Stuart Mcnaughton
Biographic Data
| ID | 261658 |
|---|---|
| NAME | Stuart Mcnaughton |
| GIVEN NAMES | Stuart |
| FAMILY NAME | Mcnaughton |
| SIGNATURE | MCNAUGHTON S |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-8508-501X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Simplism in Education or Why ‘Rocket Science’ Isn’t a Good Analogy
Teaching, learning and wider educational systems entail complex activities. Claiming that a set of detailed prescriptions based on selective principles from educational sciences is all that is required to be effective, is simplism, it misunderstands the nature of that complexity. However, policies and practices can be, and are being enacted which require greater prescription and more structured universal programmes than we have had in Aotearoa Ne…
A systematic review of teacher engagement in digital multimodal composing
Digital multimodal composing (DMC) has become a central literacy practice in language education, yet research on teacher engagement remains conceptually fragmented and weakly linked to learner outcomes. This systematic review synthesises 51 empirical studies (2015–2025) that operationalise teacher engagement in DMC and examine its relationship with learner outcomes. Teacher engagement is organised into five interrelated dimensions: Orientation, K…
Well-being in schools
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
The conundrum research-practice partnerships face with system variability
Literacy Leadership Learnings From a Large‐Scale Program With Mixed Results
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward
Te Reo Māori
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ( Growing Up in New Zealand ), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori…
The impact of data use professional development on student achievement
Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand
The MacArthur–Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent–child dyads with 20- and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds i…
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
As We Embark on a New Editorship
Biliteracy and language development in Samoan bilingual classrooms
This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9–13 year old Samoan children. The general aim was to examine patterns of biliteracy and language development exploring relationships between targeted changes in L2 and levels of language and …
Sustained Acceleration of Achievement in Reading Comprehension
Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over the short term are possible with well‐designed interventions, but for children in the middle primary …
Bilingual and Biliteracy Development Over the Transition to School
This paper examines the bilingual and bilteracy development of a group of children from Samoan and Tongan families over the transition to mainstream Englishmedium schools in New Zealand. The children attended Pasifika Early Childhood Education Centres in Auckland, New Zealand, which provided full immersion programmes in their L1 (either Samoan or Tongan). Development in a home language (L1) and in English (L2) was plotted over the six months prio…
Classroom Discourse and Culture
This collection illustrates several themes in recent classroom analyses using socio-cultural frameworks. The themes are concerned with how classroom research is moving beyond the well-established idea of classrooms as cultural sites which can provide endlessly fascinating opportunities for intensive investigations of patterns of talk, of rules of participation structures, and the like. What these papers add, firstly, are more directed analyses ar…
Ways of Parenting and Cultural Identity
The presence of different ways of carrying out a socialization activity in families in a particular cultural group raises questions about how ways of acting and cultural identity are represented in studies of cultural practices. It is argued that variability in activities is an inherent property of parenting and cultural identity. This is because the ways of knowing and the ways of acting which constitute a culture are constructed both at a colle…
The Practice of Storybook Reading to Preschool Children in Mainstream New Zealand Families
Being Skilled. The Socialisation of Learning to Read
The impact of data use professional development on student achievement
The Practice of Storybook Reading to Preschool Children in Mainstream New Zealand Families
As We Embark on a New Editorship
Sustained Acceleration of Achievement in Reading Comprehension
Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over the short term are possible with well‐designed interventions, but for children in the middle primary …
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
Classroom Discourse and Culture
This collection illustrates several themes in recent classroom analyses using socio-cultural frameworks. The themes are concerned with how classroom research is moving beyond the well-established idea of classrooms as cultural sites which can provide endlessly fascinating opportunities for intensive investigations of patterns of talk, of rules of participation structures, and the like. What these papers add, firstly, are more directed analyses ar…
Ways of Parenting and Cultural Identity
The presence of different ways of carrying out a socialization activity in families in a particular cultural group raises questions about how ways of acting and cultural identity are represented in studies of cultural practices. It is argued that variability in activities is an inherent property of parenting and cultural identity. This is because the ways of knowing and the ways of acting which constitute a culture are constructed both at a colle…
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
Being Skilled. The Socialisation of Learning to Read
