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Fostering Engagement for Children and Teachers in Low Socioeconomic Regions Through Science and Mathematics Play-Based Learning

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Fostering Engagement for Children and Teachers in Low Socioeconomic Regions Through Science and Mathematics Play-Based Learning The University of Notre Dame Australia ResearchOnline@ND Theses 2015 Playing to engage: Fostering engagement for children and teachers in low socioeconomic regions through science and mathematics play-based learning Stephanie Smith University of Notre Dame Australia Follow this and additional works at: http://researchonline.nd.edu.au/theses Part of the Education Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The am terial in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Smith, S. (2015). Playing to engage: Fostering engagement for children and teachers in low socioeconomic regions through science and mathematics play-based learning (Doctor of Philosophy (College of Education)). University of Notre Dame Australia. http://researchonline.nd.edu.au/theses/116 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. Playing to Engage: Fostering engagement for children and teachers in low socioeconomic regions through science and mathematics play-based learning Stephanie Smith A thesis submitted to The University of Notre Dame Australia in fulfillment of the requirements for the degree of Doctor of Philosophy (PhD) 2015 School of Education Primary Supervisor: Professor Marguerite Maher Table of Contents List of Tables xiii List of Figures xv Attestation of Authorship xx Dedication xxi Acknowledgements xxii Key Terminology xix Abstract xxiv CHAPTER 1: SETTING THE SCENE 1.1 Introduction 2 1.2 Statement of the Research Problem 3 1.3 What Brought Me to the Study: My Learning Profile 4 1.3.1 Passion Driven Learning 4 1.3.2 Personal Beliefs Underpinning my Approach to the Study 5 1.4 Rationale for the Current Study 6 1.4.1 Play-based Learning Approaches 6 1.4.2 Context of the Current Study 7 1.4.3 Science Teaching Potentially Problematic 9 1.4.4 The Parent Factor 9 1.5 Research Questions 10 1.6 Overview of Literature for Playing to Engage 11 1.6.1 Overview of Playing to Engage 11 1.6.2 Challenges Facing Children From Low SES Backgrounds 11 1.6.3 Making Changes 12 1.6.4 The Teacher Factor 12 1.6.5 The Importance of 21st Century Skills 13 1.7 Theoretical Framework 13 1.7.1 Adult Education 13 1.7.2 Teacher Professional Development 14 1.8 Overview of Methodology 14 1.8.1 Theory of Interpretivism 14 1.8.2 Mixed Methods: Case Study Participant Action Research, 15 Participant Evaluation 1.8.2.1 Case Study 15 1.8.2.2 Action Research 15 ii 1.8.2.3 Participant Evaluation 16 1.8.2.4 NAPLAN and Attendance Data Informing the 16 Evaluation 1.8.3 Method of Data Collection 17 1.8.4 Method of Data Analysis 17 1.9 Scope and Limitations of the Study 17 1.10 Outline of the Thesis 18 CHAPTER 2: LITERATURE REVIEW 19 2.1 Literature Review Structure 20 2.1.1 Contributing Factors to the Study 20 2.2 Educating Children with Skills and Knowledge for the 20 Unknown Future 2.2.1 Welcome to 21st Century Learning 20 2.2.2 Factors Affecting Learning 21 2.2.3 Engagement in Learning 22 2.2.4 Digital Natives 24 2.2.5 What do Children Need to be Successful in the Future? 24 2.2.6 Making a Place for Technology in the Classroom 25 2.2.7 Child-Centred Learning and Creativity 26 2.2.8 The Impact of Changing Learners on Mathematics and 27 Science Tertiary Enrolments 2.3 Behind Closed Doors: Teaching Science and Mathematics 28 2.3.1 Effective, Quality Teachers 28 2.3.2 The Teacher Effect 31 2.3.3 Give Children the Opportunity to Engage with Real-World 32 Mathematics 2.3.4 Significance of Mathematics 32 2.3.5 Importance of Quality Resources 33 2.3.6 Fostering Passion for Mathematics and Science 34 2.3.7 Necessity for Professional Development 35 2.3.8 Lesson Study Method of Professional Development 36 2.4 The Influence of Government, International Trends and Change 37 Makers on Play-based Learning 2.4.1 The Big Wigs Making the Case for Play 37 2.4.2 Australia’s Commitment to Play 37 2.4.3 Early Years Beyond Early Childhood Settings 38 2.4.4 Consistent Front for Play-Based Learning 40 2.3.5 The Gonski Effect 40 2.5 The Impact of Play in Formal Schooling Environments 42 iii 2.5.1 Child-Orientated and Agile Learning Environments 42 2.5.2 The Secret is Out! 43 2.5.3 The Piaget Impact 43 2.5.4 The Vygotskian Influence 44 2.5.5 Get Active 45 2.5.6 Supporting Active Learning in the Classroom 46 2.5.7 Play, Play, Play! 48 2.5.8 Challenging Perceptions of Play 49 2.5.9 Advocating for Play in Primary Classrooms 52 2.5.10 Mathematics and Science Play-based Learning 53 Experiences 2.5.11 Importance of Questioning to Effective Teaching 54 