1,720,995 research outputs found
Perceptions of Theory in Practice: Influences that shape early career teachers’ mathematics lessons
No full textTeaching primary school mathematics is an ongoing challenge, with many researchers,
practitioners and policymakers arguing the merits of theory-based education or practical-
based experience. This theory-practice divide is much debated. This study investigates what
learning crosses the boundaries from Initial Teacher Education (ITE) to classroom practice in
mathematics. It examines the perceptions of three early career teachers in Year 1 or Year 2
classes, specifically focused on their use of theory within a mathematics lesson, using the lens of
situated learning and the concept of boundary objects.
The investigative approach was an exploratory case study. Video observation of a mathematics lesson
and two semi-structured interviews were used to reflect with the teacher participants on what
influenced their teaching and explore their beliefs about education theory in teaching and
learning. Critical incidents and frameworks supported reflection and recall by participants.
Findings suggest that ITE has minimal impact on classroom practice and that what crosses the
boundaries from ITE to school is idiosyncratic and partially understood. The findings highlight
that learning is done in situ and does not fully carry over from the ITE environment
to classroom practice. Professional development in school seems to be more influential
on teachers’ practice choices. Importantly, what did cross the boundary was that the teachers
respond to learners on a socially inclusive, collaborative level. However, the development of the
mathematical concepts in their lessons was not as evident.
This study argues that ITE providers need to be more deliberate in designing programmes that allow
pre-service teachers to experience and understand how theory enhances practice.
Connections between ITE and schools will enable teachers to carry over the ideas and
theoretical principles from ITE to the classroom. ITE providers, school communities,
and policymakers need to work alongside one another to ensure mathematics learning and teaching
crosses over from ITE to the classroom. All voices will be needed if the divide between theory
and practice in mathematics teaching is to close
'Belonging' - Vā: Exploring the perspectives of Pasifika young men, their teachers, and fanau on successful relational spaces in Year 7 and 8
No full textThis study focuses on exploring the perceptions of Pasifika young men, their teachers, fanau, about what makes successful relationships for intermediate boys in English-medium state schools. My research employs an exemplary case study of a New Zealand English-medium school, taking a strengths-based orientation to understanding the experiences of Pasifika young men and their relationships at school. This research was motivated by the achievement disparity between Pasifika and non Pasifika students, particularly Pasifika males in New
Zealand.
As an exploratory case study, I have used an interpretive lens to understand three different perceptions of what constitutes successful relational spaces in school for Pasifika young men in Year 7 and 8. The three types of participants engaged in this study are Pasifika young men, their teachers, and fanau. As a Pacific research focus, Teu-le-vā principles and the Talanoa methodology are implemented throughout this study to engage an authentic ‘Pacific worldview’ with respect to the research focus. The participants partake in individual and focus group talanoa throughout the data collection process, followed by Reflexive Thematic Analysis and Pacific concepts during the data analysis process.
The Findings and Discussion chapter is interwoven to present ‘The Belonging Framework’ as a visual presentation of the themes presented in this study. The overall theme of belonging is discussed with reference to how it emerged from the data. The framework is presented with five features: an Overall Theme, three Tiers, three Phases, three Ways of Being, and six Themes. The foundation of the framework in Tier 3 identifies the Pacific Values emerged from the talanoa, to capture the authenticity of Pacific voice reflected throughout the framework and this research.
The final chapter outlines a summary of findings and discussion; limitations within this study; and potential implications for further exploration into Pacific boys’ education in Aotearoa
An analysis of teaching literacy through environmental education and the techniques of Elwyn Richardson
No full textThis study looks at the nexus between literacy and environmental education. In New Zealand Covid-19 lockdowns in 2020 and 2021 have had impacts on educational achievement, and writing outcomes in particular. Environmental education and its ability to engage students is therefore increasingly being looked at as a way forward. The interest in this topic comes out of the personal experience of the researcher as a student of renowned New Zealand teacher Elwyn Richardson’s creative writing programme. The study looks at the international literature on how environmental education is being used by teachers as a literacy learning tool. The history of Richardson’s education programme and his integration technique is discussed. Three case studies then look at how New Zealand teachers are using the environment as a prompt to improve children’s literacy. Two different paths for environmental education are discussed and analysed. These experiences are related back to Richardson’s and suggestions are made for how environmental education can be a useful tool in improving literacy outcomes
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Understanding Learners in Mathematics: The Students' Voice
No full textSelf-regulated learners are recognised as those who are metacognitively, motivationally, and behaviourally active participants in their own learning (Zimmerman, 2000). Self-regulated learners plan, monitor, and reflect on their own learning as they learn.
