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    Secondary school English language teacher agency in the aftermath of COVID-19 crises : a study from a West Sumatran Region, Indonesia : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2025-11-26) Yuliandri, Yuliandri
    The COVID-19 pandemic saw the prompt shift to Emergency Remote Teaching (ERT), which was challenging for both learners and educators worldwide. This study explores the experiences of secondary school English language teachers working within a resource-limited setting of Lima Puluh Kota Region, West Sumatra, Indonesia. It focuses not only on the ERT period but also on the re-transition to face-to-face teaching post-pandemic. It seeks to answer two research questions: 1) What adjustments did English language teachers make to their practice during and after the pandemic lockdown period, and how did they perceive and articulate these experiences? 2) How did the teachers exercise their agency, negotiate their professional identities, and manage their emotions in response to these experiences? This study adopts a qualitative dominant mixed-methods design. Descriptive statistics and thematic analysis are employed to analyse data which was collected from teachers from July to November 2022 through a survey (n=63), two rounds of interviews (n=10), and classroom observations (n=10). The findings indicated that while the teachers were emotionally affected by the abrupt shift to ERT, which was intensified by Digital Divide issues, they tried to negotiate the availability of resources and use their agency to find ways to continue teaching. Some were able to discover benefits beyond the difficulties as ERT exposed them to digital technologies, a wide range of learning modes, and opportunities to pursue professional development (PD). Throughout and after the pandemic, teachers actively negotiated their professional identities, which contributed to their professional growth and increased reflexivity on their current and future practices. This shifted their perspectives about teaching and learning and the role of technology, which proved useful when they encountered challenges re-transitioning to face-to-face classrooms. This study contributes to the literature by 1) adding evidence of how English language teachers exercised their agency during and after the pandemic and illustrating the temporal and contextual aspects involved in the process, 2) revealing different pathways of professional identity negotiation, and 3) breaking down the interplay between agency, identity, and emotions, and outlining the significant role of emotions in both enactment of agency and professional identity negotiation. In addition to these theoretical contributions, practical implications, which focus on the need for school technology infrastructure in the region, and tailored teacher professional development at both school and MoE levels to foster student teachers’ and experienced teachers’ awareness of the intersection of agency, identity and emotion in the teacher education curriculum and training programmes, are discussed.
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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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    Tūpekepeke! Māori knowledge and practices in health and physical education : the perspectives, experiences and aspirations of secondary school teachers' : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Arts in Māori Studies at Massey University, Palmerston North, Aotearoa New Zealand
    (Massey University, 2016) Tawhai, Daniel Tiotio Burfield
    This thesis explores What are the perspectives, experiences and aspirations of secondary school Health and Physical Education teachers’ to better implement Māori knowledge and practices in their lessons? Individual, semi-structured, in-depth qualitative interviews were conducted with three secondary school Health and Physical Education (HPE) teachers with similar teaching experience, but different ethnic backgrounds. It was found that HPE teachers see Māori knowledge and practices as an effective way to enhance Māori student achievement, increase awareness of Māori culture amongst non-Māori students, and promote the overall development of Aotearoa New Zealand as a nation where indigenous knowledge and practices are a valued and contributing part of life and society. In order to achieve this, HPE teachers recommended development in teacher training programmes, professional development for practicing teachers’, and the development of resources and networks of teachers in the area of Māori knowledge and practices specific to HPE in Aotearoa New Zealand
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    Learner-centred approaches in teaching English in Thailand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Namwong, Ong-Art
    This thesis investigates the implementation of learner-centred pedagogies in English classes in public secondary schools in Thailand. It explores the understanding of learner-centred approaches from a range of stakeholders, how these approaches are implemented within classrooms, and the factors supporting or impeding implementation. The thesis also aims to contribute to understanding on how the Thai culture influences the implementation of learner-centred approaches. Past research in this context has typically been small in scale, with low numbers of participants, and a single participant type, e.g. teachers. The current exploratory case study focused on small and extra-large public secondary schools in the educational service area 25, Khon Kaen, Thailand. Data were obtained from a range of participants from Ministry level to students using three different data collection methods: questionnaires, individual interviews and student focus group interviews. In total, data were obtained from 117 questionnaire respondents, 16 interviewees and six student focus groups. This approach allowed for data to be obtained from a wider range of perspectives than previous studies, and also provided methodological triangulation. The findings revealed that teachers did not have a consensus over what learner-centred approaches constitute. In interviews, they provided very brief responses, and demonstrated limited, and somewhat superficial, understanding. This limited understanding was further evidenced when teachers talked about their implementation of learner-centred approaches. In reality, much of what was discussed reflected practices that were traditional and teacher rather than learner-centred. The main barriers in implementing learner-centred approaches were reported as: other school duties and responsibilities, a limited understanding of learner-centred approaches, large class sizes, and inadequate teaching and learning resources. Other issues related to the level of English language proficiency of teachers, opportunities for students to use English outside the classroom and pedagogical training for teachers. Across all phases of this study, it was apparent that the Thai cultural context is influential, and tensions were seen between the policy intentions and Thai cultural norms. For example, discrepancies were observed between the policy directive of learner-centred teaching and the dominant examination-based assessment, the power distance that exists in Thai society and large class sizes which are typical in many Thai schools. The findings of this thesis have significant implications for policy makers, educational trainers, school management, teachers and students. In particular, there is an urgent need to consider how learner-centred approaches can be adapted to align more closely with the Thai culture. Professional development and support for teachers is another aspect in need of urgent attention so that teachers are supported to make changes to their teaching and pedagogy in line with learner-centred approaches. Additionally, support for teachers to improve their levels of English language proficiency is needed so that teachers are more comfortable using English in their teaching. This will also help to provide students with increased opportunities to communicate in English.
