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dc.contributor.authorDada, Raeesa
dc.date.accessioned2016-03-08T02:04:07Z
dc.date.available2016-03-08T02:04:07Z
dc.date.issued2015
dc.identifier.urihttps://hdl.handle.net/10652/3231
dc.description.abstractThe personalised learning and teaching approach is an ideal vehicle to impact and explore the needs and abilities of students, so that they can achieve to the best of their ability. This study is focused on the curriculum area of mathematics in three Auckland secondary schools in New Zealand and will explore the perceptions of curriculum leaders and mathematics teachers regarding personalised learning in a mathematics secondary school classroom. The two research methods, semi-structured interviews and focus groups were used to obtain the perspectives of selected mathematics teachers and mathematics curriculum leaders around four main questions; firstly, what is the curriculum leader and teacher's perception and understanding of personalised learning in a mathematics secondary school classroom? Secondly, what do curriculum leaders and teachers perceive as the barriers and challenges in implementing personalised learning in a secondary school mathematics classroom? Thirdly, what do curriculum leaders and teachers view as successful personalised learning strategies/ experiences in a secondary school mathematics classroom? Finally, how are opportunities created and challenges addressed by teachers and curriculum leaders in relation to personalised learning in their mathematics classrooms? The findings suggest that despite the fact that all participants acknowledged the need and importance of personalised learning in a secondary school mathematics classroom, this approach to teaching and learning was seldom practised. The findings revealed three major themes; personalised learning, curriculum leadership and relationships. This research suggests that the concept of personalised learning needs to be reinforced to ensure that everyone is on the same page with regard to teaching mathematics in a secondary school classroom. Secondly, leadership, in this case the role of the mathematics curriculum leader, needs to be clarified with regards to providing support, team work and expectations for mathematics teachers in a secondary school. Finally there is a need to establish open relationships of trust, so that a shared vision can be created to ensure that personalised opportunities are created for our students so that they can achieve positive outcomes in mathematicsen_NZ
dc.language.isoenen_NZ
dc.subjectpersonalised learningen_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectAuckland, New Zealanden_NZ
dc.subjectmathematicsen_NZ
dc.subjectcurriculum designen_NZ
dc.subjectindividualised learningen_NZ
dc.titlePersonalised learning : perceptions of curriculum leaders and mathematics teachers in a secondary school classroomen_NZ
dc.typeMasters Thesisen_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsden130208 Mathematics and Numeracy Curriculum and Pedagogyen_NZ
dc.subject.marsden130304 Educational Administration, Management and Leadershipen_NZ
dc.subject.marsden130106 Secondary Educationen_NZ
dc.identifier.bibliographicCitationDada, R. (2015). Personalised learning : perceptions of curriculum leaders and mathematics teachers in a secondary school classroom. Unpublished thesis submitted in partial fulfillment for the requirements for the degree of Master of Educational Leadership and Management at Unitec Institute of Technology.en_NZ
unitec.pages95en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.advisor.principalHowse, Jo
unitec.advisor.associatedMatapo, Jacoba
unitec.institution.studyareaEducation


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