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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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    A strength-based approach to develop Pāsifika students' cultural identites and mathematical dispositions : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2017) Curwen, Rosemary
    This study examines cultural identity and mathematical disposition development of Pāsifika students aged 11-13 years from a strengths-based perspective. It builds on previous work that advocates for culturally responsive mathematics teaching in collaborative learning environments built around Pāsifika values. Current research also urges pedagogical actions of promoting students’ use of home languages and connecting students’ “lived” lives to the mathematics classroom. These teaching practices have been described to affirm student identities as well as foster stronger relationships with mathematics. A case study approach utilizing qualitative design from a socio-cultural perspective was implemented. Data was collected through group interviews with students and individual interviews with students and teachers. The Year 8 students and their teachers within the study were from two urban Auckland schools that have participated in professional development and learning opportunities focused on culturally responsive inquiry classrooms. Coded analysis of interview transcripts was used to uncover the perspectives of students and teachers and formulated the findings of this research. Findings revealed that home language use, connecting cultural contexts to the mathematics class, drawing on Pāsifika values to promote mathematical practices and social norms, and the role of the responsive and caring teacher validated students’ cultural identities and supported the development of positive mathematical dispositions. The findings provide insights into how culturally responsive mathematics teaching can draw upon the cultural languages and values of Pāsifika students to affirm their identities and mathematical dispositions.
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    What do culturally diverse middle school students value for their mathematics learning? : thesis presented in partial fulfilment for the degree of Masters of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2017) Hill, Julia Lindgren
    Mathematics education values concern what students perceive to be worthy or of importance in mathematics, and relate specifically to learning and pedagogy (Seah & Andersson, 2015). These values take place in the context of activities and decisions that are made to enhance the learning and teaching of mathematics (Seah, 2016). This study explores the types of mathematics education values espoused by diverse middle school learners in New Zealand, focusing on a cohort of Pākehā/European, Asian, Māori and Pāsifika students. This study also examines the relationship between the students’ cultural values and what they value for their mathematics learning. The methodology used in this study involved a comparative case study to investigate student perceptions of the most and the least important mathematics education values. Using a survey format, students ranked twelve mathematics education values in order of their importance, with follow up interviews to better understand the reasoning for students ranking of certain values. The use of a range of methods provided a more holistic approach and allowed for greater diversity of student perspectives. The results demonstrated that culturally diverse middle school students shared three mathematics education values, that is utility, effort/practice and flexibility. The commonality of these mathematics education values reflects shared educational and societal values. However, students from different cultures (and from different mathematics learning environments) were found to endorse alternate values as most and least important for their mathematics learning. These mathematics education values were reflective of the students’ cultural values as identified by earlier research and policy documents (Hofstede, Hofstede, & Minkov, 2010; Ministry of Education (MoE), 2011, 2013). The Māori and Pāsifika students identified most strongly with the mathematics education values collaboration-group work and family, reflecting the collectivist cultural values of these students. Conversely, the Pākehā/European and Asian students espoused independent mathematics education values including teacher explanations and mathematical understanding/clarity, reflecting New Zealand’s individualist values, and values relating to the teacher-student power imbalances amongst many East Asian cultures. An unintended outcome of this study was the impact of classroom norms and pedagogy on students’ mathematics education values, specifically, the influence of an inquiry based classroom intervention upon the Māori and Pāsifika students’ collaborative mathematics education values. The findings from this study provide insight into what is valued by culturally diverse middle school mathematics learners. It is hoped that the results from this study may assist teachers to develop culturally responsive mathematics pedagogy which aligns with the values of their students, leading to enhanced mathematics learning outcomes for diverse middle school students.
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    How and why does phonics and comprehension skill instruction impact on spelling, reading and self-efficacy for struggling adolescent learners? : a case-study : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education (Educational Psychology) at Massey University, Albany, New Zealand
    (Massey University, 2017) Nelson, Melanie
    The ability to read and write is important to learning; there is a reciprocal relationship between reading and cognitive development, and academic achievement. Adolescents who experience difficulties in spelling and reading have been found to display avoidance behaviour, and low self-efficacy, or over inflated self-efficacy that is incongruent to capability. This case study investigated how and why spelling, reading, comprehension and self-efficacy for four struggling adolescent spellers and readers was impacted by a phonological based and comprehension skills intervention. The intervention implemented was Agility with Sound. The children received eight weeks of intervention aimed at improving their spelling, word decoding and comprehension. Pre and post-intervention measures of spelling, decoding, word decoding, and comprehension were taken. Measures of pre and post-intervention self-efficacy, to investigate the influences of phonic knowledge and comprehension skill development on self-efficacy, were also taken. Infield observations and post-intervention student interviews were used to provide an in-depth investigation. There were meaningful increases in word decoding and spelling. Participants reported phonological-based instruction simplified and reduced the ambiguity of word spellings and decoding. The impact on self-efficacy was that judgements were recalibrated to more accurate judgements of capability; although the adolescent learners reported their improved skill knowledge increased their belief they could improve their spelling and reading comprehension overtime. Struggling adolescent children do benefit from explicit phonics instruction. Time constraints reduced the opportunity for the consolidation of skills which impacted on comprehension development for two students, and self-efficacy growth.
