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    Developing writing pedagogy and tertiary learning advice in a disciplinary programme at a New Zealand university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English, Massey University, Albany, New Zealand
    (Massey University, 2018) McMorrow, Martin
    This thesis provides a summary and interpretation of a three-year action research study conducted by a tertiary learning advisor (TLA) at a New Zealand university (referred to in the study as NZU). The study investigated how a TLA, working as an informal writing consultant to staff and students in a disciplinary programme, could make positive contributions to writing pedagogy and TLA practice. The main sources of data were a reflective journal together with interviews and focus groups with NZU students and staff. Interviews were also held with TLAs in other New Zealand institutions to supplement the limited body of relevant literature. Other data comprised classroom observation, recordings made by lecturers while marking student work and disciplinary and institutional documentation. Data was collected and analysed interpretively and subjectively on a continuous, iterative basis. Significant contributions were made to writing pedagogy in this disciplinary programme. Progress was based on incremental ‘small wins’ through prolonged engagement with staff and students. This resulted in the provision of resources and workshops to support students in writing effectively within their disciplinary and professional context. Some collaborations had a formative influence on disciplinary writing practices themselves, particularly reflective writing. However, changes in writing pedagogy remained limited to courses in which staff had volunteered to participate and initiatives requiring substantial time and effort from them had limited success. The main contributions to TLA practice were a greater involvement in classroom teaching and in the professional development of disciplinary teaching staff. However, two shifts in TLA practice which have been advocated in the literature were not supported in this context. Rather than supporting a shift away from one-to-one consultations with students, the study found that they contributed to TLA expertise and to the teaching and learning practices within the programme. The handing over of responsibility for teaching writing from the TLA to disciplinary teaching staff was also not supported; rather, continued involvement of the TLA in direct teaching was seen as consistent with the plurality of expertise and teaching roles which existed in much of the programme.
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    Acquiring a new discourse : using action research and sociocultural pedagogies to explore how a study group is able to support mature-aged open entry students in their first semesters at university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Manawatū, New Zealand
    (Massey University, 2017) Fry, Prudence Barclay
    This research explores how a study group concurrent with mature-aged open-entry students’ first semesters on the campus of a research university could support those students as they acquired an academic Discourse. It addresses a gap in both research and practice for such students who very often arrive at university without academic preparation and must find support for their transitions through generic provisions rather than from interventions designed for their own particular needs based on the findings of focused research. Many of these students struggle to engage with the ways of being and doing within higher education, particularly with its expectations for teaching and learning, its worldviews, specialised language, and approaches to writing. This study used action research to develop and trial an intervention informed by Gee’s concept of Discourse incorporating a sociocultural pedagogy. As writing is a core component of an academic Discourse, pedagogy also incorporated a scaffolded genre approach to teaching writing. In line with action research, the intervention was continually modified in response to emerging data which were gathered primarily from participant observation and transcripts of study group meetings, the researcher’s reflective journal, participant interviews, and student texts. Findings suggest that while a study group does not replace academic preparation, it may provide something necessary and complementary for mature-aged students. The group provided a space in which many participants were able to identify expectations for teaching and learning they held and, through the reflection that was a core of the action research process, adapt those to something more appropriate for an academic Discourse. In the study group, students learned and practised specific writing process skills they did not have on entry which they then applied in their writing beyond the bounds of the group. Students also began to recognise themselves as legitimate participants in higher education. This study concludes with the implication that transition for mature-aged students is a holistic process of acquiring a new Discourse by immersion in a social grouping. A study group such as the one in this research may provide an opportunity for acquiring a new Discourse.
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    Fostering self-regulation and deep approaches to learning : end-user computing courses in higher education : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Special Education) at Massey University, New Zealand
    (Massey University, 2002) O'Connor, Maureen Jennifer
    This thesis examines student approaches to learning and self-regulation within a higher education computing environment. Traditional end-user computing teaching methods emphasise a skills approach that does not encourage effective use of information technology as it evolves and does not consider how students approach their learning. This research was designed to promote student use of self-regulated learning to see if it would encourage deep approaches to learning. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was used to measure approaches to learning, at the beginning and end of a semester, to see if students' learning had shifted towards a deeper approach. The sample was taken from two end-user computing classes in a diploma programme. The teaching of strategies to foster self-regulatory practices was introduced. Focus group discussions were held at the beginning, middle and end of the study to record student perceptions of learning. Academic journals, recording student reflection, were collected. The results from the R-SPQ-2F questionnaire showed no shift had occurred. The participants began the semester with a tendency toward a deeper learning approach, leaving little room for change. There was no difference found between approaches to learning of ethnic groupings. Qualitative results revealed deep and surface learning approaches are not necessarily mutually exclusive and may overlap, suggesting a combined approach. The course grades suggested that the adoption of teaching strategies fostering self-regulation helped student learning in the researched classes. A link was suggested between strategy use and student approaches to learning.
