influence the implementation and practice of team-teaching for English and Social Science teachers in secondary innovative learning environments in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirement for the degree of Master of Education (Educational Administration and Leadership) at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Robinson, Amanda Joy
    Team-teaching in secondary school innovative learning environments (ILEs) in New Zealand is an emergent area of pedagogical practice and there is currently no research exploring the ways it can be supported by school leaders. Team-teaching has emerged as a result of national and global changes in education policy over the past decades. Both ILEs and team-teaching are viewed as providing a pathway to increasing specific knowledge, competencies and dispositions for students in the face of significant global changes. The purpose of this research was to: a) identify important factors that influence the implementation and practice of team-teaching in secondary school ILEs, and; b) seek methods school leaders might employ to optimise factors that influence teachers in their team-teaching practice. Much research has been done about team-teaching at primary level and in inclusive education settings internationally. However existing research largely focuses on the pedagogical practices teachers might use and has not been focused on the leadership of team-teachers in mainstream secondary schools or ILEs. This research aimed to contribute to the literature by examining the specific contextual factors presented by team-teaching in secondary ILEs in New Zealand, and the ways school leaders might optimise these factors. The sample groups for this research were drawn from English and Social Science teachers and heads of department (HoD) from six secondary school ILEs in New Zealand. The research spanned two phases, drawing on a mixed-methods approach to conduct semi-structured interviews with a small sample, before conducting a survey with a larger group of teachers and HoDs. The findings of this research largely reinforce the literature on team-teaching as similar factors were identified. A new contribution is made by considering how time is interconnected with professional relationships, along with the importance of evaluating the impact of changes in practice on students. Collectively, these interconnected factors influence teacher motivation. Additionally, the formation of individual teacher identity is reconceptualised for those team-teaching in highly visible ILEs, when the mitigating effect of career stage is considered. This research also highlights the increased time, space and support that teachers and HoDs require to develop their relational practice to create effective team-teaching partnerships in secondary school ILEs due to their involvement in multiple teams. It is concluded that school leaders may need to re-evaluate the process of supporting teacher change and pedagogical adaptation for those working as team-teachers in secondary ILEs in New Zealand.
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    The world at our doorstep : evaluating an Internet-based social studies programme : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, at Massey University, Palmerston North, New Zealand
    (Massey University, 2002) Warren, Susan Mary
    If young people are to know how most of the world lives, to understand the problems faced by developing nations, and to see people in other countries and situations as real, whole people, they need more than figures and news reports. Internet-based programmes in the virtual field trip style are being increasingly used to enable students to experience other places and cultures without leaving the classroom. However, to date there have been few evaluations that examine whether these programmes have the intended impact on student learning and attitudes. This thesis examines one such programme, the Ethiopia Connection run by World Vision New Zealand during March 2001. The programme was evaluated using a theory-driven evaluation methodology. First, a programme theory was derived from the literature and from the expectations of participant teachers. Factors identified as central to the success of the programme were interactivity, active learning, student choice, collaboration, access to experts, integration of several aspects of a topic, authenticity and ease of use. Next the implementation of the programme was observed. A total of 296 schools and over 20,000 students participated in the Ethiopia Connection, with varying patterns of involvement according to factors such as internet access, time available and teacher skills. Lastly the impact of the programme was evaluated in terms of student learning, attitude change and participants' perceptions of the programme. Despite the inherent difficulties in evaluating learning in a programme so dependent on teachers' differing implementations, and in assessing attitude change over short time frames, there were strong indications that the programme succeeded in its goal of developing understanding and compassion for people in the developing world. As a result of this evaluation, the programme theory outlined above was confirmed. Recommendations are made for future World Vision internet programmes, for internet- based social studies programmes in general and for future research directions.
