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    Teaching tomorrow's great veterinarians
    (American Veterinary Medical Association, 2022-11) Jillings E; Gordon E
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    A survey of communication supports in Grade R classrooms in the Western Cape, South Africa
    (AOSIS, 2022-10-28) Kathard H; Parusnath P; Thabane L; Pillay M; Jing Hu Z; Le Roux J; Harty M; O Carrol S; Mallick RB
    Background: Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. Objectives: To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. Method: A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Results: Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. Conclusion: While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech–language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.
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    Understanding Indonesian primary school teachers' social-emotional practice : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Saptandari, Edilburga Wulan
    Teaching and learning is an emotional experience and teachers play a crucial role in the nature of this experience. There is consistent evidence that shows a significant relationship between teachers’ emotion, emotion regulation and social-emotional skills, and students’ emotional, social and academic outcomes (Jennings & Greenberg, 2009). However, little is known about teachers’ emotional style, especially in an Indonesian context. This thesis aims to explore the underlying dimensions of the Indonesian primary school teachers’ socialemotional practices. A mixed-methods research design was employed. The first, qualitative research phase was conducted using classroom observations, focus group discussions and individual interviews. Twelve Indonesian primary school teachers who were nominated as having excellent social and emotional skills and 45 students were recruited for this phase. The observation notes and teachers’ and students’ statements were transcribed verbatim. A thematic approach was used for data analysis. Key emergent themes included teachers’ relational philosophies about their work, teachers’ sense of duty to nurture students, teachers’ strategies to regulate their emotions and teachers’ attempts to establish classroom harmony. Based on the findings of the qualitative phase, two separate measurements to assess teachers’ social-emotional practices called Teachers’ Social-Emotional Practices – teachers’ perspectives (TSEP-T) and teachers’ social and emotional practices – and Students’ Perspectives (TSEP-S) were developed. Subsequently, in Study 2, multidimensional scaling and hierarchical cluster analysis were applied to the data to produce visual representations of the structure of teacher-perceived and student-perceived teachers’ social-emotional practices. In Study 3, the nature of teachers’ social-emotional practices was further investigated by administering TSEP-T to 90 teachers and TSEP-S to 333 students. From teachers’ data, five highly applicable clusters of social-emotional behaviours across five style patterns were identified, while from students’ data, eight highly applicable clusters of teachers’ social-emotional behaviours across ten style patterns were identified. Finally, the associations between the identified clusters and styles with a student-teacher relationship, student connectedness and wellbeing were explored using ANOVA. The findings across three phases of the study showed the Indonesian teachers’ social-emotional practices as comprising relational philosophy, emotional relationship, nurturing, emotion regulation and classroom harmony dimensions. The resulting dimensions were visually represented using “a jasmine flower” model, which allows this model to be discussed and expanded. Findings are compared and contrasted with existing literature and discussed with regard to the potential usefulness of teachers’ social-emotional styles for enhancing the teacher-student relationship, student connectedness and wellbeing. Implications based on these findings are considered for researchers and educational providers who together share responsibility for improving teachers’ social-emotional practices in primary classrooms.