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    The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University
    (Massey University, 1989) Mbanga, Basil Adam
    The study applied Biggs' Study Process Questionnaire to the context of transition education in an investigation of the approaches, motivations to learn and strategies trainees in Access Training Scheme used in their learning. Respondents were also asked information about their age. sex, educational qualification, ethnic origin and how long they had been without a job. Three training centres in Palmerston North city were chosen.The first centre conducted a course in drama, the second, a course in Maori language and culture, and the third, a course in basic computer skills. The Study Process Questionnaire was administered to 33 subjects, 16 males and 17 females. The Study Process Questionnaire is concerned with three main approaches to studying and their three associated motivations and strategies. Surface Appproach is dominated by extrinsic motivations where a learner concern is with obtaining a qualification. The study strategy involves memorising and reproducing when required in a test. Deep Approach is linked to intrinsic motivation dominated by intrinsic interest in the subject or task. Students under this motivation tend to search for meaningful learning and read widely. Achievement Approach is governed by achievement motivation and is associated with a desire to compete and obtain higher grades. Learners predisposed to this approach tend to schedule their time and do homeworks. Trainees studied to express the use of Deep Approach more than Surface or Achievement Approaches. Accordingly they were inclined to be deep motivated and predisposed to adopt deep strategy to surface or achievement strategy in their study. A follow-up interview with 11 trainees tended to confirm the findings of the Study Process Questionnaire. It was concluded that the Access trainees in the sample were likely to adopt deep approach in their study. This suggests that they are inclined to be intrinsically motivated in their learning and may be predisposed to engage in meaningful learning.
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    Discovery, a case study on the New Zealand lifeskills and study skills programme for adolescents, and its contribution to adolescent development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 2000) McGachie, Catherine Ellen
    This case study examined Discovery, a lifeskills and study skills programme for adolescents, and it's contribution to adolescent development. The Discovery programme was introduced in New Zealand in 1991 through the Global Youth Foundation. Developmental perspectives in adolescence suggest certain tasks and skills need to be achieved in order to reach adulthood. These skills are developed from the maturational demands, and the psychological and social adjustments the teenager needs to make in order to resolve their identity crisis (Erikson, 1968) and achieve their own identity. A review of international educational programmes suggested some of these needs were addressed. A case study on the Discovery programme probed into the programme's development, content and structure. Responses to Discovery from previous participants were also investigated. This study then focused on the 22nd Discovery programme in New Zealand and its contribution to teenage development. This involved an exploration into Discovery's contribution to lifeskills, study skills, coping with challenges and limiting or preventing depression in the adolescent years. The Lifeskills and Study Skills questionnaire (LASS) was developed to examine these aspects. Parent-Adolescent communication was also measured to understand what changes may have taken place between two weeks prior to Discovery and two months after the last day of the programme. The Parent-Adolescent Communication Scale by Barnes and Olson (1982) was used to determine this. The resulting trends in this research showed Discovery positively influenced the participants' development by providing a number of skills which were consistent with developmental perspectives of adolescence. Sections of Discovery were highlighted as important for an adolescent's growth and development and participant changes were since attributed to Discovery. This study showed that Parent-Adolescent communication improved for both the majority of teenagers and their parents. Intrafamily communication also enhanced for more than half the families. Sections of Discovery could also be highlighted as beneficial for coping with challenges and the prevention or limitation of depression in the adolescent years. Overall, Discovery provided the skills and knowledge appropriate for the development of an adolescent. The seven day programme provided the forum for an initiation into adulthood similar to many "rites of passage" formalities. This study highlighted the skills required for adolescents in the New Zealand context and the confirmation of the developmental tasks outlined in Newman and Newman's (1995) "early adolescence". Recommendations from this research strongly supports the need for further research into educational programmes for teenagers. It is also recommended that the Discovery programme continues to be made available to New Zealand teenagers.