Education: Theses and Dissertations

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Open Access
Effectiveness of literacy interventions that integrate emotion support In children with dyslexia and/or underachieving in literacy.
(2024) Stienert-Parker, Sabine Alexandra
Developing emotion-regulation in children has the potential to enhance academic achievement. Connections exist between emotions and learning, in that certain emotional responses can support acquisition of skills, whereas others may hinder it. While past research has highlighted the relationship between emotions and academic achievement, there are gaps in our understanding of the connection. For example, there is more to learn about how we combine literacy learning with emotional strategies in typical, school-based practice. Further research may also determine whether those with relatively severe literacy difficulties (such as dyslexia) would benefit from emotion-regulation strategies being added to literacy interventions. Similarly, the effectiveness of a combined literacy intervention for those with literacy difficulties and emotion-regulation difficulties may be examined. The current research considers each of these areas. The primary focus of the current research was, therefore, to examine the effects of intervention strategies that focused on emotion-regulation in a range of low literacy achieving children. The research participants comprised children with a specific learning difficulty (dyslexia), as well as those presenting with emotional barriers to literacy learning. The working hypothesis for the present research was that emotions play a key role in learning. It proposed that a literacy intervention which included emotion-regulation support would enhance the attainment of dyslexic/literacy underachieving children significantly more than a solely literacy-focused intervention. Data collection focussed on children aged 7-11 with dyslexia and/or low literacy levels relative to expected achievement levels. In each of the three studies, an emotion-regulation intervention in combination with a literacy intervention was administered and assessed. The literacy intervention was a purpose-designed program based on premises and strategies considered to be effective in improving relevant literacy skills. The emotion-regulation intervention was designed to facilitate change in each child’s perception of learning, and to enhance selfconcept, learning engagement, and achievement through the development of a sense of agency and motivation by way of self-affirmation and goal setting. Study 1 served as a pilot study and was undertaken online. Participants were divided into two groups: both groups received the literacy intervention, but only one group received the emotion-regulation intervention. Study 2 involved 33 participants and followed the same format as Study 1, though in person. The participants group consisted of a combination of low literacy achieving children and those with a dyslexic diagnosis. Groups were undifferentiated. Study 3 also took place in person, although with differentiated groups of participants; those with a dyslexia diagnosis, and those who were underperforming in literacy due to emotional barriers (e.g. anxiety). Both groups received the literacy and emotion-regulation intervention. Assessments were conducted in literacy (WIAT-III A&NZ/UK) and self-concept (PASS) at three separate points: pre (prior to intervention), post 1 (up to 7 days after intervention) and post 2 (10-12 weeks after intervention). Overall findings from Study 1 and 2 indicated that participants who received the emotionregulation intervention showed greater short and long term gains in literacy performance and self-assessment. As these two studies did not differentiate between children who were low literacy achieving due to dyslexia and those who were low literacy achieving for other reasons, a further study (Study 3) differentiated between such participants. These findings showed that a combined intervention was effective for children with emotional learning barriers as well as for those with literacy-based learning barriers (dyslexia). The research provided evidence that a combined literacy and emotion-regulation intervention can be effective in increasing the attainment of low literacy achieving and dyslexic children. These findings are discussed in terms of the practical implications of the research as well as theoretical viewpoints on the connections between emotion and learning.
Open Access
Facilitating early writing success : assessment for teaching and learning.
(2024) McIntyre, Anne C.
Writing is an essential literacy skill and under-achievement can have life-long adverse consequences. Effective literacy teaching and intervention strategies early in a child’s education can improve educational outcomes (Berninger & Amtmann, 2003). Researchers have yet to reach consensus regarding how best to measure children’s early writing and what writing components should be assessed (Puranik et al., 2020; Quinn & Bingham, 2019); although there is agreement that writing can be conceptualised as having two essential components: ideation and transcription. Likewise, teachers require a range of valid and reliable assessment tools to inform teaching, monitor progress, and identify children in need of intervention (Allen et al., 2018; Coker & Ritchey, 2010; McMaster et al., 2020). Currently, there are few early writing assessment tools that evaluate both ideation and transcription, using both quantitative and qualitative measures. Few studies have investigated the utility and feasibility of assessment measures commonly used in empirical research within the context of classroom practice, especially with beginning writers. The four studies reported in this thesis examined the key components that facilitate early writing success and investigated a range of writing assessment measures to support teaching and learning within the classroom context. The first study, reported in Chapter 2, compared 76 six-year-old children’s ability to retell a story in both the oral and written modes. It examined the two essential components of writing: ideation and transcription. A comparative research design was used to evaluate concurrent measures of children’s oral and written narrative retell skills, and to explore relationships between children’s retell performance and other language and literacy skills. Specifically, oral narrative comprehension, phoneme awareness, spelling and reading were examined. Differences in the language and literacy skills of groups based on their performance in each retell task were also analysed. The results of paired sample t tests found that children produced significantly more words, a greater number of adverbs, and better-quality sentences in their oral retells. Hierarchical linear modelling indicated that 79% of the variance in written retell scores was explained by ideation (47%) and transcription measures (32%), and post hoc group comparisons revealed significant differences in the writing performance of children who had lower scores on transcription related measures (e.g., handwriting, nonword spelling). The second study, described in Chapter 3, addressed the need to provide classroom practitioners with valid and reliable quantitative and qualitative measures of early writing. Using a mixed-methods non-experimental research design, writing assessments were trialled by the researcher and 16 experienced classroom practitioners with 42 Year 1 and Year 2 children. Writing assessment data and practitioner feedback, via an online questionnaire and a semi-structured follow-up interview, were used to evaluate the effectiveness the assessment measures. Results from descriptive analyses indicated that nearly all measures were sufficiently sensitive to measure a range of writing ability. Analyses of repeated measures indicated that foundational skills (i.e., name writing, print concepts, and writing stages) and alphabet tasks (i.e., copying, from memory, allograph, and dictation) were able to demonstrate growth within one school term. All but one scoring measure demonstrated an acceptable level of reliability. Feedback from classroom practitioners indicated strong agreement regarding the utility of the assessment measures, providing evidence of social and ecological validity. Overall, the foundational skills and alphabet copying tasks were considered the most appropriate for emergent writers at school entry, and as progress monitoring measures across the first terms at school. The alphabet from memory, allograph, and dictation tasks, the sentence writing and dictation tasks, and the text writing tasks were most suited to children who had developed phoneme awareness and some letter-sound knowledge. The third study, reported in Chapter 4, further examined the effectiveness of the writing assessment measures utilised in Chapter 3 by evaluating the writing of 133 five- and six-year-old children over three school terms. This longitudinal comparison study measured children’s writing progress and achievement at the beginning of the school year and at two further time points, over a 28-week period of instruction. This study also evaluated the effectiveness of the assessments in monitoring progress across the key components of ideation and transcription, as well as classification accuracy in identifying children at risk for writing difficulties. Repeated measures analyses