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'Teaching without teaching' : critically exploring the involvement of visual artists in children's art classes in art museums of New Zealand : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Fine Arts, College of Creative Arts, Massey University, Wellington, New Zealand
(Massey University, 2022) Xu, Chang
Scholars in New Zealand have investigated museum education particularly in terms of young children’s visiting and learning, primary and intermediate students’ learning development, museum educators’ practice and challenges, and the policies, practices, and public pedagogy of visual art in art museum and gallery contexts. These scholars have indicated the importance of artists’ engagement in children’s art classes in art museums broadly speaking, but the specific investigation around this specific aspect was scant. This research aims to attend to this gap by exploring the engagement of visual artists in children’s art classes in art museums. The research acknowledges my position and background as a trained artist and teacher, and the roles I take on throughout the project also reflect this training and practice-based background. This study (including data collection and analysis, the conceptual development and iterative design process, and the forms of literature drawn upon) brings hybrid methodologies and references that span disciplines, including Participatory Action Research, Grounded Theory, Double Diamond design process, and a Co-design Approach. 24 interviews were conducted with visual artists and two workshops were developed with three different roles, including 6 artists, 3 museum educators, and 6 primary school teachers in two different art museums. The findings indicate a broadly effective collaboration between artists, museum educators, and primary school teachers with respect to complementing professional development, shifting to student-centred learning, expanding the forms of art activities based on students’ interests, developing a multisensory learning experience, and drawing theory from their practices. This research contributes to the field of museum education by developing a new form of collaboration between three different roles — artists, museum educators, and primary school teachers — in art museums, and conducting a collaborative reflection between these roles. This collaboration prototype becomes a way to effectively engage artists within children’s art museum education, and its benefits and impact can be documented and specified in various respects.
Striving toward equity : a story of positioning and status : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany, New Zealand
(Massey University, 2022) Leach, Generosa Angela
This study explores how teachers construct equitable learning environments in primary school mathematics classrooms as a means of striving toward equity. The deep complexity of classrooms and numerous connected elements that influence students’ access and opportunities for learning mathematics are highlighted. Under consideration are the different pathways teachers take as they develop and maintain responsive and adaptive approaches to position all students to learn mathematics in ways that meet the aims of equity in mathematics education. A qualitative design research methodology was employed to explore the complexities and challenges of teacher learning and change within primary school classroom settings. The design approach supported the development of a model of professional learning and frameworks of teacher instructional actions to establish and maintain mathematics classrooms focused on equity. Data collection over the school year included study group meetings, participant observations, video-recorded observations, documents, and teacher and student recorded reflections and interviews. Retrospective data analyses drew the results together to be presented as cases of two teachers, their classrooms, and students. The findings show that constructing equitable mathematics learning environments is a gradual and complex process. It involves teachers reconstructing their beliefs and enacting specific instructional actions to position all students to learn mathematics. Reconceptualising mathematics teaching and learning requires transforming the social and organisational structures within classrooms and disrupting assumptions of uniformity across all students from a strength-based approach. Of importance is how the findings highlight possible ways of meeting the needs of diverse, and often marginalised groups of students in New Zealand schools. Significant implications based on these findings include how the aims of equity in mathematics education can extend beyond policy and into practice within primary school mathematics classrooms in the New Zealand context.
Mathematics anxiety and primary school teachers : the histories, impacts, and influences : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
(Massey University, 2022) Whyte, Julie Margaret
Maths anxiety is understood to be a pervasive and global phenomenon. What is not so well understood is primary teachers’ experience of this anxiety. This study sought to provide a clearer understanding of teachers’ maths anxiety. Drawing on an interpretivist epistemology, framed by a sociocultural theoretical perspective, and using qualitative semi-structured interviews, the study provides a rich description of the personal histories and professional lives of 12 primary teacher participants who self-reported as experiencing maths anxiety. Each participant offered a unique, personal history of the development of maths anxiety. It was found to develop from a jumble of interactions from multiple sources and with multiple consequences. The teachers’ responses to anxiety around mathematics were wide ranging and included cognitive, affective, physiological, and neural reactions. In attempts to manage their anxiety, participants created specific strategies for particular situations. Amongst these management strategies were distraction and avoidance, eliciting support from trusted individuals, choosing to confine their teaching to lower year-level classes, and lengthy preparation to ensure they, themselves, understood the mathematics. Participants attempted to keep their anxiety hidden from others during their professional roles. Professional development was found to be a context in which the anxiety intensified. In professional development contexts, rather than focusing on new learnings and understandings, the participants focused on their anxiety. As a result, they failed to enhance their mathematical knowledge and failed to develop understanding of how mathematics might be taught. Their lack of confidence in their own knowledge impacted on their classroom teaching to the extent that, where possible, they scheduled less time for mathematics than other subject areas. Since such anxiety management strategies are not conducive to teacher growth and are likely to have negative consequences for students, this study has demonstrated that a carefully paced and sensitive approach needs to be taken by schools and providers of mathematics professional development courses.