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    Enacting challenging tasks : maximising opportunities for students' mathematical learning : 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, 2016) Freeman, Katherine Mary
    Three teachers of year 7 and 8 learners explored pedagogical approaches that exemplified current research on maximising opportunities for students to engage with and learn from challenging mathematics tasks. This study examined the learning opportunities afforded by the task enactments in the teachers’ classrooms. The study also considered teachers’ perspectives on a planning and lesson structure that exemplified explored approaches, and the challenges teachers experienced in implementing the tasks and approaches. Reforms in mathematics education that have called for change in how teachers view mathematical knowledge, the value and purpose of social interaction in the classroom, and teachers’ role as participants in classroom discourse, have influenced pedagogical approaches to the enactment of classroom tasks. Relevant literature was reviewed that illustrated the importance of tasks in affording opportunities for students to engage in meaningful mathematical practices and discourse, and construct conceptual mathematical understanding. Evidence was provided that teachers’ pedagogical decisions and actions play a significant role in optimising opportunities for student learning from tasks, and that teachers’ task implementations are mediated by their intentions, goals, knowledge, attitudes and beliefs. The qualitative methodology chosen for this study aligned with case study and design-based research approaches. Multiple data sources were collected, and systematic analysis and triangulation of data alongside collaboration between the researcher and participant teachers strengthened the research findings. The study revealed the influence of task selection on the type of mathematical activity afforded value in classrooms. The planning template and lesson structure prompted purposeful decision-making that strengthened teachers’ task enactments, including explicit consideration of mathematical ideas inherent in tasks, students’ prior understandings, and the role of task variations in supporting students’ access to tasks. The study demonstrated that different enactments from the same planning resulted in contrasting opportunities for student learning. A noteworthy difference was the extent to which the mathematical ideas inherent in the task were explicitly addressed by teachers. The results revealed the impact of teachers' decisions when selecting and implementing classroom tasks, and offered insights into purposeful pedagogical actions that teachers could incorporate into their practice to maximise opportunities for their students to learn mathematics.
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    Critical factors in the teaching of Japanese in New Zealand at years 7 and 8 : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Second Language Teaching at Massey University
    (Massey University, 2001) Lilly, Adele Jeannette
    Current literature about the teaching of Japanese in New Zealand has raised a number of issues. However, there has been no attempt made to rank these issues either in terms of priority or in terms of how they may be addressed. In addition, in the existing literature, the writers have not provided any solutions or recommendations themselves. This research identifies and ranks issues in Japanese language teaching programmes at Years 7 and 8 in the New Zealand school setting. Two professional groups (teachers and principals) were approached to provide the data. Discussions were held in focus groups with teachers of Japanese from around New Zealand. Issues which either constrain or facilitate the implementation of a Japanese language teaching programme were elicited from participating teachers. These issues have been termed "factors" to avoid any negative connotations. Professional responses to the most critical factors were also sought from the teachers. The critical factors generated by teachers were grouped into four broad categories and the focus groups then contributed professional responses to these. Initial results showed that teachers identified "commitment from principal", "pressure and time" and "availability of resources" as being important. Questionnaires were then developed and sent to principals in schools offering Japanese at these levels. Principals identified "commitment from principal", "availability of resources" and "confidence of teachers" as being important. The results of this study are discussed with reference to the current literature and a number of implications for teaching programmes are proposed. These suggestions are intended to guide schools contemplating the introduction of Japanese or another international language at these levels. The model developed for group discussions could be used in further research when trying to determine critical factors in the teaching of either other languages or indeed other curriculum areas.
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    Culturally responsive teacher actions to support Pāsifika students in mathematical discourse : 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, 2015) Cheung, Ingrid
    This study examines culturally responsive teaching to support a group of Pāsifika students aged 11-13 years old in mathematical discourse. It builds on previous work which has advocated culturally responsive practices where students learn mathematics through collaborative interaction that fosters greater student participation, engagement, and potentially better achievement in mathematics. In this study, the teacher’s actions drew on Pāsifika cultural practices and the value of the family, respect, and collectivism. This was significant in the establishment of social and mathematical behaviours which were important in supporting the development of productive mathematical discourse. In addition, the communicative and participation structures within the classroom that lead to mathematics learning are also considered. This study was situated in an inquiry classroom. A socio-cultural perspective provided the framework for analysing the classroom context. A case study approach drawing on a qualitative design was implemented. Data was collected through teacher and student interviews, classroom audio and video-recorded observations, and students’ written work. Detailed retrospective analysis of the data was undertaken to develop the findings of this classroom case study. Significant changes were revealed in the shifts of student discourse from long silences and hesitation to asking valid questions and developing mathematical justification with appropriate language and specific terms. The explicit instructional practices developed and implemented by the teacher fostered greater collaborative communication and interaction between group members and this was important in how they made mathematical meaning. The findings provide insights into the multi-dimensional ways that teachers can draw on students’ cultural strengths, values, and practices as invaluable resources which potentially will make a difference in students’ mathematical learning.