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    Where does it fit? : the place of "Essential Learning About New Zealand Society" in the Social Studies curriculum : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2005) Gordon, Elise Fleur
    While working with Social Studies in the New Zealand Curriculum (SSNZC) (Ministry of Education, 1997), the researcher questioned the Essential Learning about New Zealand Society (ELANZS) component of Social Studies. A brief inquiry into why these components were chosen and how they were to be used revealed little supportive research. However, there is evidence this area of the Social Studies curriculum is of concern to teachers (Aitken, 2001; Hunter, 1999; Learning Enhancement Associates, 1999). This chapter will firstly consider the rationale for this investigation into ELANZS. Secondly, it will give an outline of the viewpoints of the researcher and thirdly, it will conclude with the objectives for this study. 1.1 Rationale for this study Previous studies have shown that New Zealand children have limited knowledge about New Zealand society (Keen, 1977; Low-Beer, 1986; Simon. 1992). In 1997, the National Education Monitoring Project (NEMP) found a substantial proportion of Year Eight students had major gaps in their knowledge about New Zealand society (Flockton & Crooks, 1998). In 2001, the NEMP again found aspects of children's ELANZS knowledge to be lacking. NEMP reported that children at both Year Four and Year Eight showed quite limited knowledge and understanding of the Treaty of Waitangi and early New Zealand history which are clearly aspects of the ELANZS learning which has been set out in SSNZC (Flockton & Crooks, 2002). The need for and extent to which children should possess knowledge about New Zealand society is contested today and has been contested throughout the development of various Social Studies curricula in New Zealand. However, under The New Zealand Curriculum Framework (Ministry of Education, 1993a) knowledge about New Zealand society is designated as a key component of Social Studies education. [FROM INTRODUCTION]
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    Assessment practices in New Zealand year 9 and 10 social studies courses : an exploratory case study : a thesis presented in partial fulfilment of the requirements for the degree of Master in Education at Massey University, Manawatu, New Zealand
    (Massey University, 2010) Atkins, Rosemary Anne
    Assessment tasks that acknowledge the diverse social, cultural, and academic needs of learners, and the situated nature of learning, not only have the potential to scaffold effective learning, but can also generate positive outcomes for students in social studies. Assessment from this perspective aligns with sociocultural theories of learning and advances the principles of ‗assessment for learning‘. This multiple case study research set out to explore how five experienced teachers in New Zealand [NZ] were formally assessing learning in their year 9 and 10 social studies courses. The intention was to gain some understanding of how the current assessment practices that teachers use in their year 9 and 10 social studies courses align with: (i) contemporary perspectives of ‗assessment for learning‘, (ii) findings from the international research literature, and (iii) the NZ Ministry of Education‘s assessment policies. The research involved visiting and interviewing each participant teacher on two occasions during the later part of 2009, and reviewing a selection of their school‘s assessment documents. The results from this research suggest that effective NZ secondary school teachers consciously or unconsciously use ‗assessment for learning‘ practices consistent with sociocultural principles, to formally assess learning in their year 9 and 10 social studies courses. The research also found that there are often a variety of factors—curriculum, school policy, time constraints, and professional support—that limit teachers‘ capacity to implement valid, constructively aligned, and effective programmes of assessment. While teachers were not always consciously aware of the theory that underpinned their practice, or the implications of the decisions they were making, the data suggests that the teachers in this study were committed to ensuring that their students had the opportunity to engage in interesting, manageable, and well constructed assessment tasks that had the potential to foster learning and empower students to develop the knowledge, skills, and confidence to become self motivated lifelong learners.
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    Teachers' conflicting responses to change: an evaluation of the implementation of senior social studies for the NCEA, 2002-2006 : a thesis presented in partial fulfilment of the degree of Doctor of Education (EdD), Massey University, Palmerston North, New Zealand
    (Massey University, 2008) Taylor, Rowena Margaret
    The thesis provides a socio-historical perspective through which to evaluate the first five years of implementation (2002 to 2006) of social studies within the National Certificate of Educational Achievement [NCEA] in New Zealand secondary schools. The experiences of both lead educators, with responsibilities at a national level, and classroom teachers provide insights into the personal, contextual and institutional factors which have enabled and constrained the implementation process, especially at NCEA level one. The inclusion of social studies as a subject for the new qualifications and assessment system in New Zealand, the NCEA, heralded a significant opportunity for this integrated subject to gain academic status and acquire a unique identity within the senior secondary school curriculum. Paradoxically it set a relatively strongly framed assessment system beside a curriculum that has traditionally been weakly classified and framed (Bernstein, 1971). This paradox has created tensions for teachers who have responded in different ways, from full implementation to a more functional approach. Two groups of teachers were identified in the course of this study. The idealists are passionate advocates for senior social studies and are likely to implement it to all three NCEA levels in their school. The pragmatists, on the other hand, are more likely to offer only level one social studies, typically to their more academically able year 10 (Form 4) students for extension purposes, and also to induct them into the assessment requirements of the NCEA system before they study the traditional social science subjects at levels one, two and three. This pragmatic approach reflects past practices of the pre- NCEA, School Certificate era (1945-2001). It continues to reinforce the low status and unclear identity of senior social studies within the social sciences as well as within an already overcrowded senior school curriculum. At the end of this first five year period of implementation the viability of senior social studies is at a critical juncture, with its on-going success not yet assured.