The Practice of Storybook Reading to Preschool Children in Mainstream New Zealand Families
Ways of Parenting and Cultural Identity
The presence of different ways of carrying out a socialization activity in families in a particular cultural group raises questions about how ways of acting and cultural identity are represented in studies of cultural practices. It is argued that variability in activities is an inherent property of parenting and cultural identity. This is because the ways of knowing and the ways of acting which constitute a culture are constructed both at a colle…
Bilingual and Biliteracy Development Over the Transition to School
This paper examines the bilingual and bilteracy development of a group of children from Samoan and Tongan families over the transition to mainstream Englishmedium schools in New Zealand. The children attended Pasifika Early Childhood Education Centres in Auckland, New Zealand, which provided full immersion programmes in their L1 (either Samoan or Tongan). Development in a home language (L1) and in English (L2) was plotted over the six months prio…
Classroom Discourse and Culture
This collection illustrates several themes in recent classroom analyses using socio-cultural frameworks. The themes are concerned with how classroom research is moving beyond the well-established idea of classrooms as cultural sites which can provide endlessly fascinating opportunities for intensive investigations of patterns of talk, of rules of participation structures, and the like. What these papers add, firstly, are more directed analyses ar…
Biliteracy and language development in Samoan bilingual classrooms
This article addresses an area of international concern, the need to enhance the development in reading comprehension for English Language Learners. We report results of an intervention to raise achievement in English (L2) in Samoan bilingual classrooms for 9–13 year old Samoan children. The general aim was to examine patterns of biliteracy and language development exploring relationships between targeted changes in L2 and levels of language and …
Sustained Acceleration of Achievement in Reading Comprehension
Schools with primarily indigenous and ethnic minorities in low socioeconomic areas have long been associated with low levels of achievement, particularly in literacy. This is true for New Zealand despite high levels of reading comprehension by international comparisons (e.g., PISA). Recent reviews of schooling improvement suggest small gains over the short term are possible with well‐designed interventions, but for children in the middle primary …
Improving Achievement in Secondary Schools
This paper examines whether a literacy intervention involving generic and content area literacy components can improve both achievement on a standardized reading test and the attainment of secondary school qualifications, and whether the intervention can be implemented by teachers in their regular classroom settings. We report on a design-based approach for whole-school improvement, the Learning Schools Model (LSM), which was implemented in seven…
As We Embark on a New Editorship
Estimating language skills in Samoan- and Tongan-speaking children growing up in New Zealand
The MacArthur–Bates Communicative Development Inventory (short form) was adapted for Samoan and Tongan speakers in New Zealand. The adaptation process drew upon language samples from Samoan and Tongan parent–child dyads with 20- and 26-month-old children and adult informants. The resulting 100-word language inventories in Samoan and Tongan, plus a single question about word combinations, were then administered to over 600 mothers of 2-year-olds i…
The impact of data use professional development on student achievement
Te Reo Māori
This study assessed the status of te reo Māori, the indigenous language of New Zealand, in the context of New Zealand English. From a broadly representative sample of 6327 two-year-olds ( Growing Up in New Zealand ), 6090 mothers (96%) reported their children understood English, and 763 mothers (12%) reported their children understood Māori. Parents completed the new MacArthur-Bates Communicative Development Inventory short forms for te reo Māori…
Literacy Leadership Learnings From a Large‐Scale Program With Mixed Results
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward
The conundrum research-practice partnerships face with system variability
Well-being in schools
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
Simplism in Education or Why ‘Rocket Science’ Isn’t a Good Analogy
Teaching, learning and wider educational systems entail complex activities. Claiming that a set of detailed prescriptions based on selective principles from educational sciences is all that is required to be effective, is simplism, it misunderstands the nature of that complexity. However, policies and practices can be, and are being enacted which require greater prescription and more structured universal programmes than we have had in Aotearoa Ne…
A systematic review of teacher engagement in digital multimodal composing
Digital multimodal composing (DMC) has become a central literacy practice in language education, yet research on teacher engagement remains conceptually fragmented and weakly linked to learner outcomes. This systematic review synthesises 51 empirical studies (2015–2025) that operationalise teacher engagement in DMC and examine its relationship with learner outcomes. Teacher engagement is organised into five interrelated dimensions: Orientation, K…
Psychology (15 works) · Pedagogy (10 works) · Mathematics education (8 works) · Literacy (7 works) · Political science (7 works) · Sociology (7 works) · Developmental psychology (6 works) · Reading and Literacy Development (6 works) · Linguistics (5 works) · Comprehension (4 works)