From time to time teacher education researchers from TEFANZ membership institutions report here on their current research projects and recent publications (last three years). If you would like to share your own TE research interests and publications within the TEFANZ community, please send details to Jae Major (firstname.lastname@example.org) in the format indicated below. Corrections and updates can be sent to Jae also. Apologies in advance for any errors that may have been incurred when putting this information together.
Joanne Alderson, Open Polytechnic NZ is interested in researching: Professional partnerships, Teachers, agency, professionals, and Whānau voice. Current projects: Practices of Partnership in Early Childhood; Working with others: an investigation of Early Childhood Education and care centre relationships with external organisations (with Rick Fisher); Curriculum Diversity: Early Childhood Education environments.
Judy Bailey, University of Waikato is interested in researching pre-service and in-service teacher learning about teaching mathematics through problem-solving, and teachers’ beliefs about mathematics. Current projects: Primary teachers putting problem solving at the heart of mathematics.
Mary-Liz Broadley, Open Polytechnic NZ is interested in researching: Curriculum Diversity: Early Childhood Education environments. Current projects: Curriculum Diversity: Early Childhood Education environments
Donella Cobb, University of Waikato is interested in researching teacher identity development in pre-service teachers, school university partnerships and global competence in teacher education. Current projects: Global competence in initial teacher education.
Beverley Cooper, University of Waikato, is interested in researching teacher education work – particularly programme design and assessment, practicum/professional experience, school/university partnerships. Current projects: Collaborative University School Partnerships (CUSP), Practicum judgements, Mathematical thinking across ITE programmes, Developing student teacher assessment capability.
Bronwen Cowie, University of Waikato, is interested in researching assessment in initial teacher education and science classrooms, data literacy and culturally responsive pedagogy. Current projects: Developing teacher data literacy, Developing student teacher assessment capability, Mathematical thinking across ITE programmes.
Kerry Earl Rinehart, University of Waikato is interested in researching informal and formative aspects of assessment and appraisal, and students and educators’ experiences of learning and being judged using qualitative inquiry in various professional contexts. Current projects: Developing student teacher assessment capability, Masters students experiences of study, and teachers as inquirers.
Frances Edwards, University of Waikato is interested in researching aspects of assessment and pedagogy, teacher development and Pacific education. Current projects: Developing teacher data literacy to enhance teaching and learning; Masters students experiences of study; Learning in an Innovative Learning Environment; Developing students’ reasoning skills through an integrated curriculum.
Fiona Ell, University of Auckland is interested in researching: mathematics education, equity and teacher education, professional learning. Publications listed below.
Karen Illston, Open Polytechnic NZ, publications listed below.
Anuja Jena-Crottet, Open Polytechnic NZ is interested in researching: Parent partnerships in ECE, Families and diversity.
Don A. Klinger, University of Waikato is interested in researching models and methods of assessment and evaluation in professional learning contexts (e.g., education, medical education) as well as student achievement. Exploring both formative and summative designs this work also examines the resulting decisions and impacts of these decisions. Current projects: NZQA review of online, testing when ready models. What teachers need to know to support immigrants and struggling students.
Karen Finn, Laidlaw College, is interested in researching: Critical pedagogy, theory to practice, practicum, and professional practice placement. Current projects: Pre-service teachers’ enactment of culturally responsive pedagogy.
Wendy Jean Fowler, Laidlaw College, is interested in researching: Te Tiriti o Waitangi, whanaungatanga, reconciliation practices, social justice. Current projects: Creating and maintaining whanaungatanga in educational settings. Publications listed below.
Dawn Garbett, University of Auckland is interested in researching: Practitioner research and self-study of teacher education practices, Kindness and sustainable well-being in the academy, Science education. Publications listed below.
Alex Gunn, University of Otago is interested in researching: Teacher education work, inclusive ITE, ITE design, Assessment, Queer studies, Teachers’ beliefs and practices, early childhood education. Current projects: Difference and diversity in early childhood education (with implications for ITE); Digital Platform use in early childhood education (with ITE implications); Work of Teacher Education; Post-foundational thinking in early childhood education ITE.
Donna Kenny, Open Polytechnic NZ is interested in researching: Professional partnerships, Teachers, agency, professionals, and Whānau voice. Current projects: Practices of Partnership in Early Childhood; Working with others: an investigation of Early Childhood Education and care centre relationships with external organisations (with Rick Fisher).