of variance (ANOVAs) indicated that children made significant progress across the three time points for name writing, alphabet copying and text writing. Group comparisons revealed that children’s gender, age, and oral language ability influenced growth rates and achievement. Results of hierarchical linear regression indicated that name writing and alphabet copying at Time 1 were significant predictors of text writing performance at Time 3. An evaluation of at-risk scores for each time point found that, together, the Time 1 name writing and alphabet copying tasks were the most accurate (83.7%) and that text writing tasks became more accurate screening and monitoring measures after the first term. The final study, reported in Chapter 5, further examined the effectiveness of the writing assessment measures, including selected measures trialled by classroom practitioners. Utilising a mixed-methods non-experimental case study research design, longitudinal assessment data for 35 Year 1 and Year 2 children and qualitative feedback from seven teachers was analysed. The at-risk classification accuracy of writing measures was compared with measures utilised as part of a structured literacy approach. The relationship between children’s Time 3 writing performance and more advanced measures of children’s transcription skills was also examined. The most accurate at-risk measures were letter-sound recognition, name writing, and the text rubric total for the New Entrant group, and initial phoneme identity, alphabet copying, and nonword spelling for the Year 1-2 group. Significant moderate to strong correlations were observed between children’s Time 3 writing performance and advanced transcription skill measures. Sentence dictation demonstrated the strongest relationship to text writing performance and was the most accurate at-risk measure for the Year 1-2 group. Evidence of social and ecological validity was gained from feedback from teachers, who reported finding the assessment tasks to be effective and appropriate for use in the classroom context and indicated that the sentence and text writing tasks would continue to be part of their literacy program. Comparisons of the writing progress of two children revealed that differences in writing progress and achievement were linked to spelling and key foundational literacy skills. The research reported in this thesis offers insights into the range of writing skills demonstrated by five- and six-year-old children during their first two years at school. The findings provide evidence of the key language and literacy skills underpinning the ideation and transcription components of writing that influence early writing achievement. Oral language skills were shown to make a unique and significant contribution to early writing. Evidence also highlights the pivotal role transcription skills play in the early stages of writing development. This thesis bridges the gap between research and practice by developing valid and reliable assessment tasks that support teaching and learning in the classroom context and that are valued by educational practitioners.
Open Access
Happiness and highlight reels: an exploration of the experiences of happiness and social media use in Aotearoa New Zealand young people
(2024) Leggett, Victoria L.
Adolescence is a critical stage of development marked by significant changes across all aspects of life. The phase is characterised by changes to social environments and how adolescents engage and interact with the world around them. These interactions influence key aspects of one’s sense of self and overall well-being. Seminal theories such as Bronfenbrenner’s bioecological systems theory (Bronfenbrenner, 1979; Crawford, 2020) guide how interactions between these environments—such as those immediate to the individual (the microsystem), and those in broader contexts (the macrosystem)—are associated with adolescent sense of self. Many factors within these systems such as educational contexts, familial contexts, and peer groups, along with wider societal expectations and cultural norms work to shape young people’s development in a variety of different ways. In this thesis, I argue that the interactions between the individual and their environment are associated with more than general developmental outcomes: they have a significant influence on young people’s experiences and perceptions of happiness. Understanding these elements of individual happiness have major implications for outcomes relating to positive youth development such as mental health, overall well-being, and education. More specifically, I contend that “happiness” is not simply an internal state but is constructed through interactions between different aspects of an individual’s environment. Factors such as cultural norms, media portrayals, and interpersonal relationships portray both implicit and explicit messages informing young people of what happiness should look and feel like. Therefore, an individual’s happiness is both an internal emotional state and a social construct that is entrenched within complex, dynamic social systems. Building on Bronfenbrenner’s bioecological systems theory, I integrate two additional frameworks that are especially relevant to the study of youth happiness and the situated context of social media. First, I include the central tenets of social representations theory (Höijer, 2011). This theory explores how societal norms influence individual psychological constructs which, in turn, influence young people’s thoughts, attitudes, and opinions. In terms of happiness, young people’s observations, and processing of the world around them inform their personal understanding of these psychological constructs. This emphasises the impact of societal influences during the developmental period. Engaging with these influences, adolescents learn about societal values and expectations which have a marked impact on their sense of self and construction of emotional and social fulfilment. Second, my theoretical framework integrates social comparison theory (Festinger, 1954). Over the past few decades, social media platforms have stamped their indelible mark on global society. These platforms change and develop quickly, introducing novel ways of sharing content and connecting with others. Social media has become a dominant environmental influence that further shapes adolescent happiness and sense of self. The nature of these platforms creates fertile environments for social comparison where people appraise their sense of happiness and self-esteem against their friends and peers (Festinger, 1954). Social media has created a space where young people can engage in continuous self-evaluation against content that is often designed to portray more desirable and idealistic forms of happiness. Engaging with this type of content can skew young people’s perceptions of happiness, especially if they expect their own happiness to mirror what is presented to them online. Importantly, young people use social media for a variety of reasons such as social connectedness, entertainment, dating, and educational purposes. This highlights both the diversity in experience across this population and the potential complexity of these experiences in terms of their impact on young people’s well-being. In this thesis, I argue that engagement on social platforms encourage social comparison behaviours. This can not only affect immediate experiences of happiness, but also long-term well-being. The potential for social comparison behaviours to foster feelings of inadequacy and failure in young people is a risk factor for mental health issues such as stress, anxiety, and depression. As such, the diverse uses of social media are analysed in this thesis to understand associations with adolescents’ experiences of happiness as informed by media influences (social representation theory) and how individuals evaluate themselves against the portrayals they see online (social comparison theory). These interactions occur within various environmental layers that significantly shape their development and perception of self, highlighting the profound influence of their virtual and immediate environments on well-being (bioecological systems theory). Exploring the associations between happiness and social media is crucial for young populations, especially in Aotearoa New Zealand where there are distinct concerns with the state of youth mental health. As social media has become a mainstay in many young people’s day-to-day lives, the potential for these issues to manifest and intensify continues to grow. Acknowledging and investigating the environmental factors that are associated with happiness, and by extension, positive mental health and well-being are essential when considering how to improve psychological development and mental health outcomes in young people. With these factors in mind, this thesis comprises two independent research studies that explore socialised perceptions of happiness and social media use in young people in Aotearoa New Zealand. The first study employed a critical realist approach to a qualitative study to explore what happiness is for young people, how they conceptualise it, its social influences, and its impacts on their thoughts of the future. The sample comprised 32 young people between the ages of 12 and 19 from across Aotearoa New Zealand who participated in an innovative, asynchronous interview protocol that