Culturally relevant tasks and Påsifika students' participation and engagement in mathematics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University (Manawatu), New Zealand
(Massey University, 2019) Cunningham, Libby Sara
Påsifika students’ academic achievement in mathematics continues to remain a priority for New Zealand education (Ministry of Education, 2013). Research in both the New Zealand and international contexts identifies the need for New Zealand classrooms to foster culturally responsive and mathematical practices that align with Påsifika students’ cultural values, backgrounds, interests and experiences. As a result, Påsifika students will have increased opportunities to participate and engage in mathematics while developing a cultural identity within New Zealand classrooms. This study utilised the Påsifika students’ and their families’ funds of knowledge to design culturally relevant mathematical tasks. These tasks were used within the students’ mathematics classroom where the teacher was supported to implement culturally responsive and mathematical practices. It examined how the use of culturally relevant tasks while enacting the reviewed cultural and mathematical practices could foster Påsifika students’ participation and engagement in mathematics. This study used qualitative research methods with an ethnographic case study approach while drawing on Påsifika research frameworks (Lemanu, 2014; Sauni, 2011). 11 Year 5 and Year 6 students who descended from the Pacific Islands participated in this study. Semi-structured interviews were completed at the beginning and end to find out the Påsifika students’ perspectives about their experiences of their culture and mathematics. Throughout the study, photoelicitation interviews were used to identify Påsifika students’ cultural funds of knowledge and mathematical experiences that they engaged in outside of school. This information was used to work with the classroom teachers to design culturally relevant mathematics tasks. Observations were made of the students’ behaviour and interactions while working on these tasks within their classroom setting. After each observation, focus group interviews were conducted to gain insight into the students’ perspectives of the task and learning experience. The use of a variety of methods provided greater evidence of data that I drew on to support my findings. The results illustrated key findings and recommendations that have been visually represented using a frangipani (kalosipani/ pua fiti/ fiti pua/ tipani)1 ulalei2. Each petal on the frangipani flower represents the key themes that emerged. These are as follows; mathematics at home and school, culturally relevant tasks, funds of knowledge, collaborative grouping and mathematical disposition and cultural identity. These key themes are supported by a group of learners which include parents, teachers and students and are bound together by the core Påsifika values. The key themes, community of learners and cultural values form the ula-lei. This study revealed these components as being effective practices that educators should develop to support Påsifika learners’ participation and engagement in mathematics.
Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology in Education at Massey University, Manawatū, New Zealand
(Massey University, 2018) Kenwright, Debbie
Youth mental health and wellbeing is a complex issue which requires prevention strategies from early childhood through entry into adulthood. Schools are well positioned to promote and develop student’s overall capacity for wellbeing and have a responsibility to do so. Mindfulness has been identified as a potential practice to support the development of wellbeing and human flourishing in both clinical and non-clinical settings. There is an increasing body of research which has found mindfulness-based interventions to have positive effects on human wellbeing and academic achievement as well. Mindfulness practice also develops an attitude of acceptance which fosters equanimity, creating space for reflection and perspective taking; allowing for self-acceptance and greater awareness of self and others. Increasingly mindfulness skills and capabilities are being fostered through mindful-based programs designed for school curriculums. The aim of this study was to gain a greater understanding of primary teachers’ knowledge, beliefs and perspectives about mindfulness in schools. Specifically, this study aimed to capture primary teachers’ views who have not yet been involved in the training or implementation of a formal mindfulness school based program. Placed within a constructivist epistemology this study included 45 participants (n=45) who completed an online survey. The survey was designed using mixed-method research methodology to gather teacher perspectives. Results revealed most primary teachers in this study were prepared to implement mindfulness in schools, and believed schools should be providing mindfulness programs. The results of this study indicate that the implementation of mindfulness in schools is both supported by teachers and viewed as feasible to implement in primary settings. Teachers understood some of the ways in which mindfulness promotes and develops valuable life skills for students in relation to improving their mental health, building individual capacity for coping, and being resilient, and improving student’s overall well-being. Implications for schools and teachers interested in beginning a mindfulness programme at primary school are discussed.