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    A study of associate teaching : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1976) Renner, John Martyn
    This report covers a two-year study of associate teaching. Information was obtained from two main sources: (i) research reports and (ii) a descriptive case study of associate teaching in one region of New Zealand. The case study of associates, conducted in the Palmerston North area, depended upon information from a sample of paired associates and- trainees. Sixty associate teachers completed a questionnaire and many were observed in classrooms practising associate teaching. Some were interviewed. The trainees who were posted to the associates in the sample for a six-week teaching practice section in the first half of term two 1975 completed two questionnaires. In addition, trainees kept a diary of their section experiences, much as a participant observer carefully and systematically records his observations. Information from all questionnaires was processed by the Burroughs 6700 computer at Massey University. The principal outcomes of the study are tied to the four objectives discussed in Chapter 2; a summary of the literature on associate teaching (Chapters 3 and 4), a description of associate teaching (Chapter 5), a study of matching and mis-matching of associate and trainee (Chapter 6) and an attempt to formulate general statements about associate teaching (Chapter 7). Observations confirm that the tasks of the associate teacher are more demanding than is commonly recognised. His dual roles of classroom teacher and trainer of teachers can lead to conflicts of interest. Many of the findings appear to reflect a lack of systematic training for associates. Recommendations for changes in associate teaching practices based on the findings of this research are presented in Chapter 8. Frequently, this study reaffirms the importance of associate teachers in pre-service teacher education. Associates who bring to the task anything less than the necessary professional expertise, may doom the exercise to mediocrity. The inadequate associate will burden the trainee with his own conflicts and his own narrow perception of the nature of teaching and learning. At worst, an associate can do a great deal more harm to a trainee's image of teaching than he does good. At best, and it has been evidenced many times in this study, associates can transform teaching practice into a creative, co-operative enterprise.
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    Teacher attentional behaviour : an exploratory study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts, in Education at Massey University
    (Massey University, 1977) MacLean, Douglas
    This investigation reports an ex post facto exploratory study of teacher attentional behaviour, in which a number of theoretically and methodologically, but not logically, independent measures of attention were employed. There is evidence to suggest that teachers differentially distribute their attention in the classroom, and that such distribution may have implications for their pupils. The concern, however, is not only with the way in which teachers do in fact distribute their attention, but also with the factors, internal or external to the teacher, which may pre-dispose them to attend to some features of the classroom stimulus situation, and not to others. Thus, it was expected that teacher biographical; attitudinal and 'stylistic' characteristics would play a role in the structuring of teacher attentional behaviour. Furthermore, it was expected that correlations would exist between the various measures of attentional behaviour utilised in the study. All the teachers from two intermediate schools in a provincial area of New Zealand, participated in Phase One of the study, completing a Teacher Questionnaire designed to solicit teacher biographical information; several cognitive tests from the French Kit of Reference Tests for Cognitive Factors; a devised series of perceptual tasks, which required teachers to respond to a series of questions after viewing videotape extracts of teaching situations; and the Minnesota Teacher Attitude Inventory, which was included as a measure of teacher-pupil attitudes. Phase Two of the study, focussed on the 'in situ' attentional behaviour of eight teacher volunteers, who had completed all parts of Phase One of the study. These teachers were then videotaped in their own schools teaching their own classes during social studies lessons. Teacher attentional behaviour in Phase Two of the study was operationally defined in terns of teacher verbal behaviour, in interaction with their pupils. Each incident or exchange between the teacher and his pupils was coded three times, for Target (to whom was the teacher directing his attention); Function, or purpose of the interaction; and Action (the nature of the exchange). The analysis of the data revealed that there were no statistically significant relationships between the MTAI and the various attentional measures employed. Similarly, there only appeared to be chance associations between the Hidden Figures Test and most of the other variables utilised in the study, except that male teachers appeared to make significantly higher scores than female teachers. The Gestalt Completion Test, on the other hand, appeared to correlate significantly with most of the other attentional measures used (apart from the HFT), and with a number of biographical variables. Teacher 'in situ' attentional behaviour correlated with a number of biographical variables, and with the Gestalt Completion Test, but not with the HFT or the teacher responses to the video-tape extracts. The relative independence of the HFT and the GCT suggests that they may be measuring differing levels of attentional processing; a link between these differing levels of processing and attentional style is proposed and discussed.