Past research relating to self-regulation has tended to focus on linking levels of self-regulation to academic achievement (Perels et al., 2009; Yuksel, 2014). When identifying self-regulation strategies students are using, researchers have tended to rely on observation and/or participant self-reporting (Schunk & Usher, 2013). This study takes a different approach.
Using the context of mathematical learning, this study focuses on the actions taken by a group of 11 and 12 year old students as they attempt to implement a self-chosen strategy to improve their learning behaviour. The study consisted of two phases. Information from written surveys (Phase One) was used as a starting point for Phase Two, where students worked to change their learning behaviour. Data was collected from student surveys and fieldnotes taken alongside ongoing conversations with student participants across a ten-week period.
149 students from two schools completed the written survey. Supporting personal learning, supporting the learning of others, and being able to prove you had done the mathematics were all reasons for a strategy to be considered important. Student responses showed that not only did students have different understandings about what a strategy entailed but also when and how it should be used. This suggest that by the time students reach Year 7 and 8 they have developed their own opinions of what effective learning involves.
The second phase of this study followed 33 students from phase one. This study showed that given the opportunity students were able to identify and plan this process and with support reflect on their process. It showed that although students needed regular adult intervention to reflect on their progress, they can achieve a self-chosen goal. Identifying that help was required, and knowing who to ask is a self-regulation strategy. Using this strategy students changed their learning behaviour and as a result changed the learning culture in their mathematics classroom. Students settled to work more quickly and persevered longer when they came across work that challenged them
Middle Leadership: The Use of Teacher Agency to Support Improving Student Outcomes
No full textThe literature on school leadership suggests classroom teachers have the strongest influence on student outcomes and engagement, and that the effectiveness of teachers is crucial in improving student learning and in raising school achievement (Cardno et al., 2018; Hattie, 2015). Evidence also maintains school leaders, including middle leaders, have a moderate but important role in influencing student outcomes (Gunn et al., 2016; Highfield & Rubie-Davies, 2022). The ability of middle leaders to lead from the classroom, demonstrate agency and collaborate with teachers allows them to focus on teacher quality and influence student outcomes (Lipscombe & Tindall-Ford, 2021). Highfield and Rubie-Davies (2022) explain that while there is considerable evidence to show the socio-economic background and the ability of students influence student progress and achievement, middle leaders and their ability to demonstrate agency can make a difference to the rate of students’ progress.
This research project investigates the role of effective middle leaders in primary school contexts serving low-socioeconomic and diverse communities in order to understand the practices that enable and constrain their agency and teaching and leading practices. The purpose of the research is to examine the question “How do middle leaders in a New Zealand primary school use their agency to support improved learning for diverse students?” This is an important area of research because, despite educational reform and school improvement initiatives, New Zealand still has a significant tail of underachievement for students who identify as Māori and/or Pacific Islander (https://www.educationcounts.govt.nz/home). Furthermore, although there is considerable international research relating to middle leadership, there is limited research within the primary school context (De Nobile, 2019; Harris et al., 2019) and within schools serving Indigenous students and those often underserved by our education system.
A targeted qualitative case study approach was designed to collect data from the principals and middle leaders of three exemplary primary schools in South Auckland, New Zealand. The participants were selected through a process of purposeful sampling. The principals and middle leaders were interviewed to elicit their beliefs and practices in relation to the perceived impact of middle leadership on supporting improved academic and social outcomes for diverse students. Following the data collection through interview and observation, a systematic analysis employed Engeström’s (2000) activity theory to investigate the three exemplary schools’ activity systems and the interactions between the key elements – subject, object, tools, communities of practice and division of labour.
The findings revealed that a middle leader’s ability to demonstrate agency and their ability to develop professional and supportive relationships underpinned by trust and loyalty, were closely associated with effective middle leadership practices and improving outcomes for diverse students. The study’s findings also indicated culturally responsive school leadership (CRSL) practices were evident in each exemplary school and supported middle leadership practices. Exemplary schools in this study also showed a cohesive and collaborative approach to the curriculum, school organisation, management and leadership. These CRSL practices enabled the agency of middle leaders and included the inclusion of students’ culture and language within the school setting, dialogic practices, effective teacher induction and professional development, sound data processes and use, and sufficient time to fulfil middle leadership responsibilities. The level of support provided to the middle leaders by the school principal also impacted their agency and subsequent positive influence.