Yael Klangwisan, Laidlaw College is interested in researching: ethics, critical pedagogy, Freire, and philosophy. Current projects: Teaching ethics to preservice teachers; Theological foundations of Paulo Freire (applications in teacher education); Hospitality and teaching (Derrida); Pedagogies of mortality (Derrida/Cixous). Publications listed below.
Kerry Lee, University of Auckland is interested in researching: Technology education, enterprise, entrepreneurship education, ICT, Digital technology, e-learning. Publications listed below.
Fi McAlevey, Open Polytechnic NZ, publications listed below.
Jude MacArthur, University of Auckland is interested in researching: Equity and inclusion in education, teacher education for inclusion, school experiences of children and young people with disabilities. Current Projects: Autism Spectrum Disorder – An Aotearoa/New Zealand Educational Needs Analysis Nationwide surveys of (1) schools, and education professionals, and (2) students with ASD and their families, based on the Australian Autism CRC Project (with permission). With Dr. Vijaya Dharan, Massey University. 2018-2020; Using narrative assessment to support secondary school teachers’ inclusive practices (TLRI 2019-2020) Research team member. Principal investigator: Prof. Missy Morton; Learning support at secondary school: using disabled students’ perspectives to transform teaching practice (Massey University Research Fund). With Dr. Vijaya Dharan, Massey University, and Dr. Gill Rutherford, University of Otago.
Graham McPhail, University of Auckland is interested in researching: Curriculum design; Music education, Teacher education design; Knowledge theory; Theory and practice. Publications listed below.
Alan Ovens, University of Auckland is interested in researching: Health and Physical education, Practitioner research, Complexity in teacher education. Publications listed below.
Elizabeth Polley, Open Polytechnic NZ is interested in researching: Leadership within Early Childhood.
Eunice Price, Laidlaw College is interested in researching: critical pedagogy, teaching as inquiry, and Friere. Current projects: Teaching the spiral of inquiry to pre-service teachers; The spiral of inquiry in tertiary teaching. Publications listed below.
Kerry Purdue, Open Polytechnic NZ is interested in researching: Quality early childhood education, inclusion, children’s rights and social justice issues.
Elizabeth Rata, University of Auckland is interested in researching: Curriculum design; Teacher education design; Knowledge theory; Theory and practice. Publications listed below.
Susan Sandretto, University of Otago is interested in researching: Critical literacy, critical multiliteracies, dialogic teaching, active transport to school and school choice policies (education policy), fake news. Current projects: Built Environment Active Transport to School Study https://www.otago.ac.nz/beats/index.html ; Survey research project with Stephen Davis on Fake News https://stephendaviswriter.com/
Joanne Smith, University of Auckland is interested in researching: educational leadership and policy, adult learning, organisational theory.
Alice Tate, Open Polytechnic NZ is interested in researching: Practicum, Student support, and assessment. Publications below.
Kaye Twyford, University of Auckland is interested in researching: Leadership; risk perception; vulnerability; adaptive expertise; student voice; educational change . Publications below.
|Selected relevant publications of contributing members.|
|Alderson, J., & Kenny, D., (2019, September). Practices of partnerships in early childhood education. Teachers, agency professionals, parents and whanau voices. Poster presented, Open Polytechnic of New Zealand|
|Alderson, J. & Kenny, D. (2018). Working Together For Early Childhood. ARNEC Connections, proposal Issue No. 11, 2018. https://vietnam.vvob.be/sites/vietnam/files/arnec_connections2016_1.pdf|
|Bailey, J., Cowie, B., & Cooper, B. (2020). “Maths outside of maths”: Pre-service teachers’ awareness of mathematical and statistical thinking across teachers’ professional work. Australian Journal of Teacher Education, 45(1). https://ro.ecu.edu.au/ajte/vol45/iss1/1|
|Bailey, J. (2017). Embedding problem-solving in a primary mathematics programme. Waikato Journal of Education, 22(4), 19–31. https://doi.org/10.15663/wje.v22i4.555|
