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Has files: YesSubject: search.filters.subject.390104 English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)

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    Understanding the self-efficacy of students using te ao Māori concepts in AS91925 : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2024) Youmans Seward, Jennifer
    Aotearoa New Zealand’s NCEA qualification has undergone recent changes, with Change 2 of the Review of Achievement Standards stating that mātauranga Māori is to have equal status with other forms of knowledge. This change has led to the incorporation of mātauranga Māori, such as the use of te ao Māori concepts as a lens with which to analyse film in English classes, in NCEA assessments for the first time in 2024. Drawing on Vygotsky’s (1978) socio-constructivist theory, this paper focusses on how students experience using te ao Māori in AS91925 to add to the current literature on self-efficacy and its relationship with culture. This mixed methods study, conducted in an inner-city girls’ school, explored the student experience and their perception of their self-efficacy through an online survey and follow-up interviews. Findings indicate that for students who identify culturally as Māori, self-efficacy is perceived as high in this assessment. For non-Māori cultural groups, self-efficacy in AS91925 is perceived diversely due to a range of social and educational factors.
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    University students’ and staff’s perceptions of third-party writing assistance and plagiarism : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2023) Möller, Ami
    Considering plagiarism as the by-product of undeveloped and inadequate composition skills, it seems reasonable for a student to seek assistance to improve their writing. But when does writing assistance stop constituting help and start constituting plagiarism? Little research, especially in Aotearoa New Zealand, investigates perceptions about situations where students use assistance during the process of composing their assessments. This thesis uncovers the intricacies of perceived [un]acceptability of third-party writing assistance scenarios through an examination of what undergraduate students and teaching staff in Aotearoa New Zealand believe about instances of collaborating, editing, repurposing, and ghostwriting. The study uses a convergent mixed methods design comprised of a primary qualitative track and a supplementary quantitative track. Both approaches use an original set of fictional, yet realistic, scenarios of writing assistance that vary in amount, scope, and quality. Thematic analysis of semi-structured interviews with students and descriptive statistics and quantitative content analysis of an anonymous online survey of staff provide insight into both groups’ beliefs. Themes of labour and learning included situational features participants identified as why writing assistance was acceptable or unacceptable. All students and most staff viewed scenarios where a student subverted the labour of writing, like obtaining an assessment composed by someone else, as unacceptable. Participants in both groups considered scenarios that involved collaborating acceptable when situations included an explanatory discussion, which they perceived as active and engaged learning. Between these scenarios, though, existed a distinct lack of certainty regarding the boundaries of acceptability and plagiarism—especially when it came to instances involving editorial interventions, repurposing of text, and technology-based phrasing tools. Contributions from the findings include confirming earlier reports of students’ limited conceptions of plagiarism; illuminating an added complication in determining acceptability based on how a student operationalises assistance; and enhancing our understanding of when writing assistance constitutes plagiarism. The unique implementation of embedding scenarios into qualitative interviews contributes a fresh approach to academic integrity research. And the bespoke set of scenarios offers potential utility as a learning support tool. Implications include refocusing acceptability onto how assistance is utilised; considering cognitive offloading in response to efficiency motives; integrating direct, sustained dialogue about writing assistance into instruction; and requiring transparent declarations of use in assessments.
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    Teaching writing to learners who have complex communication needs : a mixed methods study of New Zealand specialist teachers' experiences and perspectives : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Albany, New Zealand
    (Massey University, 2021) Brunner, Helen Marie
    Writing is a critical skill for living in today's society. It is even more crucial for learners who have complex communication needs as it opens a pathway to independent communication. This study explored the perceptions and experiences of Specialist Teachers involved in teaching writing to learners who have complex communication needs in inclusive school settings in New Zealand using an explanatory sequential mixed methods design. Initial data was collected via an online survey, and this was followed up by semi-structured interviews with a nested sample of Specialist Teachers. Quantitative data were analysed using descriptive statistics. Qualitative data from the survey were analysed using a general inductive approach. Qualitative data from the interviews were analysed using a more theoretical approach where the codes from the survey data provided the initial framework for analysis. However, new codes were added as the need arose when data did not fit into the existing coding scheme. Results indicated that Specialist Teachers had generally positive beliefs related to writing for learners with complex communication needs. They believed strongly that writing is important for all learners and that they should have daily writing opportunities. Worryingly, their belief in the capability of all learners who have complex communication needs to learn to write was somewhat lower. Overall, Specialist Teachers' confidence in their ability to enable learners who have CCN to develop as writers and undertake relevant teaching activities was fairly moderate. Areas of particular confidence were in providing meaningful writing opportunities and selecting appropriate writing tools. Areas of lower confidence included assessment, feedback and planning of next steps. A number of facilitators and challenges to the teaching of writing were also identified. In particular, the attitudes, beliefs, and knowledge of all team members were seen as crucial factors. Details of practical aspects of writing instruction were also examined. Recommendations for practice and future research are outlined.