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    Deliberative acts : a theory of school leadership : enhancing the classroom teaching and learning culture through contemporary learning pedagogy that has a positive influence on student achievement : a thesis presented in partial fulfilment of the requirements for the degree Masters in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2017) Dacre, Maria
    This thesis explores primary school leadership in a contemporary learning context to examine the influence that leadership has on teaching and learning and the raising of student achievement. Four models of leadership will be examined – Appreciative, Authentic, Instructional, and Pedagogal Leadership. In addition, school culture, community engagement, and leadership dispositions are discussed in order to understand how particular models of leadership can effect positive change. Case studies from the United Kingdom and Aotearoa New Zealand provide a context for discussion. Both case studies are situated in low socio-economic schools and involve schools that had been identified as under-performing. In both cases new school leaders were appointed. In a short period of time these schools under went significant positive change that resulted in a change of school culture, pedagogical growth for teachers, and raised student achievement. Through the examination of the deliberative acts of leadership, key qualities and dispositions of these successful leaders are identified. Commonalities and similarities across the case studies also identify that of the four models of leadership, the school leaders in this thesis identified most closely with Pedagogical Leadership. Contiguous with Pedagogical Leadership, it was found that high relational trust and community engagement were necessary in bringing about the genuine, sustainable change that resulted in raised student achievement. Sitting alongside the deliberative acts of leadership are the social and political drivers that effect school life both here in Aotearoa New Zealand and internationally. It is important to find a solution for not only improving educational outcomes for children but also for the pervasive inequities that exist within and beyond the school gate. One solution worth consideration is Sahlberg’s work on how Finland is able to provide comprehensive, equitable ‘holistic education’. Finally, with the very recent change in government, the possible changes that might occur in education and what these changes will mean for leadership and education in Aotearoa New Zealand are explored in a tentative way.
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    How do New Zealand teachers like to be supported by psychologists? : a thesis presented to the Institute of Education at Massey University, Albany, New Zealand in partial fulfillment of the requirements for the degree of Master in Educational Psychology
    (Massey University, 2017) Canning, Melissa
    Educational psychology as a profession has undergone many changes over the past few years, warranting an exploration of the current understandings of key stakeholders’ perceptions and requirements of the profession. While there have been numerous studies investigating the perceptions of teachers who are one of the main stakeholders, regarding the roles of educational psychologists, there are no empirical studies internationally, as well as locally, that have investigated how teachers want to be supported by psychologists who work in schools. This study explored how teachers in New Zealand would like to be supported by psychologists working in their schools, which can include educational, developmental and clinical psychologists, as well as their perceptions of the roles of educational psychologists in particular. The study used a mixed method qualitative research design, combining surveys with an instrumental case study approach. The first phase of the study, involved 50 teachers completing a web-based survey, while the second phase consisted of semi-structured interviews with three teachers. Key findings indicate that teachers had limited knowledge surrounding services that psychologists provided in schools. Overall they believed that psychologists working in schools took an ecological approach to their work, but their role had very rarely been explained to them. Some teachers sought the support of psychologists because they did not feel their training had sufficiently prepared them to meet the extent of needs in their classrooms. The support they wanted from psychologists was professional conversations on a range of issues concerning students, as well as professional development. Even though they identified an increased need for psychological assistance, they were not consistent in seeking this support. The findings have some key implications for the future practice of psychologists in New Zealand Schools. Among others, it highlighted the importance of increasing teachers understanding of the role of psychologists in their school, in particular, educational psychologists. The small sample size and other limitations of the study warrant that further research across primary, intermediate and secondary schools to better understand the nature of support that teachers actually want from psychologists, and if there are differences between the three sectors in the nature of support required. Findings from the study can be useful to inform and tailor the services offered by psychologists, in particular educational psychologists, to the needs of teachers.