was designed to investigate aspects of their experiences and conceptualisations of happiness. The use of reflexive thematic analysis resulted in the creation of three central themes. First, young people view happiness as a multi-dimensional concept. At its core, it is difficult to define, there are different ways to experience it, and it manifests across multiple domains of life both in the now and in the future. Second, happiness has a symbiotic and inextricable relationship with unhappiness. The concept is not raised without consideration of the other. Further, young people express that unhappiness is not entirely a negative experience and can in some cases enhance their experience of happiness. Third, happiness is a social phenomenon. Young people feel that their sense of happiness (or lack thereof) has a direct influence on the happiness or emotional states of those around them. This perception aligns with the concept of social contagion, where emotions and behaviours can spread through social networks. This phenomenon is particularly relevant in the context of adolescent egocentrism—a developmental phase where teenagers tend to be highly self-focused and often believe that others are as attentive to their thoughts and feelings as they are themselves. This egocentric view can amplify the effects of social contagion, as adolescents might overestimate the impact of their emotional states on others, leading to heightened sensitivity to how they are perceived within their peer groups. Thus, Study One demonstrates that young people look to others around them to understand what happiness is, and what they feel that their happiness should reflect through what they observe in other people, and that their sense of happiness affects others. The second study sought to incorporate social media use into understanding how young people experience happiness. Using a mixed-methods research design, this study was divided into two phases aimed at exploring the associations between youth social media use, social comparison behaviours, self-perceptions, self-esteem, and subjective happiness (according to validated instruments that best represent happiness). The first phase asked 112 young people aged 12 to 19 from across Aotearoa New Zealand to participate in a questionnaire to investigate their behaviours around social media use and their sense of happiness. Results indicate that young people who use social media for educational purposes and have higher self-esteem tend to report themselves as happier, whereas those who engage with social media to cope with their emotions report themselves as less happy. Phase two comprised both quantitative and qualitative elements and aimed to capture the day-to-day fluctuations of social media use and associated happiness. Forty-nine participants took part in a 14-day daily diary study. Results indicate that there are, indeed, fluctuations in how young people use social media on a day- today basis, and these may correspond to fluctuations in their level of happiness. Further, responses to open-ended questions reveal that young people are aware of, and share concerns, about their social media and social comparison habits. The overall findings of the thesis indicate that happiness for young people is complex, and this complexity must be adequately acknowledged in theory, research, practice, and policy. Social media use is a particularly powerful context for young people and needs to be recognised in the literature. On one hand, social media offers a platform for self-expression and social interaction, which can enhance feelings of connection and satisfaction. However, it also sets the stage for constant comparison and validation seeking, which can dictate a young person’s emotional well-being and mental health. The “curated” images and lifestyles presented online can lead young people to set unrealistic benchmarks for their own happiness, thereby impacting their perception of personal achievement and future contentment. In the second study, I provide new evidence that social media plays an important role in shaping the emotions and self-perceptions of young people, intertwining their sense of happiness with their behaviours on social media. Although no direct associations were found between happiness and social comparison behaviours, other results point to the underlying mechanisms behind how young people use social media, with suggestions for how this may affect their sense of happiness and well-being. In the general discussion, I advocate for the continued championing of youth voice in research and policy that directly impacts upon them. Young people should be viewed as their experts of their own experiences, and this expertise should be harnessed to make improvements that actively address issues that relate to them. In light of this, further research is required to extrapolate more detail pertaining to social media use and its associations with happiness conceptualisations and development in youth, especially in terms of the specific nature of content consumed. With a considered and nuanced approach, young people can be supported to understand their own sense of happiness and social media habits that encourages them to grow into healthy, well-adjusted, and hopefully, happy young adults.
Open Access
Girls and robotics: exploring the impact of educational robotics experiences on girls’ STEM identity
(2024) Pears, Jill
The research presented in this thesis examines the experiences of middle-school girls who belong to school-based robotics clubs and considers how these experiences may impact STEM identity. Females are underrepresented in many STEM (Science, Technology, Engineering and Mathematics) fields, especially in fields such as engineering and computer science. The context of Educational Robotics was chosen for the thesis research because robotics is a STEM environment that combines engineering and computer science, and it is an area that has shown some promise in engaging students in STEM fields, especially fields such as Computer Science and Engineering. There are a variety of reasons that have been identified in research across the years for the underrepresentation of women in STEM fields such as engineering and computer science. As a consequence, initiatives have been developed to encourage increased participation of females in these fields. Many of these initiatives have focused on increasing girls’ knowledge, skills and access to STEM fields. Despite these actions, the underrepresentation of females in particular STEM fields is persistent. This has led researchers to consider how identity, and in particular a STEM identity, may impact the choices girls make. This thesis both builds on and contributes to this body of research. The research question that guided this work is: “In what ways does participation in a robotics club influence the development of girls’ STEM identity?” Identity relates to a sense of self. A person who has a STEM identity regards themselves as someone interested in and capable in STEM; that is, they see themselves as a STEM person. A mixed-methods design was used, specifically an explanatory sequential methodology, to explore girls’ experiences in robotics clubs and their STEM identities. Participants were girls in robotics clubs from throughout New Zealand. There were two main sources of data: a survey and interviews. Quantitative data were collected through the use of a survey instrument. The survey provided an overview of the girls’ experiences as members of robotics clubs and attitudes towards STEM. Qualitative data were primarily gathered through semi-structured focus-group interviews with girls from six clubs. The interviews provided a deeper understanding of the participants’ experiences than could be obtained through the survey alone. Findings indicate that belonging to a robotics club provided a context in which girls could engage with STEM and author for themselves a STEM identity. Clubs have the potential to support the development of positive STEM identities. However, the experiences of the participants in robotics clubs varied, depending on a variety of factors that include prior experience with STEM-related activities, the support that participants received in developing their STEM identity, and how robotics clubs were structured. The development of a STEM identity was negatively impacted by stereotypes and the absence of club structures and approaches supporting female inclusion. Sometimes initiatives to encourage girls can have the opposite effect to that intended. Four STEM identity archetypes were identified, the characteristics of which relate to the strength of a STEM identity and how the participants navigate their STEM identity alongside their gender identity. Recommendations for practice include the provision of STEM opportunities through robotics clubs, where robotics-related activities intentionally support the development of a STEM identity and social connections with peers interested in STEM. Related to this is the recommendation that teachers and tutors of robotics and educators involved in computing education outreach need to understand how STEM identities may develop and be supported in professional learning around identity. This is in order that they might create a robotics club culture that challenges sociocultural constructions and gender stereotypes around females in STEM and STEM fields such as engineering and computer science.