The findings suggest middle leaders have a critical role in our education system supporting teachers to improve professional practice and influencing outcomes for diverse students. There are specific conditions and practices that school principals and middle leaders can develop to support and encourage middle leadership agency and effective leadership practices in teachers and aspiring leaders. This thesis demonstrates Engeström’s (2000) activity theory as an important framework to understand the interrelationship of systems within school settings and how the effectiveness of these elements supports middle leadership that lifts student outcomes
Understanding The Professional Identity of University-Based Teacher Educators in China
No full textUnderstanding the professional identity of university-based teacher educators (UBTEs) enables a better understanding of how UBTEs understand and engage in the work of teacher education. Although existing research has deepened our understanding of UBTE professional identity, little empirical research investigates UBTEs who enter into teacher education from academic backgrounds. Equally, research exploring UBTE professional identity from perspectives other than a holistic one is limited, and seldom uses large-scale quantitative or mixed research methods. Situated within a pragmatist paradigm, this thesis addresses the identified gaps using an exploratory sequential mixed-method research design in the Chinese context, where most UBTEs transition from academic pathways, to investigate how Chinese UBTEs perceive their professional identity and why they have these identity perceptions.
The nature and formation process of being a Chinese UBTE was revealed in three ways: exploring what comprises UBTEs’ professional identity, clearing the boundaries and relationships amongst these components, and examining the influences of identity formation. The corresponding three studies found that, first, UBTEs’ professional identity was multi-faceted and included multiple sub-identities, reflecting the myriad requirements of their roles and work. Second, UBTEs’ professional identity was multi-layered, with their sub-identities as a teacher-of-teachers and a researcher dominating. Although balancing teaching and research-related identities was found to be a key to success for UBTEs, UBTEs often encountered a tension between research expectations and teaching imperatives. Third, forming a balanced identity was not solely an outcome of individual effort, but was shaped by the teacher education ecosystem (e.g., institutional norms, support, social relationships) where UBTEs work.
Collectively, these findings suggest that UBTEs cannot be seen as a homogenous group because how UBTEs understand and practice their roles is shaped by their pathways into teacher education, political, historical, and cultural contexts, and individual UBTEs’ characteristics. These findings highlight the importance for researchers to conduct context-based or culture-responsive teacher education research, and identify the distinct professional development needs of the stakeholders. Despite this, the consistent elements and ideal image of being a UBTE found in this study also suggest opportunities for international collaboration and dialogue in preparing effective UBTEs and teacher education programmes
Mathematics Learner Identity Development Through a Science Programme: A longitudinal study of primary aged children in New Zealand
No full textFull Text is available to authenticated members of The University of Auckland only.This study examined what happened to learners’ mathematics learner identities when
they participated in a mathematics-focused science learning programme. The research
followed the journey of 7 primary aged students of different year levels. Mathematics learner
identities were examined through the narrative stories that students told. The study used Sfard
and Prusak’s (2005) definition of identity as “a set of reifying significant, endorsable stories
about a person” (p.14). The study was longitudinal and covered the course of approximately
one school year. Two main findings arose from this study: First, that students told contrasting
stories within their mathematical identities and that within these contrasting narratives some
stories that students told about mathematics appeared particularly resistant to change. Second,
that although students greatly enjoyed their science experiences they appeared to struggle with
connecting their “science” experiences with their mathematics identity. To address these two
points I suggest that schools and teachers need to continue to deliver clear messages to students
about what it means to do mathematics and what it means to be a mathematician. Furthermore,
an additional step should be taken by schools and educators to help students make connections
by explicitly teach them how to apply the skills they have already gained to other learning
experiences and areas of their lives
Inclusive mathematics education: What does this look like for autistic students? A systematic literature review
No full textInclusive mathematics education is important for supporting autistic students and
social justice. To present an overview of the literature on autism and mathematics
education, this review critically examines the nature of 75 studies on this topic
published between 2020 and 2023. This review also critically analyses discourses
around autism and mathematics education, especially pedagogy, curriculum, and
assessment. The systematic review, which followed Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) guidelines, found that the
overwhelming proportion of the studies were deficit-oriented. There were very fewequity-oriented studies conducted in this period. There were also some studies that
show the tension between the deficit-oriented paradigm and the equity-oriented
paradigm, suggesting that adopting an equity orientation is not easy in this field. Thediscourses about autism and autistic students reflected in the articles are socially
constructed and have largely deficit orientations. These socially constructed
discourses influence the discourses around pedagogy, curriculum, learning, and
assessment. As a result, this review highlights the importance of deconstructing
deficit-oriented constructions. The findings of this review indicate a need for
reconstructing research and pedagogy, using a Disability Studies in Education (DSE)
perspective to make them inclusive and safe. Providing humanizing research and
pedagogy honours autistic students’ potential, thereby achieving educational equalityand social justice
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