|Bailey, J., & Taylor, M. (2015). Experiencing a mathematical problem-solving teaching approach. Mathematics Teacher Education and Development, 17(2), 111–124. https://mted.merga.net.au/index.php/mted/article/view/260/238|
|Bailey, J. (2014). Mathematical investigations for supporting pre-service primary teachers repeating a mathematics education course. Australian Journal of Teacher Education, 39(2), 86–100. https://doi.org/10.14221/ajte.2014v39n2.8|
|Bailey J. (2013). Re-envisaging the teaching of mathematics: One student teacher’s experience learning to teach primary mathematics in a manner congruent with the New Zealand curriculum. Teachers and Curriculum, 13, 83–90. https://doi.org/10.15663/tandc.v13i0.17|
|Bailey, J., & Taylor, M. (2010). Conceptions, language, culture and mathematics and the New Zealand curriculum. Waikato Journal of Education, 15(1), 131–140. https://doi.org/10.15663/wje.v15i3.87|
|Bailey, J., Blakeney-Williams, M., Carss, W., Edwards, F., & Taylor, M. (2011). Grappling with the complexity of the New Zealand Curriculum: Next steps in exploring the NZC in initial teacher education. Waikato Journal of Education, 16(3), 125–142. https://doi.org/10.15663/wje.v16i3.40|
|Bailey, J., Blakeney-Williams, M., Carss, W., Cowie, B., Hawera, N., & Taylor, M. (2010). Exploring the front end of New Zealand curriculum in student teacher education: An example from language and mathematics education. Waikato Journal of Education, 15(1), 65–77. https://doi.org/10.15663/wje.v15i1.123|
|Bateman, A., Gunn, A. C, Carr, M. (2017). Children’s use of objects in their storytelling. In A. C. Gunn & C. Hruska (Eds.), Interactions in Early Childhood Education – Recent research and emergent concepts. (pp.37-53), The Netherlands: Springer.|
|Beasy, K., Kriewaldt, J., Trevethan, H., Morgan, A., & Cowie, B. (2020). Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers. The Australian Educational Researcher. https://doi.org/10.1007/s13384-019-00376-6|
|Berg, D., Gunn, A. C., Hill, M. & Haigh, M. (2017). Building professionals and elevating the profession? The work of university-based initial teacher educators in Aotearoa New Zealand. In P. Bamber & J. Moore (Eds.). Teacher Education in Challenging Times: Lessons for professionalism, partnership and practice, (pp.29-40), Oxford: Taylor and Francis|
|Bolden, B., Christou, T., DeLuca, C., Klinger, D. A., Kutsyuruba, B., Pyper, J., Shulha, L. M., & Wade-Woolley, L. (2014). Collaborative inquiry in Ontario schools. An evaluation report for the Ontario Ministry of Education. Toronto, ON: Literacy and Numeracy Secretariat.|
|Brooker, B., & Cooper, B. (2013). Rapporteurs’ report: What are the characteristics of exemplary initial teacher education programmes in countries similar to Aotearoa/New Zealand? Waikato Journal of Education, 18(1), 101–104. https://doi.org/10.15663/wje.v18i1.143|
|Cobb, D. J. (2020). Initial teacher education and the development of teacher identity. In M.A Peters (Eds.), Encyclopedia of teacher education. Springer https://doi.org/10.1007/978-981-13-1179-6_383-1 |
|Cobb, D. J., & Couch, D. (2018). Teacher education for an uncertain future: Implications of PISA’s global competence. In D. Heck & A. Ambrosetti (Eds.), Teacher education in and for uncertain times (pp. 35–47). Springer. https://doi.org/10.1007/978-981-10-8648-9_3|
|Cobb, D. J., & Harlow, A. (2017). Rethinking the associate teacher and pre-service teacher relationship: Powerful possibilities for co-learning partnerships. In R. McNae & B. Cowie (Eds.), Realising innovative partnerships in educational research. Theories and methodologies for collaboration (pp. 87–98). Sense.|
|Cobb, D. J., Harlow, A., & Clark, L. (2018). Examining the teacher identity-agency relationship through legitimate peripheral participation: A longitudinal investigation. Asia-Pacific Journal of Teacher Education, 46(5), 1–16. https://doi.org/10.1080/1359866X.2018.1480010|
|Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center?. Teaching and Teacher Education, 57, 67-78. doi:10.1016/j.tate.2016.03.006|
|Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1-38. Retrieved from http://www.tcrecord.org/library/abstract.asp?contentid=17415|