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    Responses to linguistic and cultural diversity in New Zealand state secondary schools : a qualitative study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand
    (Massey University, 2019) McCarthy, Geraldine Anne
    Demand for English language learning (ELL) in New Zealand has intensified since the millennium, alongside marked increases in immigration to cater for businesses such as construction and agriculture, and the impacts of episodic earthquake damage. ELL assistance in state secondary schools in New Zealand is centred on the dynamics surrounding English for Speakers of Other Languages (ESOL) departments. This study seeks to gain an understanding of the layered contexts surrounding and within ESOL Departments by using a conceptual framework of ecology and a qualitative, case study paradigm. It draws on data from interviews, observations, documentation and researcher journaling to examine ESOL Department systems and practices in three state secondary schools with differing locations, deciles and ESOL Department structures. The findings reveal the significant weight of wide-ranging regulatory and ideological interactions connected with ESOL Departments associated with colonial aspirations, ‘Tomorrow’s Schools’ legislation and New Zealand’s bicultural status. Findings also highlight the affordances and constraints experienced in ELL by staff and students in the case study schools and explore the costs and benefits as set against the pressures of local, national and international dynamics. The study concludes with implications for personnel responsible for ELL at national and local levels. It calls for more professional development initiatives and specific ELL regulation of resources for educationalists to assist with ELL linguistic, social and cultural integration. Results are intended to enhance ELLs’ educational opportunities in schools as well as contribute to efforts for increased social cohesion between people of diverse ethnicities in this rapidly diversifying nation.
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    From colonial past to New Zealand classroom : the biographical narrative of Will Potter, commercial secondary school teacher (1958-1976) : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Burne, Jacqueline Monique
    This thesis tells the teaching story of one post-primary Commerce teacher, Will Potter—my father. Will taught in five New Zealand post-primary schools from 1958 until his retirement in 1976. This case study of Will looks at what makes his story unique: he was an immigrant of Dutch descent, whose first language was not English and who came to teaching without qualifications at age 51, and went on to write Commerce textbooks. He also began teaching at a significant time in New Zealand post-primary education—the 1950s, with rising school rolls and lack of teachers and facilities. This qualitative study of Will involved document analysis of his memoir, letters, and papers, a focus group discussion with Will’s three other children, and semi-structured interviews with people who taught with or were taught by Will. Four research questions guided the study, and sociocultural–historical theory was used as a framework to reveal the complexity of his personal, interpersonal, and wider contextual teaching story. Two major backdrop influences are revealed about Will’s life: his colonial background in what was the Netherlands East Indies (NEI; now Indonesia) and his internment in Japanese concentration camps during World War II (WWII). Reasons are provided for his decision to go teaching, and his pedagogical approaches are described. Of particular note is his storytelling, mainly of his internment experiences. He wrote eleven Commerce textbooks that were used in New Zealand post-primary and tertiary settings, as well as overseas. This story will add to the store of New Zealand teacher stories as well as contribute to the social history of the Dutch who were forced to leave the NEI post WWII.
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    Art teaching : making a difference in low decile schools : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2004) Sutherland, Sue
    Students in low socio-economic schools are over-represented in the group of students who leave school without a qualification. An analysis across seventy New Zealand secondary schools reveals Year 11 examination success in low socio-economic schools that is consistently higher in art than in other subjects. Performance at Year 11 in the Auckland/ North Auckland region for the 2000 School Certificate art exam shows that these students are able to achieve at similar rates in art to medium and high decile schools. This thesis outlines the political and socio-economic culture of Aotearoa/ New Zealand's low SES schools where the study was conducted. The selection of the teachers and the research process is described, and comparisons made to relevant literature. The findings draw from a data set of interviews identifying common teacher attitudes and beliefs which are introduced and elucidated. The study seeks to make visible, the ways in which art teachers enhance examination success by examining the beliefs, attitudes and reported practices of three highly successful teachers.