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    Perceptions of teaching held by teachers, student-teachers and teacher-educators : a thesis presented in partial fulfillment of the requirements for the degree of M.A. in Education
    (Massey University, 1970) Broadley, Kathy
    "Apart from the bedroom (where he has his eyes closed most of the time) there is no single enclosure in which (the child) spends a longer time than he does in the classroom" (Jackson, 1968, page 5). Among the many positions 1 Position: defined by Gross et al. (1958) as "the location of an actor or class of actors in a system of social relationships." in our social structure is that of 'teacher'. Those who occupy this position command considerable power in terms of the influence they have on society's children. Within the classroom the teacher is the single most important influence and the pupils spend a large proportion of their waking life within this sphere of influence. Musgrove and Taylor (1969) acknowledge this power as a "new despotism: the rule of teachers". Their thesis is that teachers continually make important decisions: whether to stream or not to stream; to set up a drama club or a sports' club; to elect or to nominate class leaders, and a thousand and one other matters which to a large extent determine what their pupils will become. [FROM INTRODUCTION]
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    The interaction of selected instructional procedures, with some pupil variables : a pilot study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education
    (Massey University, 1970) Archer, Eric
    This investigation reports an experimental study of the interaction between children manifesting different cognitive styles (descriptive, categorical and relational) and two instructional methods (rule-explained, and rule-derived). The subjects for the experiment were 120 high-scorers (stanine 7+) on the specially-constructed cognitive style instrument. Equal numbers of Form I girls and boys were randomly assigned to four groups in two experimental conditions. With sex, cognitive style and method the major independent factors, the basic cell in the factorial design comprised five pupils. Teachers were added as a control, and with objectives and occasions of testing being measured across all pupils, the full design became a seven-variable one, pupils being the doubly-crossed nested factor. The concepts and principles of stability were taught to the four groups of thirty children, over two class periods totalling one hundred minutes. The specially-trained experimental teachers taught two classes each, one by Method R.E., the other by Method R.D. Control methods Included random assignment, the crossing of time, order and place of teaching, and the equating of time and content. Four dependent measures were constructed to assess pupil performance at two levels of objectives, knowledge and understanding, and application-transfer. Administered by the one tester in the school hall to all subjects, on two occasions (the day following the experimental teaching and fourteen days later), the four tests provided measures of initial learning, transfer, retention and delayed-application-transfer. The major interaction hypotheses postulated a higher mean score for "descriptive" children after Treatment R.D., and a higher mean score for "relational" children after Treatment R.E. Neither hypothesis was supported by the data. However, significant sex differences in cognitive style were observed. Boys tended to make more descriptive responses than girls at this age, while girls tended to make more relational responses than did the boys. Treatment R.E., an expository procedure, led to higher initial learning and retention scores than did Treatment R.D., but scores on the application-transfer tests did not differ significantly. Relative scores, however, displayed a contrasting pattern between the two method groups. The mean scores of the R.E. group for the three tests following the first test administered, were all below the measure of initial learning, whereas the reverse pattern was evident for the R.D. group. Further examination of the data for each of the dependent measures by means of four-way analyses of variance and of covariance, was carried out. While these procedures provided additional evidence, certain limitations in the experiment and in the instruments used qualified the findings.
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    The sense in humour : a personal exploration of humour in the teaching of adults : some questions and tentative answers : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2007) Watt, Iain J
    This thesis is a personal exploration of the potential applications of humour in the teaching of adults. I have provided some questions and tentative answers about the use of humour in the facilitation of adult learning. Having recognised the value of humour in my own teaching practice, I have examined the ways in which humour, when applied appropriately, can promote creative thinking by enhancing the processes of knowing, perceiving and discovering. Adult learning has been said to be a means of gaining knowledge and skills, a way to satisfy learner needs and a process of critical self-reflection that may lead to transformation. Adult education can involve challenging periods of transformation and students may require assistance to overcome inhibitions, behaviours and beliefs about themselves their culture and learning. In this thesis I have sought to explore how humour, manifesting itself in verbal, written and visual formats, may be a valuable pedagogical tool to address such issues. One of the purposes of this thesis is to contribute to knowledge in teaching practice by demonstrating that the systematic and informed introduction of humour into individual teaching strategics may provide a more people-centred climate which addresses individual and group learning needs from the perspective of teacher and student.