Professional science knowledge and its impact on confidence in the teaching of earth science : 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) Haig, Aidan Bruce
This study focused on the nature and parameters of the relationships between the professional science knowledge of primary and intermediate teachers and their confidence in teaching in the Making Sense of Planet Earth and Beyond strand of Science in the New Zealand Curriculum (earth science). The study was divided into two phases of data collection. The first phase used a questionnaire survey of 18 teachers from the Taranaki, Wanganui, Manawatu, Palmerston North and Horowhenua districts of the western and central North Island of New Zealand. The survey identified the influence of the relationships between the participants' backgrounds in earth science, their professional knowledge frameworks and their efficacy to teach earth science. The second phase of data collection builds on the trends and common themes identified in phase one. Data were collected in the second phase through interviews of four teachers selected from phase one participants. Analyses of the data collected revealed the importance of maintaining a well-developed understanding of the subject matter when teaching earth science. Subject matter knowledge has a notable impact in teachers' efficacy beliefs and ability to translate content into teachable material. Findings support pervious researchers' conclusion that teachers with high self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring science in informal settings. Results indicate that effective earth science teachers possess a genuine interest and enthusiasm for earth science. Conversely, teachers with relatively little earth science background display less developed knowledge frameworks and weaker efficacy beliefs. Common indicators of these weaknesses include avoidance of earth science topics in general or use of 'shallow' teaching strategies such as transmission approaches or 'resource based' units. In some cases it appears that teachers' confidence in their ability to teach earth science may be misplaced. Results indicate that in some cases, teachers can use their considerable classroom skills to avoid confronting earth science concepts where their knowledge is inadequate. The implications for these findings are considered.
Impact of collaborative planning for mathematics and anticipating student responses to problems on teacher beliefs, knowledge and practice : 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, 2017) Crowley, Jenna Louise
Six teachers engaged in collaborative planning for mathematics lessons that allowed for student-generated responses to problems. As part of their planning they anticipated a range of possible strategies students could use to solve problems and possible student misconceptions. This study explored how the teachers perceived these practices affected their beliefs and the teaching approaches they enacted in their lessons. The study also examined the affordances and barriers of collaborative planning and anticipating on teacher learning. Mathematics education literature recommends a move toward student inquiry approaches in order to improve outcomes for all learners. Relevant literature was reviewed, illustrating the importance of providing the conditions required to enable teacher learning and change. Evidence was provided of the role of dissonance, teacher confidence and knowledge of both mathematics content and pedagogy, and effective leadership and systems of support. Teacher collaboration was identified as a potential catalyst for change. A qualitative case study method was chosen as most appropriate for this study. A range of data was collected and analysed, including semi-structured interviews with all of the participants. Researcher field notes and documentary data allowed for triangulation. Ethical principals were strictly adhered to. The study revealed some resistance to change and the constraints of teachers’ prior learning and existing beliefs and practices on the outcomes of the collaborative planning intervention. The study demonstrated teachers’ experimental approach to enacting new practices in mathematics lessons and their adherence to their current teaching practices and beliefs about grouping students for learning. Noteworthy benefits of anticipating and collaborative planning were increased teacher confidence to allow student-generated solutions to problems and increased teacher knowledge of mathematics strategies. These benefits were attributed to teachers learning from each other while collaboratively planning. The results revealed teacher collaboration was perceived as an affordance to change and highlighted a number of factors which acted as barriers to teacher change. Identified barriers included either too much or too little dissonance experienced by teachers, attitudes towards risk and the desire to conform, and gaps in teacher knowledge of mathematics. The results offered insights into the effects of school culture and the design of professional learning experiences for teachers.
