Building Knowledge, Making Meaning, and Applying Understanding of Learner Agency in a New Zealand Primary School

Abstract

This study builds knowledge, makes meaning and applies understanding about Learner Agency. It presents enablers, capabilities and perceptions of both students and teachers from Stonefields Primary School (SPS) in New Zealand. Quantitative data was gathered by implementing the Agency Self-perception Tool (ASpT) with 1089 Year 4-8 learners in four schools. The ASpT was developed at SPS and validated in this study. Focus Groups enabled scaffolding of the quantitative findings and support literature.