Open Access
How community Chinese heritage language (CHL) schools contribute to CHL maintenance in New Zealand : insights from CHL parents and teachers.
(2024) Li, Siqi
The maintenance of Chinese heritage language (CHL) among children of Chinese immigrant families in New Zealand is a growing concern due to the impact of globalization and the pressures of language assimilation. This thesis explores the role of the community CHL school in Christchurch, New Zealand, in supporting CHL maintenance, focusing on the experiences and perspectives of CHL teachers and parents. A qualitative case study methodology was employed, utilizing semi-structured interviews with three CHL teachers and three parents in a community CHL school. Thematic analysis of the interview data revealed both strengths and challenges in CHL education within the community school context. Key findings highlight that strong cultural identity, integrative motivation, and supportive peer environments positively contribute to CHL maintaining. Parents and teachers expressed expectations that CHL learners (CHLLs) will develop both Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in Chinese, alongside their English language development, to become additive bilinguals. However, challenges such as students’ lack of interest, rigid teaching methods, and limited resources hinder the effectiveness of CHL education. The study emphasizes the critical role of community CHL schools in fostering bilingualism and cultural preservation, while also suggesting improvements in teaching approaches and resource allocation. These findings are significant for community CHL school administrators and teachers. It is recommended that schools support teachers in receiving professional training to enhance their knowledge and understanding of CHLLs and CHL maintenance, and to improve CHL teaching. Additionally, community CHL schools should establish a CHLM outcomes feedback system to assess CHLLs' progress and provide feedback to parents. Furthermore, addressing the resource shortages in community CHL schools requires support from a broader range of societal groups and organizations.
Open Access
Metacognition and reading comprehension : the use of graphic organisers among EFL learners with different learning styles.
(2024) Mousavi Nadoushani, Seyed Mohammad
Comprehending the meaning of a written text is essential for studying a foreign language. This research explores the relationships between learners’ learning styles, self-reported metacognitive awareness and their use of graphic organisers in the context of English as a Foreign Language (EFL), as well as how these factors relate to their reading comprehension abilities. A cohort of 151 Iranian university undergraduate students formed a convenience sample of research participants. The research instruments consisted of two English reading comprehension tests and three questionnaires. Firstly, participants were exposed to reading comprehension tests that included two passages with 20 open-ended questions about the texts. The participants were also required to fill in three questionnaires. The first questionnaire asked the participants about their learning styles, while the second posed questions related to the Metacognitive Awareness of Reading Strategies Inventory (MARSI). The third questionnaire concerned graphic organisers, but before its administration, the participants were provided with material that explained graphic organisers and their utility in improving reading skills. The graphic organiser questionnaire was designed to both inform participants about these tools and assess their usage. Participants subsequently completed another set of 20-item reading comprehension tests. Correlation and hierarchical regression analyses revealed a significant positive relationship between graphic organisers and the students’ English reading comprehension. Those who scored higher on the graphic organiser questions also showed better scores on both reading comprehension tests. The first test was completed before the researcher provided additional information about graphic organisers, and the second reading test was performed after receiving this information. Additionally, all learning style types exhibited correlations with reading comprehension skills. Despite the assumption that visual learners would excel in using graphic organisers, the regression analysis results indicated that the verbal learning style type explains the variability in the EFL learners’ reading comprehension. However, the finding indicated that metacognitive strategies correlated with reading comprehension and the graphic organiser measure. Amongst EFL learners, support strategies of MARSI were most related to English reading comprehension, followed by global and problem-solving strategies. Regression analyses further indicated that metacognitive reading strategies predicted the variability in the EFL learners’ reading comprehension and explained some of the variability associated with the graphic organiser measure. These results and the analyses of learning styles suggest that graphic organisers may be considered more of a metacognitive strategy than a specific learning style. These findings suggest further research to ascertain whether learners with different learning styles and equipped with metacognitive strategies can overcome some of the challenges associated with foreign language reading comprehension and whether using metacognitive tools such as graphic organisers may help.
Open Access
Chinese as a foreign language teachers’ content knowledge, pedagogical content knowledge, and pedagogical beliefs about the teaching of Chinese characters.
(2024) Yu, Jinghan
The logographic nature of Chinese characters has brought many challenges for non-native-Mandarin learners, particular for those who are from alphabetic language backgrounds. Each Chinese character is a combination of sound, shape and meaning (Shen, 2005), arguing for Chinese Foreign Language (CFL) to approach individual characters through their phonological (sound), morphological (meaning), and orthographic (shape) aspects (Perfetti et al., 2005). Research has focused on exploring CFL learners’ perceptions and learning practices regarding Chinese characters (e.g., Lei & Wang, 2023; Shen, 2013; M. Yu & Chan, 2023), while other studies have discussed the cognitive learning process based on the theoretical and linguistic characteristics of Chinese characters, offering pedagogical suggestions (McBride, 2016; Shen, 2013). However, there remains a lack of information about how CFL teachers teach Chinese characters in classroom settings. To capture the voices of CFL teachers, this study involved three groups of CFL teachers who teach adult CFL learners in three distinct teaching contexts: online CFL teachers, university CFL teachers, and pre-service CFL teachers. This study examines CFL teachers’ knowledge, teaching practices, and perceptions regarding Chinese character teaching. Furthermore, it explores the differences among the three groups of CFL teachers and discusses the potential reasons for the discrepancies of pedagogical decisions and perceptions of Chinese character teaching. Guided by an integrated framework of three concepts of “content knowledge”, “pedagogical content knowledge” (PCK), and “pedagogical belief”, this study employs a mixed-methods approach to increase our understanding provide of the current state of Chinese character teaching in CFL education. A questionnaire was developed to explore 110 CFL teachers’ Chinese character knowledge and their PCK regarding Chinese character instruction. Semi-structured one-on-one interviews were conducted with 14 CFL teachers, including five online CFL teachers, four university CFL teachers, and five pre-service CFL teachers, providing further insight into CFL teachers’ perceptions and pedagogical decisions regarding Chinese character teaching. Results from the questionnaire suggest that most CFL teachers possess a good level of Chinese character knowledge. They are confident in their expertise, understand learners’ difficulties, and employ a range of teaching practices to support CFL learners. They place great emphasis on fundamental knowledge, using bottom-up skills to decode characters, while also utilising top-down skills to help learners recognise Chinese characters in meaningful contexts. Additionally, these teachers hold a strong belief in the role of handwriting in enhancing learners’ Chinese character proficiency. They also incorporated typing into their teaching practices. Analysis of the interview data shows some variations regarding specific pedagogical decisions. Online CFL teachers and pre-service CFL teachers interning in private language institutions employed student-centred approaches, focusing recognition over decoding, and generally excluding handwriting from their courses. In contrast, university CFL teachers and pre-service CFL teachers interning in universities followed teacher-centred approaches, emphasising recognising, decoding and handwriting with higher expectations for learners’ character proficiency. These differences are likely due to contextual factors, such as characteristics and expectations of learners, curriculum requirements, and teaching modes (i.e., online or offline). Research and pedagogical implications are discussed, including recommendations that should inform practice.
