Victoria University of Wellington
Early Childhood Education Students' Experiences of Engaging with Academic Text.
Degree: 2012, Victoria University of Wellington
Academic text is viewed in most university environments as a tool for supporting student learning which generates knowledge, skills and the capacity to critique ideas.
Yet there is little research undertaken to understand early childhood education (ECE) students’ experiences and beliefs of engaging with academic text. Therefore, in order to
understand this specific group of students’ text engagement practices and beliefs, this ethnographic research followed a group of ten third-year ECE students at Victoria University in Wellington New Zealand through one course of their undergraduate study.
The researcher collected data using ethnographic methods (including a non-traditional visual participatory method of identity portfolio collages) to identify patterns which help
understand students’ beliefs and experiences of engaging with academic text. Based on social learning theories, the research examined the influence of student identity and cultural context on their motivation and interest in engaging with academic text. The study found that while this group of ECE students reported valuing academic text for a number of reasons, they were most likely to engage with assigned text for assessment
purposes. The prevalent use of a surface learning approach, skim reading, when reading academic text also left students feeling frustrated with the reading they completed
during their programme. Group expectations of reading mainly for assessment and a lack of text engagement by practicing teachers they encountered also encouraged these students, who hold positive reader identities, to limit their engagement with academic
text. The results from this study indicate that students and educators can examine ways to increase student motivation to engage deeply with academic text on a more regular
basis for students to achieve deeper and more meaningful learning experiences.
Advisors/Committee Members: Bourke, Roseanna, Gilbert, Amanda.
Subjects/Keywords: Tertiary; Student; Engagement
to Zotero / EndNote / Reference
APA (6th Edition):
Blass, L. (2012). Early Childhood Education Students' Experiences of Engaging with Academic Text. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2386
Chicago Manual of Style (16th Edition):
Blass, Lacey. “Early Childhood Education Students' Experiences of Engaging with Academic Text.” 2012. Masters Thesis, Victoria University of Wellington. Accessed September 19, 2020.
MLA Handbook (7th Edition):
Blass, Lacey. “Early Childhood Education Students' Experiences of Engaging with Academic Text.” 2012. Web. 19 Sep 2020.
Blass L. Early Childhood Education Students' Experiences of Engaging with Academic Text. [Internet] [Masters thesis]. Victoria University of Wellington; 2012. [cited 2020 Sep 19].
Available from: http://hdl.handle.net/10063/2386.
Council of Science Editors:
Blass L. Early Childhood Education Students' Experiences of Engaging with Academic Text. [Masters Thesis]. Victoria University of Wellington; 2012. Available from: http://hdl.handle.net/10063/2386