2.5.12 Play-Based Learning Versus Teacher Instruction 55 2.6 Theoretical Framework 55 2.6.1 Adult Education 56 2.7 NAPLAN Testing in Schools 58 2.7.1 NAPLAN Testing 58 2.7.2 The Purpose of NAPLAN 59 2.7.3 Validity of NAPLAN Results Across Years 59 2.8 Factors Influencing Low Results 60 2.8.1 Low SES Challenges to Academic Achievements 60 2.8.2 Comparing SES and Child Development 61 2.8.3 Schooling Dynamic 63 2.8.4 Refugee and Migrant Status 63 2.9 Parent Perceptions of Science and Mathematics 65 2.9.1 Long Lasting Memories 65 2.9.2 Challenging Mindsets 65 2.10 Conclusion 67 2.10.1 Putting it All Together 67 CHAPTER 3: METHODOLOGY 68 3.1 Design and Implementation of the Study 69 3.1.1 Introduction 69 3.1.2 Epistemology of Interpretivism 70 3.1.3 Design of the Study 72 3.1.4 Scope of the Study 76 3.1.4.1 The School 76 3.1.4.2 Key Participants 78 3.1.4.3 Timeline of Study 81 3.2 Methodology 86 iv 3.2.1 Methodology 86 3.2.2 Case Study 88 3.2.3 Action Research 90 3.2.3.1 Applying ‘gogy’ Principles 92 3.2.3.2 Adragogical Principles 93 3.2.3.3 Achieving Heutagogical Principles 94 3.2.4 Participant Evaluation 95 3.3 Methods of Data Collection 97 3.3.1 Qualitative Data 97 3.3.1.1 Interviews 97 3.3.1.2 Weekly Team Meetings 100 3.3.1.3 Journals 103 3.3.2 Numerical Data 105 3.3.2.1 Parent Pre – and Post-intervention Surveys 105 3.3.2.2 NAPLAN Results 105 3.4 Methods of Data Analysis 106 3.4.1 Interviews and Weekly Meetings 106 3.4.1.1 Thematic Analysis 107 3.4.1.2The Essence of Themes 108 3.4.1.3 Approaches to the Development of Themes 108 3.4.2 Analysis of Parent Questionnaire 112 3.4.3 Analysis of Numerical Data 112 3.4.3.1 Analysis of NAPLAN Data 113 3.4.4 Validity and Reliability 113 3.5 Description of the Implementation of the Program 114 3.5.1 Going Greenhouse 114 3.5.2 Pyramids and Pillars then the Strongest Bridge 115 3.5.3 Building a Chicken Coop 119 3.5.4 Sensory Garden 120 3.6 Conclusion 121 CHAPTER 4: FINDINGS AND DISCUSSION 123 Taking on the notion of play in a primary school setting 4.1 Introduction 124 4.2 Findings From Initial Teacher and Executive Staff Interviews 124 Regarding Play-based Learning in the Classroom 4.3 Findings From Post Intervention Teacher and Executive Staff 128 Interviews Regarding Play-based Learning in the Classroom 4.4 Findings From Initial Parent Questionnaire 131 v 4.5 Findings From Post Intervention Parent Questionnaire 132 4.6 Findings From Teacher Journals on Children’s Pre Active 133 Learning Ideas About Play 4.7 Findings From Teacher Journals on Children’s Post Active 134 Learning Understandings of Play 4.8 Defining Play 134 4.8.1 Misconceptions of Play 134 4.8.2 Formal Schooling = No Classroom Play 135 4.8.3 Defining the Term Play for this Study 136 4.9 What Does Play Look Like in a Primary School Context 137 4.9.1 Active Learning Secretly Play 137 4.9.2 Successfully Introducing Active Learning into Primary 137 Classrooms 4.10 Teachers and Play 138 4.10.1 Overcoming Negative Perceptions of Play in the 138 Classroom 4.10.2 Pinpointing Specific Issues to Offering Play-Based 139 Learning Experiences 4.10.3 Adopting the Title Active Learning 140 4.10.4 Let it Go! Let it Go! 141 4.10.5 The Evolution Towards Child-Centred Developmental 143 Play 4.10.6 Sit Back and Relax, Let Them Play – uh oh! 143 4.10.7 Managing Curriculum Content 144 4.10.8 Dual Role of the Researcher 145 4.10.9 Building Upon Teachers Strengths in Specific KLAs 145 4.10.10 Teachers Lift Their Science Game 147 4.10.11 The Importance of Working Together 148 4.10.12 Children Running the Sessions 148 4.10.13 Not Common Practice 149 4.11 Active Learning as a Term 150 4.11.1 Issues with Active Learning Terminology 150 4.11.2 Teacher –Directed Links 151 4.11.3 That Feeling of Comfort 152 4.12 Parents and Play 153 4.12.1 Buy In 153 4.12.2 Parent Perceptions of Play in the Classroom 153 4.12.3 “I See the Benefits of Play, But…” 154 vi 4.12.4 Influencing Perceptions by Building Home-School 155 Connections 4.13 Children and Play 156 4.13.1 Play is Free Time Right? 156 4.13.2 Scaffolding Learning 156 4.14 Conclusion 158 4.14.1 Overcoming the Perceptions of Play 158 CHAPTER 5 – FINDINGS AND DISCUSSION 159 Transforming thinking and practice through professional development 5.1 Introduction to Findings 160 5.2 Summary of Initial Interview Data Analysis of Professional 160 Development 5.2.1 Initial Interview Questions 160 5.3 Summary of Analysis of Participant Reflective Journal Entries 163 Written During Cycle Two 5.4 Summary of Researcher Field Notes on Professional 164 Development 5.5 Summary of Post Interview Analysis of Professional 165 Development Sessions 5.6 Summary of Participant Reflective Journal Entries Written 167 During Cycle Three and Four 5.7 Summary of Researcher Field Notes About the
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