Open Access
Problematising NEET policy in New Zealand.
(2024) Lawton, Lynda Catherine
This thesis argues that young people who are not in education, employment or training (NEET) are created as a political category and constructed for political purposes. It adopts a post-structural approach, aligning itself with Michel Foucault’s theoretical framework and utilising Carol Bacchi’s (2009) analytic strategy ‘What’s the problem represented to be?’. This thesis interrogates the thinking that the NEET category warrants government intervention. In addition, it examines the socio-historical, cultural, and political truisms that underpin the existence of the NEET category. Twelve New Zealand government documents, published between 2014 and 2018, were chosen for interrogation. The aim of this investigation was to understand how NEET young people are represented as certain types of problems, and to trace the political strategies deployed to ‘fix’ NEET young people. Firstly, I located the dominant discourses contained in the documents and secondly, I analysed how these discourses have come to be understood as commonly accepted truths. Finally, I explored the potential implications that these discourses may have for young people’s lives. Analysis of the documents revealed three dominant discourses: in all the documents NEET young people are represented as 1) a risky yet vulnerable group, 2) as experiencing problematic transitions from childhood to adulthood and/or from education to employment, and 3) being financial liabilities to the state. All three discourses position NEET young people as being ultimately responsible for their circumstances. In the chosen documents, NEET young people are often represented in conflicting yet, at times, similar ways. By interrogating dominant discourses within government documents this thesis opens up spaces for challenge and dissent. This document analysis exposes the potential effects that problematic representations may have on the lives of young people and encourages practitioners to challenge policies and practices that impact NEET young people in order to provide positive outcomes for them.
Open Access
Investigating the effectiveness of a morphology-infused literacy intervention on Year 5 and 6 students with literacy learning difficulties
(2024) Ladbrook, Steve
Research has shown that there is a relationship between literacy and psychosocial outcomes. The aim of the current research was to determine the effects of a morphology-based literacy intervention on general literacy and writing skills, as well as to determine if the intervention would result in improvements in psychosocial development, including self-esteem, self-efficacy, and resilience. To achieve this, 13 students with learning difficulties, from Year 5 and 6, participated in an intensive literacy intervention that focused on morphology, phonology, vocabulary, and sentence construction. The results and analysis showed significant improvement in most literacy and writing measures, as well as positive and modest improvements in most psychosocial aspects, with greater improvements in ASE and social interaction. Pearson correlations revealed complex and varying links between literacy and psychosocial outcomes. The findings suggest that a morphology-based literacy intervention can have a positive impact on both literacy and psychosocial outcomes, and that students in Year 5 and 6 with literacy difficulties can benefit from such interventions.
Open Access
Exploring the teaching of writing through the self-regulated strategy development approach in years 5-8 classrooms.
(2023) Gilmore, Fiona
Writing research has been relatively scarce and small in scale in NZ, and the most recent writing achievement data shows by the time students reach Year 8, achievement rates have dropped or at best remained static. Despite research identifying indicators of effective writing teaching practices, there appears to be growing uncertainty for teachers about their role in the teaching of writing at Years 5-8. This study explores the influence of the Self-Regulated Strategy Development (SRSD) approach and specifically the use of REVISE strategy. Previous research has mostly focussed on using small numbers of students with learning difficulties and completed in controlled settings implemented by trained external facilitators. In contrast this study used purposive sampling to select eight teachers from four schools, who received Professional Learning Development (PLD) so they could implement SRSD/REVISE over a ten-week period. Schools were grouped into two Case Studies, forming the units of analysis. Case Study A consisted of three year 7/8 and one year 5/6 classes, while Case Study B were all Year 5/6. Using a mixed methods convergent research design, quantitative data was gathered to establish the influence on student writing achievement (overall writing effectiveness and number of revisions) using a writing task and a student attitudinal questionnaire. Student and teacher perspectives of the enactment of SRSD/REVISE were collected by using individual teacher interviews and student groups were used to obtain qualitative data. All data was collected concurrently at three time points throughout the course of the study and used to establish the influence of SRSD/REVISE immediately after enactment and maintenance (three months after). Quantitative analysis of the writing tasks used the t-test for non-independent (paired) groups as students were not randomly assigned. The student questionnaire was analysed using frequency of responses to identify patterns or trends. A thematic analysis approach was used to guide the qualitative data analysis. Joint display analysis was used to integrate all data and was grouped using the following headings: Knowledge of the Student Writer; Knowledge of the Writing Process; Knowledge of the Teaching of Writing and Influences of Enactment: Constraints and Enablers. Findings identified that enactment of SRSD/REVISE influenced writing achievement measures, although improved outcomes took longer to show for the older students. The use of the SRSD/REVISE approach enabled teachers to implement modelling using a variety of self-instructions while providing the mechanism to introduce and sustain peer conferencing and individualised goals. The REVISE writing strategy enabled students to actively revise their writing throughout the writing process. School based PLD facilitation throughout enactment supported teacher implementation of SRSD/REVISE. This allowed the facilitator to model, collaboratively plan, introduce writing strategies, and clarify implementation. Results from the teacher and student data indicate that teaching practices promoted student writing self-regulation behaviours, and enabled teachers to utilise effective writing approaches and instructional strategies.
Open Access
Facing the future : developing innovative learning environments in secondary English classrooms.
