Te Herenga Waka—Victoria University of Wellington
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Browsing School of Educational Psychology and Pedagogy · Te Kura Mahere Whakatinana Mātauranga by Issue Date

Now showing items 1-20 of 64

Reflexivity, Internal Conversation and Societal Influences on Higher Education Students’ Consideration of Values and Priorities during their Citizenship Studies

Rowan, Linda (Victoria University of Wellington, 2020)

My thesis examines the reflexive processing of knowledge, beliefs, values and personal priorities in the internal and external conversations of students during a period of university study. In higher education, learners ...
Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

Tupou, Jessica (Victoria University of Wellington, 2020)

Autism spectrum disorder (ASD) is a neurodevelopmental disorder defined by difficulties in social communication and the presence of restricted or repetitive behaviours or interests. There is evidence to suggest that early ...
The Role of Phonological and Visual Working Memory in Carry Operations or Intermediate Solutions in Complex Mental Arithmetic

Dai, Wei (Victoria University of Wellington, 2018)

The present research comprises four experiments designed to explore the role of visual and phonological working memory resources in carry operations or intermediate solutions in complex mental addition and multiplication. ...
An Interpretive Phenomenological Analysis of Chinese Students’ Satisfaction with Postgraduate University Study and Life in New Zealand

Wang, Xiaoyan (Victoria University of Wellington, 2015)

Chinese students are one of the largest groups of international students studying in New Zealand. The wellbeing of Chinese students in the New Zealand educational context has aroused interest from educators from both China ...
Influences and Outcomes of Social Constructivist Curriculum Implementation on Tutors’ Beliefs and Practices in Teacher Education Colleges in Tanzania

Nzilano, Josta Lameck (Victoria University of Wellington, 2015)

Professional learning and development (PLD) has been one of the strategies for improving the quality of teachers and education by shifting the teaching focus from knowledge acquisition to knowledge construction/meaning-making. ...
Prisoners’ Experiences of Foundation Skills – an Intensive Adult Literacy and Numeracy Programme Delivered in New Zealand Prisons

Moriarity, Alana (Lana) (Victoria University of Wellington, 2014)

This transcendental phenomenological study addresses a gap in the current literature by exploring prisoners’ experiences of Foundation Skills, an intensive Adult Literacy and Numeracy (ALN) programme delivered in New Zealand ...
Investigating the pedagogical practices of EFL writing teachers in Palestinian universities: A cognitive-ecological perspective

Alzaanin, Eman Ishaq (Victoria University of Wellington, 2014)

Teacher cognition studies are rare in the Palestinian context, as is also true in other contexts where English is taught as a foreign language. This study draws on theories of second language writing and teacher cognition ...
What are the perceptions of stakeholders of an online ESOL programme?: The case of one intermediate school in New Zealand

Tate, Annette (Victoria University of Wellington, 2014)

Online teaching for English language learners in New Zealand schools is a recent phenomenon. Increasingly complex technologies allow expanding and far reaching options in the teaching practices of English, particularly to ...
Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study

Azis, Astuti (Victoria University of Wellington, 2014)

Understanding teachers’ conceptions of assessment is important because of their influence on teachers’ assessment practices. Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little ...
A Seychelles case of beginning teachers' perspectives of support and challenges in their pursuit of effective teaching practices

Confait, Steve Paul (Victoria University of Wellington, 2014)

Supporting teachers at the start of their career can help them to develop their pedagogical practice, and to understand the educational, political, and school systems within which they teach. Similarly, effective support ...
An investigation into the use of culturally responsive teaching strategies: Teaching English to Muong ethnic minority students at a tertiary institution in Vietnam

Bui, Thi Kim Tuyen (Victoria University of Wellington, 2014)

Maximising student learning is a critical concern at every higher educational institution, particularly those with students from a variety of cultures, ethnicities, and linguistic backgrounds. Teachers of English as a ...
Teachers’ perceptions of changes to teaching practice and the influence of professional development: Experienced EFL teachers in South Korea

Cho, Jeong Hyun (Victoria University of Wellington, 2014)

This multiple-case study investigated experienced English-as-a-foreign-language (EFL) teachers’ perceptions of changes to teaching practice as a result of professional development (PD) in South Korea. The study used ...
A phenomenological exploration of how bilingual police recruits join the police community during their initial training

Pepper, Kiely Frances (Victoria University of Wellington, 2014)

New Zealand seeks to increase the diversity of its police organisation and this research provides an insight into perspectives of bilingual police learners. Learning to become a police officer challenges any recruit to ...
Pacific Island families’ perceptions of the parental role in the learning process – in a high school setting

Flavell, Margaret (Victoria University of Wellington, 2014)

The New Zealand Ministry of Education has acknowledged the need for schools to work collaboratively with Pacific Island families so that parents can support their children to achieve positive academic outcomes. This study ...
Formative assessment and feedback in the primary classroom: An interplay between teachers' beliefs and practices

Perumanathan, Prema Shoba (Victoria University of Wellington, 2014)

This study explores the interplay between teachers’ beliefs and practices in understanding and implementing formative assessment and feedback to enhance student learning. Particularly, it explores teachers’ conceptions of ...
Exploring New Zealand year 11 students' understanding of Nature of Science concepts

Northcott, Blair Daniel (Victoria University of Wellington, 2014)

Nature of Science (NOS) is a core part of science education. Extensive effort has gone into establishing educationally appropriate NOS tenets, teaching practices and assessments tools. However, while previous research has ...
Institutional staff perceptions on the impact of accreditation: A study in two Vietnamese vocational training colleges

Pham, Hien Thi Minh (Victoria University of Wellington, 2014)

Governments in many countries worldwide have increasingly focused on accreditation as an important strategy to improve the quality of vocational education and training (VET). In Vietnam, accreditation in vocational training ...
Vietnamese International Students' Experiences in a New Zealand University: A Narrative Study

Vu, Ha Thuong (Victoria University of Wellington, 2013)

This narrative study explored the adjustment experiences of six Vietnamese international students at Victoria University of Wellington, New Zealand. Data for the study were based on two sources; in-depth interviewing and ...
Effects of University Preparation and Engagement on Achievement

Chinlund, Elizabeth Marie (Victoria University of Wellington, 2013)

This study comprised an investigation of the longitudinal achievement of New Zealand first-year undergraduate students (n=967) who transitioned to their degrees through the Certificate of University Preparation (CUP) ...
Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students

Nguon, Sophal (Victoria University of Wellington, 2013)

Assessment is a key factor in enhancing student learning when appropriate assessment tasks are conducted. Assessments are used to grade students’ achievement, check learning progress, reflect teaching performance, and ...