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    Some methodological/philosophical problems in secondary school science education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1983) Singh, Pravin
    An examination of common images of science and the scientist, and of some conceptions of 'science processes' in secondary school science, as depicted in texts, curricula and other public utterances, reveals the influence of certain traditions of philosophy/methodology. The methodological/philosophical positions associated severally with Bacon, Locke and Hume, and the Logical Positivists, are collectively designated as 'Methodological Reductionism' in this study, and are explored and found to be inadequate and/or misleading in the light of recent developments in the philosophy of science. Dissatisfaction with current school science is also found to be a consequence of adoption of narrow, 'functional' goals of science education. Difficulties also arise from: confusion of meanings of scientific terms in relation to their 'ordinary language' usage as contrasted with their specialised scientific usage; teachers' attitudes towards, and understanding of, the nature of science; and teaching methods which despite innovations, have remained essentially content- oriented, fact-laden, formal and didactic. It is argued that if science education is to regain its interest and become educationally more meaningful for students, then an alternative methodological/philosophical rationale for science and 'science processes' is desirable. It is suggested that the adoption of what is basically a Kuhnian epistemology may help to remove misconceptions about science and the scientist, and also help to surmount some of the current difficulties in the teaching of science. To facilitate and accommodate conceptual changes in science education, a teaching and learning strategy based upon Kuhn's notions of 'paradigm' and 'paradigm change' can be utilised. Because current science education is said to be overly formalistic and socially isolated, it is recommended that a multi­ disciplinary approach may not only regain for science its declining interest, but also produce future citizens who are better equipped to deal with science/technology/ society problems and issues, and who will possess the cognitive and affective attributes needed for making a positive contribution within a science- and technology­ based society.
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    'Technologists' alongside : impact on student understandings in technology : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Harwood, Cliff
    This research focuses on ascertaining the impact of technologists working alongside students; in particular the influence their involvement has on their understandings of and about Technology. The research was conducted within an interpretive paradigm. Quantitative and qualitative data were gathered using a mixed methods approach which consisted of a written questionnaire, followed by purposive interviews. The participants in the study were students in years 11 and 12 in 2005. Data from these participants were also gathered in 2006. The research findings identified that when students work alongside a technologist(s) to resolve problems embedded within real-life contexts, their concepts of technology and its purpose are enhanced. These findings also highlighted the importance of ensuring that student learning intentions (those learning outcomes which are planned) are shared between all parties involved in the learning environment (teachers, practicing technologists and students), so that interactions between students and technologists have a positive influence on student learning. This research concludes that the involvement of practicing technologists, in student learning in technology education, offers the potential to enhance student's technological practice and their learning in technology generally.
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    Teaching and learning algebra word problems : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Studies in Mathematics, Massey University, Palmerston North, New Zealand
    (Massey University, 2007) Lawrence, Anne
    This study reports on a classroom design experiment into the teaching and learning of algebra word problems. The study was set in the mathematics department of a coeducational secondary school, and involved two teachers and 30 Year 12 students. The teachers and the researcher worked collaboratively to design and implement an intervention that focused explicitly on translation between word problems and algebra. Two issues were considered: the impact of the intervention on students, and the impact of the study on teachers. Students' responses to classroom activities, supported by individual student interviews, were used to examine their approaches to solving algebra word problems. Video-stimulated focus group interviews explored students' responses to classroom activities, and informed the ongoing planning and implementation of classroom activities. Data about the impact on teachers' understandings, beliefs and practices was gathered through individual interviews and classroom observations as well as the ongoing dialogue of the research team. The most significant impact on students related to their understandings of algebra as a tool. Some students were able to combine their new-found translation skills with algebraic manipulation skills to solve word problems algebraically. However, other students had difficulties at various stages of the translation process. Factors identified as supporting student learning included explicit objectives and clarity around what was to be learnt, the opportunity for students to engage in conversations about their thinking and to practise translating between verbal and symbolic forms, structured progression of learning tasks, time to consolidate understandings, and, a heuristic for problem solving. Participation in the project impacted on teachers in two ways: firstly, with regards to the immediate intervention of teaching algebra; and secondly, with regards to teaching strategies for mathematics in general. Translation activities provided a tool for teachers to engage students in mathematical discussion, enabling them to elicit and build on student thinking. As teachers developed new understandings about how their students approached word problems they gained insight into the importance of selecting problems for which students needed to use algebra. However, teachers experienced difficulty designing quality instructional activities, including algebra word problems, that pressed for algebraic thinking. The focus on translation within the study encouraged a shift in teacher practice away from a skills-focus toward a problem-focus. Whilst it was apparent that instructional focus on translation shifted teachers and students away from an emphasis on procedure, it was equally clear that translation alone is insufficient as an intervention. Students need both procedural and relational understandings to develop an understanding of the use of algebra as a tool to solve word problems. Students also need to develop fluency with a range of strategies, including algebra, in order to be able to select appropriate strategies to solve particular problems. This study affirmed for teachers that teaching with a focus on understanding can provide an effective and efficient method for increasing students' motivation, interest and success.