|Cochran-Smith, M., Ell, F., Grudnoff, L., Ludlow, L., Haigh, M., & Hill, M. (2014). When complexity theory meets critical realism: A platform for research in initial teacher education. Teacher Education Quarterly, Winter (1), 105-122. Retrieved from http://files.eric.ed.gov/fulltext/EJ1072102.pdf|
|Cooper, A., Klinger, D. A., & McAdie, P. (2017). What do teachers need? An exploration of evidence-informed practice for classroom assessment in Ontario. Educational Research. Special Issue: Evidence-informed Practice in Education, 59(2), 190–208. https://doi.org/10.1080/00131881.2017.1310392|
|Cooper, B., Cowie, B., & Campbell, C. (2018). A New Zealand collaborative university-school partnership: Applying the STEPS framework. In L. Hobbs, C. Campbell, & M. Jones (Eds.), School-based partnerships in teacher education (pp. 209–218). Springer.|
|Cooper, B., Cowie, B., Furness, J., Peter, M., & Bailey, J. (2017). Mathematical reasoning and knowledge in initial teacher education (MARKITE). Teacher & Learning Research Initiative.|
|Cooper, B., & Grudnoff, L. (2017). Redesigning authentic collaborative practicum partnerships: Learnings from case studies from two New Zealand Universities. In M. Peters, B. Cowie, & I. Menter (Eds.), A companion to research in teacher education (pp. 223–236). Springer.|
|Cooper, B. (2017). Supporting innovation through collaborative research with teachers in school and tertiary settings. In R. McNae, & B. Cowie (Eds.), Realising innovative partnership in educational research. Theories and methodologies for collaboration (pp. 61–66). Sense.|
|Cooper, B., & Cowie, B. M. (2015). Highlights: Induction. In Secondary math and science teacher preparation: An international study of promising practices in APEC from economies’ case studies (pp. 42–46). APEC and Department of Education.|
|Cooper, B., Sexton, S., & Gunn, A. (2017). Introduction to the special issue: How to educate a nation’s teachers. Debating quality initial teacher education for today and for the future. Waikato Journal of Education, 22(3), 3–7. https://doi.org/10.15663/wje.v22i3.580|
|Cooper, B., & Norsworthy, B. (2013). Special interest group report: Literacy and numeracy competency of ITE students. Waikato Journal of Education, 18(1), 165–169. https://doi.org/10.15663/wje.v18i1.154|
|Cooper, B., & Taylor, N. (2011). Cooperative and work-integrated education in teacher education. In R. K. Coll & K. Zegwaard (Eds.), International handbook for cooperative and work-integrated education: International perspectives of theory, research and practice (2nd ed., pp. 207–217). WACE.|
|Cooper, B., & Cowie, B. (2010) Collaborative research for assessment for learning. Teacher and Teacher Education. 26(4), 979–986. https://doi.org/10.1016/j.tate.2009.10.040|
|Corrigan, D., Cooper, B., & Cowie, B. M. (2015). Highlights: Summary document: Assessing preservice science teachers; content and pedagogical content knowledge. In Human Resources Development Working Group (Eds.), Secondary math and science teacher preparation: An international study of promising practices in APEC from economies’ case studies (pp. 38–41). APEC and Department of Education.|
|Cowie, B., & Cooper, B. (2018). Exploring the challenge of developing student teacher data literacy. In C. de Luca & S. Johnson (Eds.), Developing teacher’s assessment capacity (pp. 147–163). Routledge.|
|Cowie, B., & Cooper, B. (2018). Looking for synergies to meet the challenges of teacher education. In C. Wyatt-Smith & L. Adie (Eds.), Innovation and accountability in teacher education. Setting directions for new cultures in teacher education (pp. 187–200). Springer.|
|Cowie, B., & Cooper, B. (2017). Functions of assessment in relation to sociocultural teacher education approaches. In D. J. Clandinin & J. Husu (Eds.), The Sage handbook of research on teacher education (pp. 963–978). SAGE. https://us.sagepub.com/|
|Cowie, B., & Cooper, B. (2016). Exploring the challenge of developing student teacher data literacy. Assessment in Education: Principles, Policy and Practice, 24(2), 147–163. https://doi.org/10.1080/0969594X.2016.1225668|
|Cowie, B., Otrel-Cass, K., Moreland, J., Jones, A., Cooper, B., & Taylor, M. (2015). Teacher–researcher relationships and collaborations in research. Waikato Journal of Education, 20th Anniversary Collection, 265–273. https://doi.org/10.15663/wje.v20i3.239|