(2024) Connor, Lynne
Future-focused education has been a concern of jurisdictions around the world since the closing decades of the twentieth century. The shift in educational paradigms has led to a dismantling of the standardisation of the industrial era, to embrace an educational approach that is more concerned with flexibility, adaptation and choice, with the premise that this will better equip students to face an uncertain future. In New Zealand, as well as many other countries, this process of change has been accompanied by a renewed interest in school building design, with policy specifically emphasising the development of flexible learning spaces. Through deliberate design choices, flexible learning spaces are intended to promote student-centred and collaborative teaching practice, creating an innovative learning environment which is adaptable and future-focused. Through the lens of Lefebvre’s spatial triad of conceived, perceived and lived space and the methodological sensitivity of actor-network theory, this thesis focused on the work of seven English teachers working within flexible learning spaces in one New Zealand secondary school. Using ethnographic methods of classroom observation, interviews and document analysis, the research aimed to explore the ways in which the innovative learning environment was envisaged and enacted, and to identify factors which supported or limited the enactment of the innovative learning environment vision. By adopting actor-network theory, I shifted the focus on teachers as agents of pedagogical change to consider the ways in which non-human actors also contributed to the existence of an innovative learning environment. By examining and critiquing the common elements of the future-focused educational discourse, as well as considering the participants’ interpretations of space and the affordances of the New Zealand curriculum, a more holistic vision of future-focused education emerged. This vision moved beyond a focus on the development of employment-related skills to include ideas around social responsibility and personal fulfilment, and encompassed what the participants hoped to achieve within the innovative learning environment. However, this vision was not always enacted in the everyday reality of classroom practice. Adopting actor-network theory to understand how conceived, perceived and lived space were constructed highlighted that multiple conceived versions of space existed, and these competed for dominance as teachers interpreted the space. Analysis of the actors involved in these conceptions revealed that, while the same physical elements of the spatial design contributed to each conception, invisible policy actors differed and influenced the ways in which the design elements were perceived. Therefore, the lived experience of the space depended on which policy actors were dominant at particular moments. Overall, the thesis highlights the multiplicity of innovative learning environments, confirming that the existence of flexible learning spaces alone does not lead to sustained pedagogical change. Instead, innovative learning environments exist in various forms, some of which are more aligned with the conceived vision than others. However, in order to more fully enact the conceived vision of an innovative learning environment, there is a need for teachers, as well as architects and policy makers to develop greater awareness of the unintended consequences of various actors and their interactions.
Open Access
Understanding the capabilities of marginalised students within the context of teacher training programmes in rural Nepal and Kathmandu.
(2023) Thapa, Eurica
Agency and structure have a symbiotic relationship. As agency is not created in a vacuum, an analysis of structure sheds light on understanding a person’s agency better. Drawing on the capability approach and employing concepts from Bourdieu, such as habitus, and forms of capital and field, this study explored the capabilities, functioning and obstacles of marginalised students in the mountainous region of rural Nepal and Kathmandu. Within a broader context of a teacher training programme, teachers’ and education development officers’ perspectives of students’ capabilities were compared with students’ own perceptions of their capabilities. The influence of Western, rights-based neoliberal policies are problematic in Nepal as they do not relate to the unique cultural set-up of Nepal. While this problem has received significant attention in the literature, there is little empirical research of whether marginalised primary and secondary school students’ capabilities are enhanced or diminished by trained teachers in Nepal. That was the focus of this study. A qualitative study was conducted using semi-structured interviews with primary and secondary school students, teachers and education development officers. Data were analysed using thematic analysis. The study found that students taught by trained teachers did not experience a learner-centred education. Students’ social, economic and cultural capital played a role in how their teachers perceived them and how students perceived their teachers. The study highlighted the need for teacher training programmes in Nepal to be robust and train teachers to reflect on their habitus and worldview. This would enable them to understand caste-based discrimination and to intervene in school-based corporal punishment. It was recommended that further empirical studies be conducted in different regions of Nepal to highlight the factors that enhance students’ capabilities and can inform educational policy in Nepal.
Open Access
Newly qualified technology teachers : is there a connection between their prior experiences and their classroom-based formative assessment practices?
(2024) de Boo, Ceri
Significant changes are taking place in New Zealand secondary schools. The assessments used for NCEA Level 1 have been redeveloped and the New Zealand Curriculum is under review. To be able to apply the NCEA assessments Materials Technology teachers require versatile knowledge. This research investigates the place of teacher accumulated prior knowledge (APK) in formative assessment practices within the Materials Technology classroom. In addition, this study investigates what professional learning and development (PLD) is needed for newly qualified career changer teachers who have recently completed an initial teacher education programme. The literature from a New Zealand context refers generally to the specific skills and knowledge required for Materials Technology education but is not state in a meaningful way what APK is required. Within international literature, specific aspects of APK, formative assessment practices, and professional learning and development needs are discussed. To investigate the problem, from the participants’ perspectives, an interpretivist worldview was used as the theoretical framework. The methodological approach was an exploratory case study, which enabled the participants to share their lived experiences in order for the study to answer the research questions. Six participants were purposively recruited. Semi-structured interviews were used to find out their perceptions about, the role of their APK in the MT classroom, their experiences with formative assessment, and their views on their future PLD needs. The data was collated through a process of coding, and then analysed to identify the key findings. This study has three main findings; the accumulated prior knowledge of career changer MT teachers means they are well positioned to meet the requirements of NCEA assessment practices, participant understanding of formative assessment, and PLD needs for MT teachers. These findings generated a model for the development of newly qualified career changer MT teachers’ knowledge, which has implications for PLD, NCEA assessment capabilities, and initial teacher education.
Open Access
Mourning as an open-ended kin-making encounter : (re)storying multispecies lives and deaths through Daoist philosophy and Haraway’s ideas.
