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    Year 8 students' responses to literature : the development of reading comprehension and literary awareness : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2015) Orme-Whitlock, Megan
    The objective of this project was to investigate the responses to literature that two Year 8 class groups made over the course of an academic year, to understand more fully how students of this age develop both comprehension and literary understandings of texts. Specifically, the questions this research addresses are: 1. What do Year 8 students’ responses to text reveal about the development of their reading comprehension? 2. What do Year 8 students’ responses to text reveal about the development of their literary understandings? Using a qualitative case study design, responses to literature were collected by the teacher-researcher, over a normal year’s teaching. This meant the recording of 40 literature discussion groups over the school year, as well as collecting written responses related to those discussion groups. In addition, data from PAT Reading Comprehension assessments in March and September were used to further corroborate development of reading comprehension in the students. The classroom environment is described, illustrating the ways in which the characteristics of early adolescent learners are met, both in terms of their increasing drive for autonomy and ability to think in more abstract ways, and in meeting the curriculum requirements for students who will graduate into secondary education at the end of the school year. The rich data gathered were organised into three illustrative case studies, demonstrating examples of the progress in both literary understanding and reading comprehension that students made. Students worked together in literature discussions to construct new understandings of the texts they were reading. They were also agentic, within the learning environment, using literature discussions to address their unique ‘noticings’ and questions about texts, and challenging the views of their peers. Written responses revealed that students actively listened and then developed ideas further, after their discussions, elaborating and clarifying responses into ‘defensible interpretations’ of texts. Their responses were indicative of a developing ‘literary literacy’, as described by Lehman (2007), whereby the literacy goals of reading comprehension and the literary goals underpinning developing literary understandings are compatible and often develop in conjunction with each other. The findings show that Year 8 children are capable of developing sophisticated understandings about texts. The findings suggest that a learning environment designed to foster a literary cycle of reading and interaction with literature, promoting literary growth, and sharing responses to literature with other students (Lehman, 2007) can provide Year 8 students with the opportunity to be engaged, motivated readers; meet their early adolescent drive for autonomy; and address increasingly sophisticated curriculum requirements in preparation for the disciplinary reading required for secondary education. These results have implications for classroom practice for Year 8 students.
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    Te kākahu whakataratara o Ngāi Tūhoe : a thesis submitted in partial fulfillment of the requirements for the degree of Doctorate in Māori Studies, Te Kunenga ki Pūrehuroa, Massey University
    (Massey University, 2015) McFarland, Agnes Jean
    He maha nga putake mo taku ara rangahau. He titiro ki te ahua o te whakatakoto i te reo o Ngai Tuhoe me ona tikanga hangai pu ana ki te kawa o Ngai Tuhoe. E wha nga momo reo e ata tirohia ana, ara, ko te reo okawa, ko te reo okarakia, ko te reo opaki me te reo oao e tuhia ake ana i roto i nga rerenga korero. Ma weneki kupu, ma enei whakatakotoranga o te whakaaro mo te whakapuaki korero mo te kaupapa ‘Te Kakahu Whakataratara o Ngai Tuhoe’ hai whakaatu i te rangatiratanga, te umu whakapokopoko o weneki momo korero hangai ki weneki ra ki teneki ao hurihuri ma nga whakatipuranga o Ngai Tuhoe. He whakatipu i te reo, he whakaora i te reo, he whakapakari i te hapu, i te iwi e whai ana i nga ahuatanga o te reo ki nga taumata o te hunga kaikapukapu i te reo rangatira. He painga whakaataata, he huapai whakaatu kai roto i weneki momo korero mo tena whakatipuranga, mo tena whakatipuranga hai tuhonohono i a ratau korero kia titiro whakamua, kia titiro whakamuri. Ko te whakaaro he tauira weneki tuhinga whakapae korero e tareka ai te mohio, te ako ki te whakatakoto, ki te rangahau i te kupu, i te whakaaro auaha ki roto, ki waho kia mau ai teneki momo wananga-matauranga reo a-korero, reo a-tuhi. Koia te kaupapa o teneki kaupapa ‘Te Kakahu Whakataratara o Ngai Tuhoe’ hai whakapuaki i tenei momo auaha e tipu ai he kupu, he whakaaro ka whakatau i weneki taonga, he taonga tuku iho ma Ngai Tuhoe ake. He kaupapa nui rawa weneki momo tuhituhi hai whakatipu i te kiri mohio me te kiritau e ahukahuka ai te taha rerehua, te taha wairua kia topu nga wheako auahatanga o nga korero, o Te Kakahu Whakataratara o Ngai Tuhoe hai whakatipu whakaaro hou, hai whakawhanau whakaaro hou. Ki te rapua te tino putake ki weneki taonga, korero tuku iho, kai kona ka puta te raumaharanui ki a ratau mahi kua rupeke atu nei i te tirohanga kanohi ki nga nohanga matamata. I puta, i hora ai a ratau taonga hai parepare makahu whakaruruhau mo nga kaupapa maha e piripono nei ki o tatau ngakau, ara, ko Te Kakahu Whakataratara o Ngai Tuhoe e rauhi ai ki te wairua a o tatau tipuna. He maioha karangaranga rerehua weneki hai matapono arahi i a tatau katoa ki nga putake korero e tawari, e piki ake nei. Ko weneki taonga to parepare hai taua, hai pare atu i nga whakawai, i nga ngaru whakaporearea e whakahukahuka mai nei ki tai roa, ki tai tawhiti, ki tua mai nei.
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    "Ungrown-up grown-ups" : the representation of adolescence in twentieth-century New Zealand young adult fiction : a dissertation presented in fulfilment of the requirements for the degree of Doctor of Philosophy in English Literature at Massey University, Palmerston North, New Zealand
    (Massey University, 2004) Laurs, Deborah Elizabeth
    Behaviouralists consider adolescence a time for developing autonomy, which accords with Michel Foucault‘s power/knowledge dynamic that recognises individuals‘ assertion of independence as a crucial element within society. Surprisingly, however, twentieth-century New Zealand Young Adult (YA) fiction tends to disempower adolescents, by portraying an adultist version of them as immature and unprepared for adult responsibilities. By depicting events through characters‘ eyes, a focalising device that encourages reader identification with the narratorial point-of-view, authors such as Esther Glen, Isabel Maud Peacocke, Joyce West, Phillis Garrard, Tessa Duder, Lisa Vasil, Margaret Mahy, William Taylor, Kate de Goldi, Paula Boock, David Hill, Jane Westaway, and Bernard Beckett stress the importance of conforming to adult authority. Rites of passage are rarely attained; protagonists respect their elders, and juvenile delinquents either repent or are punished for their misguided behaviours. ―Normal‖ expectations are established by the portrayal of single parents who behave ―like teenagers‖: an unnatural role reversal that demands a return to traditional hegemonic roles. Adolescents must forgive adults‘ failings within a discourse that rarely forgives theirs. Depictions of child abuse, while deploring the deed, tend to emphasise victims‘ forbearance rather than admitting perpetrators‘ culpability. As Foucault points out, adolescent sexuality both fascinates and alarms adult society. Within the texts, sex is strictly an adult prerogative, reserved for reproduction within marriage, with adolescent intimacy sanctioned only between couples who conform to the middle-class ideal of monogamy. On the other hand, teenagers who indulge in casual sex are invariably given cause to regret. Such presentations operate vicariously to protect readers from harm, but also create an idealised, steadfast sense of adultness in the process.