Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 25, 2006). Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 70-73).

Thesis (M.A.)--University of Toronto, 2006. / Source: Masters Abstracts International, Volume: 44-06, page: 2512. Includes bibliographical references (leaves 83-88).

This study explores the representations of masculinity in selected contemporary children’s adventure literature. According to John Stephens (2002:x), a problem for boys, both in narrative fictions and in the world, is that hegemonic masculinity ‘appears simultaneously to propose a schema for behaviour and to insist on their subordination as children, to conflate agency with hegemonic masculinity, and to disclose that, for them, such agency is illusory’. This issue, among others, forms the basis of the research as this paradox is particularly evident in texts that fall within the adventure genre, where protagonists present an image of empowered masculinity that has little or no correlation in real, that is, non-literary, childhood. Nevertheless, despite this apparent conflict, the discourses portrayed in these texts continue to influence society (in varying degrees) as they are promoted, perpetuated and disseminated through cultural productions. Moreover, as this research rests on the premise of a belief ‘in the cultural productivity of fictions’ (Knights 1999:vii), it focuses on literary material that forms part of the landscape of childhood in contemporary society. Therefore, this study analyses selected 21st century children’s texts in order to identify and discuss the representations of masculinity in these texts in the context of their publication at a time when hegemonic masculinity has long been a topic of popular and academic debate. The primary texts include the Arthur series by Kevin Crossley-Holland, Anthony Horowitz’s Alex Rider series, the Young Bond series by Charlie Higson and Steve Cole and the Bodyguard books by Chris Bradford.By using discourse theory as a lens to complement the masculinity studies approach, this research investigates the questions posed under the problem statement and presents findings that demonstrate that the gender models presented in the texts are, for the most part, cast in ‘the masculinist and patriarchal conventions that characterised imperialist adventure’ (Capdevila 2003:216). Thus, it is evident that the children’s adventure genre seems to be rather tardy in keeping with the times. Nevertheless, much of the conflict surrounding the performance of masculinity in contemporary society is represented through the texts and forms a significant part of the narrative. / Linguistics and Modern Languages

This licentitate thesis is a study of Upper-Secondary School stu-dents’ approach towards reading fiction in the school subject of Swedish from a socio-cultural perspective. Furthermore, the social context and its importance for the students’ reading situation has been mapped. The students participating in the study are all first-graders and boys, studying the Construction Programme. The empirical material consists primarily of oral statements made by the students concerning their perception of how to read fiction in school. Using the construct of Pierre Bourdieu and with the reception model of Kathleen McCormick as a point of departure, the repertoirs of the students are described and analyzed. This study shows that the students bring different representa-tions of their group belonging, which effect their approach to rea-ding fiction. It also shows that the students’ idea of what a reader is and their own reading ability create their approach to reading. Ad-ditionally, the students have problems to see the actual purpose of reading fiction in a school situation. The results of the study show that in order to read fiction success-fully in a classroom situation, the school has to discuss and chal-lenge the students’ views of group belonging. Furthermore the school must improve when it comes to illustrating the more precise purpose and meaning of reading fiction in the school subject of Swedish. The study shows that because of the students’ different approa-ches to reading fiction, they tend to do two types of reading, one in-dividual and one for the school . In the latter, the students are incli-ned to limit their reading potential. And this is the real challenge for the subject of Swedish, but also ultimately the school, to challenge the students to use their full reading potential. Finally, the results of the study is discussed in relation to the new curriculum of the subject of Swedish, as it is presented in the sylla-bus ”Gy 11”. ”Gy 11” has been implemented since the autumn of 2011. Additionally, the consequences of the decreased number of hours for the subject of Swedish is considered. There are, however, stil good possibilities for the Swedish school to enable the students to reach their full reading potential in a class-room sitution.

Denna studie ämnar sammanställa resultat från de internationella jämförelser av elevers läsförståelsekunskaper som Sverige deltagit i, med särskilt fokus på svenska pojkars prestationer i dessa undersökningar. Studiens syfte är att undersöka vilka trender som går att skönja i pojkars läsning, och analysera hur skillnader mellan svenska pojkar och flickors läsning ter sig över tid. En överblick ges dessutom av svenska pojkar och flickors samlade resultat i läsförståelsestudier. Totalt har material från tio internationella studier insamlats och analyserats. Data har hämtats främst från de Skolverket-rapporter som författats efter varje undersökning. I resultatanalysen påvisas bland annat att svenska pojkar såväl som flickor försämrat sina läsförmågor signifikant sedan första undersökningen 1970. Dessutom har könsskillnaden vuxit och i den senaste undersökningen, 2012, registrerade svenska elever rekordhöga könsskillnader i läsförmåga, en skillnad som till stor del kan attribueras till pojkars kraftigt försämrade läsförmågor. Vidare så framkom det i analysen att svenska pojkars såväl som flickors läsattityder har försämrats det senaste decenniet. Denna trend var emellertid tydligast bland pojkar. / This study aims to compile results from international surveys of students’ reading competence that Sweden has participated in, with particular focus on the results of Swedish boys. The purpose of the study is to reveal trends in boys’ reading, and analyse how differences between Swedish boys and girls’ reading has developed over time. The paper also offers an overview of Swedish boys and girls’ general performances throughout all surveys. In total, material from ten major international surveys has been analysed. Foremost, data has been collected from the survey reports written by the Swedish National Agency for Education. In analysing the material it was found, among other things, that Swedish boys as well as girls significantly have worsened their reading competence since the first survey in 1970. Furthermore, the gender differences in reading have increased considerably, and in the latest survey, PISA 2012, Swedish students registered historically high gender differences, a circumstance that largely could be attributed to the deteriorating results of Swedish boys. In addition, it became apparent that Swedish students’ reading attitudes have worsened the last decade, a trend particularly salient among boys.