Bridging the gap between theory and practice : what impact do the national curriculum exemplars and the associated matrix have on teaching and learning in science? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University
(Massey University, 2006) Radford, Anne Grace
Formative assessment continues to be influential in shaping teaching and learning. A National Assessment Tool, the Exemplars and associated Matrix have been designed and provided for teachers to support formative assessment practice. While considerable research exists on formative assessment, the impact of the exemplars and matrix on teaching and learning in science is unknown, therefore this Participatory Action Research study explores the impact on teaching and learning, assessment and the resultant teacher-–student interactions in science learning. Two schools were involved in the action research project in 2004. Seven teachers participated in the research study. The students ranged in age from five to nine years. Through in-depth classroom observations, planned interventions and semi-structured interviews, two major themes emerged: the teacher participants' science knowledge and pedagogy; and, their formative assessment practice and knowledge. Two sub-themes emerged and impacted on the major themes: the 'teacher as a learner', and the research/professional development model. The matrix and exemplars were the vehicles for change and the findings of this research study, clearly show evidence of improvement to teaching and learning in science.
An exploration of language acquisition through peer scaffolding and sociocultural interactions in a New Zealand primary school : a thesis in partial fulfilment of the requirements for the degree of Master of Second Language Teaching, Massey University, Manawatu, Aotearoa, New Zealand
(Massey University, 2017) Gonzales, Vera Inserto
In recent years, New Zealand’s continued commitment to accept migrants and refugees from other countries has caused our schools to be impacted by a significant influx of English language learners from many different ethnic backgrounds. As a result, teachers have needed to modify their practices to cater for the needs of increasing numbers of English language learners (ELLs) in mainstream classrooms. This study seeks to identify the influences that sociocultural interactions and peer-scaffolding can have on the language development of young ELLs in primary schools. Utilising a qualitative case-study design and participant observations as the main data collection instrument, this research investigated classroom and playground peer-interactions involving two junior primary ELLs over the course of two school terms. The classroom teachers and parents of the two case students were also interviewed for background information in order to explore their roles as mediators of language acquisition. Findings revealed the significance of interactions between ELLs and their peers during both mainstream classroom and playground activities. The complexity of the communicative exchanges and linguistic strategies utilised by the ELLs with their peers highlighted their ability to develop agency within their social networks and to use both linguistic and non-linguistic tools to effectively engage with these. The ELLs’ second language development was also facilitated by their parents and classroom teachers through mediated interactions that encouraged sociocultural and language development within the school, home, and wider community. Throughout the study, a focus on Vygotsky’s (1978) sociocultural theory and Lave and Wenger’s (1991) community of practice model help to explain the ELLs’ strategies in coping with the linguistic challenges and the sometimes complex pre-existing relational structures within the mainstream educational environment.
What makes mathematics lessons interesting in the middle school : student and teacher perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics at Massey University
(Massey University, 2003) Jones, Evan Griffith
Some researchers have suggested that students in schools find mathematics classes boring, and that this attitude towards learning mathematics gets stronger as students grow older. Using reports of students and teachers, this study investigates how interest is used and developed in intermediate school mathematics classes. Five teachers and 101 Year 7 and 8 students from a single co-educational suburban state intermediate school participated in the study. One teacher and ten student focus group discussions to explore attitudes to and uses of interest in their mathematics classrooms were audio-taped. The results of these discussions were used to develop themes that formed the basis of separate student and staff questionnaires for all participants. Further data was obtained from a mathematics class journal kept by participants, and from individual interviews with all staff and seven randomly chosen students. The study showed that both teachers and students had similar ideas about what students found interesting, and revealed several aspects of classroom practices that heightened and/or developed interest in learning mathematics. The most notable of these were: using hands-on activities; teacher enthusiasm; group work and student progress. Mathematical content was rarely seen as interesting in itself, although probability, symmetry and transformations, geometry and problem solving were regarded as the most interesting sub-strands of the curriculum, while number, measurement and 'all of mathematics' garnered least support. Bookwork using textbooks or worksheets was usually considered boring, and activities such as external mathematics competitions and challenging or easy mathematics polarised student opinion. Interest has a complex and generally positive association with learning. Student reports suggest that two interest factors that have the potential to be used more effectively in mathematics lessons are teacher enthusiasm and group work. The catch phase of situational interest, the aspect of interest most frequently used, was rarely developed further. This study suggests that mathematics learning will benefit from further developing interest in mathematics classes by linking situational interest factors with mathematical content, student experiences and clarity about each student's progress. Teachers need professional development and resource support for this to happen.

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