(2024) Bae, Shil
Drawing from Haraway, Daoist philosophy, de-colonising studies, affect theory, and feminist new materialist theories, this thesis engages with a sustained and thoughtful mourning practice and elaborates on what this mode of mourning practice teaches us about the rich and complex material-semiotic realities of interdependent multispecies lives and deaths on Earth. This multispecies autoethnographic study inhabits the time and space of mourning as an ongoing and relational kin-making encounter (Haraway, 2008) where a more ethical and convivial mode of thinking and becoming with morethan- human kin may emerge. Applying concept as method (Jackson, 2017; Mazzei, 2017), a post-qualitative research method, this project enters and stays with/in the mourning process, (re)configuring the dualistic divide between the dead/living, subject/object, human/animal, virtual/actual, knower/to be known, and past/present as a contact zone (Haraway, 2008) where different modes of being and knowing intra-act (Barad, 2007). As a means to think beyond the human-centric knowledge system that privileges the logical gaze of the Sovereign human philosopher ‘I/eye’, this thesis works with Haraway’s concept of SF, Daoist philosophical fables, and the Korean mythical trope of Kumiho (the nine-tailed fox lady), (re)claiming storytelling as a political, ethico-onto-epistemological (Barad, 2007) multispecies kin-making practice (Haraway, 2004; Tallbear, 2007). Thinking with both personal and wider loss/suffering, local (Aotearoa New Zealand) and global, human and non-human, past, present and future, and East and West, this project (re)stories mourning as a relational, ethical, embodied, and transformative process to become with multispecies lives and deaths.
Open Access
Exploring secondary teachers’ experiences of collaboration in open plan learning spaces
(2024) Taylor, Megan
Following shifts in education policy and ideology, school buildings in Aotearoa New Zealand have in recent years been built and refurbished in line with principles of connectedness and flexibility. Also called innovative or flexible learning environments, the new large, open learning spaces call for teachers to work collaboratively with larger cohorts of students. This represents a significant disruption to established teacher practice, particularly in the secondary school sector, where teachers have traditionally been subject specialists teaching a range of classes and year levels. This thesis sheds light into a blind spot in the literature base, by exploring the secondary teacher experience of teaching collaboratively in open, shared teaching and learning spaces. The research approach includes both theoretical and empirical elements. A conceptual model is proposed, locating the collaborative teaching experience within a complex ecology, where socio-cultural, spatial and organisational factors have both constraining and enabling effects on collaboration. Five cases of teacher collaboration across two secondary school sites were explored through a multi-site, phenomenological, interpretative case study. Data, sourced primarily from interviews, were analysed thematically, through an iterative, largely inductive process. The intrinsic qualities of each case are described and themes across the cases are elaborated. Teachers’ social and spatial practices are discussed in relation to Lefebvre’s (1974/1991) spatial triad and Giddens’ (1984) theory of structuration, illuminating the ways in which teachers who work collaboratively in open learning spaces both shape, and are shaped by their environments. The findings of the study show that the complexities of enacting collaborative teaching in secondary schools are not captured in the existing conceptualisations of teacher collaboration available in the literature. Neither are they well accounted for in Ministry of Education policies and support materials. While teachers enjoy working collaboratively with colleagues and perceive it to infer a number of benefits, they also face some significant tensions and challenges. Those working in multiple collaborative teams carried a relational burden associated with huge student numbers and diverse, complex working relationships with colleagues. The large learning spaces were busy social environments where teachers found it difficult to respond to and manage challenging student behaviours in ways that maintained a positive environment conducive to learning. Furthermore, findings highlight a misalignment between notions of flexibility. While building policy has focused on the physical flexibility of learning spaces, teacher participants placed more value on pedagogical flexibility. The thesis makes a theoretical and empirical contribution to the field of research into innovative learning environments and argues that to realise the potential of collaborative teaching in secondary schools, spatial, socio-cultural and organisational factors all need to align. Drawing on the findings, a number of implications are identified which have relevance for secondary school organisation and learning space design.
Open Access
Exploring teaching practices that support ELLs (English Language Learners) in developing their english proficiency.
(2024) Phan, Hoa Thi Thanh
Acquiring proficiency in an additional language is a complex process influenced by numerous factors. Of these, teaching practices in the classroom context are the most critical factors that directly impact language learners. The present study aims to explore teaching practices that support English Language Learners (ELLs) in developing their English proficiency from the perspectives of students. A qualitative research design using a case study, the aim of this research was to gain insights and perspectives from students on teaching practices that benefit their English proficiency. The present research constituted a small-scale investigation that explored the experiences of five high-school English language learners who were migrants and attended an Englishmedium secondary school situated in rural Canterbury. The research design incorporated interviews with five teachers to supplement the students' responses and provide a more comprehensive picture of the research questions. The study group was selected based on a voluntary basis. Data was collected through semi-structured interviews that focused on the students' experiences. Data was analysed using NVivo qualitative data analysis program. The analysis generated themes that described the students' experiences concerning their studies at an English-medium school and their perspectives on effective teaching practices that enhanced their English development. The results of the study found that teaching practices, namely form-focused and contentfocused teaching combination, differentiated instruction, culturally and linguistically responsive teaching practice, interactive and motivational instruction, and fostering a supportive learning environment, were particularly effective in improving the English proficiency of ELLs. In tandem with these findings, the data analysis also identified a crucial need for teachers to have a deeper understanding of additional language acquisition and to embed teaching strategies that cater to the needs of ELLs. The knowledge of form-focused and content-based language teaching in mainstream classes is crucial in teaching ELLs. This indicates the importance of close collaboration between ESOL (English for Speakers of Other Languages) and mainstream teachers in constructing effective teaching practices that cater to the unique needs of ELLs. Additionally, grouping ELLs based on their appropriate level and abilities for pull-out ESOL lessons can optimise the benefits of teaching practices for students. These findings have significant implications for school administrators and teachers. It is recommended that teachers continuously receive professional development to improve their knowledge and understanding of second language acquisition. Additionally, administrators should establish a structured and systematic framework to assist teachers in implementing effective teaching practices that cater to the needs of ELLs.
Open Access
Japanese junior high school teachers’ perspectives on teaching English as a foreign language.
(2024) Tomita, Hanako
How do language teachers position grammar instruction and interaction in their teaching? This study postulated that, in a context where a communicative approach to language teaching is promoted over a structuralist/behaviourist approach, teacher perception of grammar instruction and interaction might be where the tension between the two approaches would surface. Exploration in this scope is relevant in Japan, where it has been twenty years since an action plan to nurture the national communicative skills in English was announced by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) in 2003. The action plan prescribed the incorporation of learner-centred interactive teaching approaches, and the principles of the action plan continue to be enacted in the present Japanese national curriculum standards of junior and senior high schools (MEXT, 2017a; MEXT, 2018). Yet statistics indicate that Japanese students struggle in expressing themselves in writing and speaking (MEXT, 2019; MEXT, 2022). This study focused in on teacher perception on grammar instruction because extant literature suggests that language teachers hold persistent belief in transmitting explicit grammar rules for students’ deductive application, when research indicates that consciously attained explicit knowledge does not equate to language proficiency (Krashen & Terrell, 1983). Furthermore, the current study enquired into teacher views on interaction and bilingualism. Not only must teachers balance grammar instruction with dialogic activities, but their views of students as potential bi-/multilingual speakers might impact how they design a lesson. Based on a constructionist epistemology, relativism ontology, and a theoretical underpinning of Blumer’s (1969) symbolic interactionism, I conducted semi-structured interviews with 11 Japanese junior high school English-language teachers. A thematic analysis (Braun & Clarke, 2022) on the collected data demonstrated that teacher perceptions regarding grammar instruction, interaction, and bi-/multilingualism were varied, depicting fluidity and uncertainty around pedagogical choices among the participant teachers, but a tendency toward communicative language teaching and scepticism toward monolingual instruction. I conclude that more theory-based discussions would lead to teacher confidence in their practice.
Open Access
More than just results! Leadership actions for effective use of assessment information
(2024) McKenzie, Dean
The New Zealand Ministry of Education expects secondary schools to make effective use of assessment information (Ministry of Education, 2011) to guide student learning and achievement. This expectation is not unique to New Zealand. The quest for more effective data use in schools has been growing in popularity throughout the globe. My study investigates how New Zealand secondary schools are responding to the challenge of using data from the New Zealand Certificate of Educational Achievement (NCEA) to shape their teaching and learning strategies. A pragmatist paradigm is applied to my study. This includes a mixing of both qualitative and quantitative research methods including a national online survey and semi-structured interviews. This required a form of paradigmatic pluralism, a mixing of both qualitative and quantitative methods, achieved by engaging in an explanatory sequential mixed method research design. This approach enabled a broad view of the landscape of assessment information use across a wide range of New Zealand schools. This is then followed by a narrowing of focus to explore the process of assessment information use in greater detail by focussing on a small number of case study schools. The findings reveal inconsistent use of NCEA assessment information and considerable frustration and dissatisfaction from school leaders and teachers. Challenges such as data literacy, the tension between accountability and professional development, and capacity to engage with NCEA assessment information are interrogated. The layers of leadership and the impact they have on NCEA assessment information use in New Zealand are also examined. My study aids in expanding understanding of how the process of NCEA assessment use is complex and multifaceted. NCEA assessment information use is perhaps even more complex than the education sector is currently aware. Recommendations are presented to guide practice, including a model to assist school leaders in New Zealand make effective use of NCEA assessment information. This model is built upon the foundation of the DIKW hierarchy and uses data conversation protocols, along with a visual representation of the contributing factors, to show how NCEA assessment information can be transformed from data to actionable wisdom. Although my study is firmly rooted in a local context, the results have implications for the wider challenges that school leaders face in terms of expectations to leverage nationally collected data for enhancing student learning and achievement.
Open Access
Leading the transition to innovative learning environments: insights for and by principals.
(2023) Taylor, Lynda
This thesis examines how two principals have led the transition from teaching and learning in conventional classrooms to teaching and learning in innovative learning environments. Key findings emphasise the link between leadership and learning to ensure the necessary knowledge, conditions, abilities, and skills to maximise student learning. The study applies a qualitative case study approach focusing on two schools. Data are sourced from three interviews with principals and their leadership teams to help understand what helps and hinders the change process. A sample of teachers are interviewed alongside researcher observations, and document analysis at each site. The thesis culminates with a change leadership model using the metaphor of a windmill as a possible scaffold for principals to use for collective buy-in. This model consists of four blades, each highlighting leadership actions to initiate, implement and embed change. These blades revolve around a central hub (the students) emphasising the moral purpose of change initiatives. The complexity of this work necessitates acknowledging the uniqueness of each school when planning actions for change. The metaphor of a windmill is pertinent for principals as leaders of change, responsible for developing actions when responding to the reality of their change contexts (the unexpected winds).
Open Access
Intertwining leadership and change to embed Te Tiriti o Waitangi within a university.
(2023) Brown, Elizabeth Rowellyn
The United Nations Declaration of the Rights of Indigenous Peoples (United Nations, 2007) challenged the tertiary education system at a global and individual country level to meet the needs of Indigenous peoples. In New Zealand, the indigenising of education is premised on Te Tiriti o Waitangi | Treaty of Waitangi (hereafter Te Tiriti), the founding partnership document of the nation signed in 1840. The intention of Te Tiriti, as advanced by Matiaha Tiramorehu, a high-ranking rangatira | chief, was that the “white skin would be made just equal with the dark skin” (as cited in Ngāi Tahu, 2005, section 1, Te Kerēme). To give effect to this partnership, all education leaders and managers must develop and foster stronger and more meaningful partnerships with iwi (Indigenous tribes) based on shared aspirations, goals, and outcomes. This relationship should be premised on Te Tiriti, with a recognition that power and authority need to be in balance with a focus on meeting the interests of both. Historically, this has not been the case; Māori interests and aspirations have rarely been met. However, the future can no longer be about one group being dominant over another, nor can it be about compromise by only one group – Māori. Lifting the educational achievement of Māori (the Indigenous people of New Zealand) will help to raise the overall performance of the New Zealand education system, the economy and productivity (Ministry of Education, 2013; Penetito, 2010). Future Māori leaders will need to be skilled in Māori culture and lore, as well as the universal disciplines of science, business, law, and the humanities. Therefore, a significant rationale for a strong Māori presence in higher education is linked to the national benefits likely to accrue from knowledge creation at the interface between indigenous knowledge, science, philosophy, and commerce (Durie, 2009). This case study contributes to our understanding about leading and implementing bicultural change within a university setting and to how a Te Tiriti-based relationship is manifested. Specifically, it examined how the wider institutional context created conditions for change in initial teacher education (ITE) programmes. To date, most research on bicultural change and leadership has tended to focus on the compulsory education sector, with little consideration given to the tertiary sector, particularly universities. This study therefore extends our knowledge base by examining the university sector. In this study, ‘bicultural’ was contextualised as incorporating at least two epistemological traditions; Māori and non-Māori (Penetito, 2010). Addressing this research gap is important, as future teachers within the compulsory education sector develop their pedagogical skills and knowledge and gain their qualifications from the tertiary education sector, whilst also drawing upon their own educational experiences. This study investigated the drivers and mechanisms for bicultural change and leadership within a university, and sought to acknowledge the issues and challenges, opportunities and successes that arose for academic staff as they developed their bicultural competence and confidence. Whilst this research focused on a case of ITE, it is hoped that the findings provide insights for other academic units and other areas of universities more broadly and contribute to the literature on bicultural change and leadership within a tertiary education context.