|Cowie, B., Otrel-Cass, K., Moreland, J., Jones, A., Cooper, B., & Taylor, M. (2010). Teacher-researcher relationships and collaborations in research. Waikato Journal of Education, 15(2), 69–80. https://doi.org/10.15663/wje.v15i2.114|
|Cowie B., Cooper B., Ussher B. (2014). Developing an identity as a teacher-assessor: Three student teacher case studies. Assessment Matters 7, 64–89.|
|DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419–438. https://doi.org/10.1080/0969594X.2010.516643|
|DeLuca, C., Klinger, D. A., & Chapman-Chin, A. (2019). Towards a teacher professional learning continuum in assessment for learning. Educational Assessment, 24(4) 267–285. https://doi.org/10.1080/10627197.2019.1670056|
|DeLuca, C., Klinger, D. A., Searle, M., & Shulha, L. M. (2010). Developing a curriculum for assessment education. Assessment Matters, 2, 20–42.|
|DeLuca, C., Shulha, J., Luhanga, U., Shulha, L. M., Klinger, D. A., & Christou, T. (2015). Collaborative inquiry as a professional learning structure for educators: A scoping review. Professional Development in Education, 41(1), 640–670. https://doi.org/10.1080/19415257.2014.933120|
|DeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A., Gibson, A., & Task, S. (2019). Policies, programs, and practices: Exploring the complex dynamics of assessment education in teacher education across four countries. Frontiers Education, 26. https://doi.org/10.3389/feduc.2019.00132|
|Earl, K. (2010). Establishing the “new” into “the way we do things”: Reviewing paper aims and content in response to national and local developments. Waikato Journal of Education, 15(1), 169–179. https://doi.org/10.15663/wje.v15i1.131|
|Earl, K., Ferrier-Kerr, J., & Ussher, B. (2011). Teacher educators talk about enduring understandings. Teachers and Curriculum, 12, 73–78. https://doi.org/10.15663/tandc.v12i1.33|
|Edwards, F. (2019). The effect of the lens of the teacher on summative assessment decision-making: The role of amplifiers and filters. The Curriculum Journal https://doi.org/10.1002/curj.4|
|Edwards, F. (2017). A rubric to track the development of secondary pre-service and novice teachers’ summative assessment literacy. Assessment in Education: Principles, Policy and Practice, 24(2), 205–227. https://doi.org/10.1080/0969594X.2016.1245651|
|Edwards, F. (2017). The development of summative assessment literacy: An exploration of the experiences of beginner secondary science teachers in New Zealand. (Doctoral thesis, The University of Waikato). The University of Waikato Research Commons. https://researchcommons.waikato.ac.nz/|
|Edwards, F. C. E., & Edwards, R. J. (2017). A story of culture and teaching: the complexity of teacher identity formation. Curriculum Journal, 28(2), 190–211. https://doi.org/10.1080/09585176.2016.1232200|
|Edwards, F. (2011). The principles in the New Zealand curriculum: What sense do student teachers make of them? Teachers and Curriculum, 12, 57–63. https://doi.org/10.15663/tandc.v12i1.31|
|Edwards, F. (2011). Teaching and learning together: Making space for curriculum negotiation in higher education. Waikato Journal of Education, 16(3), 143–156. https://doi.org/10.15663/wje.v16i3.41|
|Ell, F., Haigh, M., Cochran-Smith, M., Grudnoff, L., Ludlow, L., & Hill, M. (2017). Mapping a complex system: What influences teacher learning during initial teacher education?. Asia-Pacific Journal of Teacher Education, 45(4), 327-345. doi:10.1080/1359866X.2017.1309640|
|Ell, F. R., Simpson, A., Mayer, D., McLean Davies, L., Clinton, J., & Dawson, G. (2019). Conceptualising the impact of initial teacher education. The Australian Educational Researcher, 46(1), 177-200. doi:10.1007/s13384-018-0294-7|
|Fletcher, T. & Ovens, A. (in press). S-STEP in Physical Education Teacher Education. Springer International Handbooks of Education. J. Kitchen, A. Berry, H. Guðjónsdóttir, S. Bullock, M.Taylor and A. Crowe Second International Handbook of Self-Study of Teaching and Teacher Education, Springer|
|Fowler, W. J. (2017, 24 February). So what did you do on Waitangi Day? [Blog post]. Retrieved from https://www.laidlaw.ac.nz/blog|
|Fowler, W. J. (2020). Reconciliation in Aotearoa through our shared history (practical theology meets teaching). In T. Meadowcroft & L. Spriggens, (Eds.). Whakawhiti Korero (pp. ??-??), Auckland: Laidlaw College.|
|Furness, J., Cowie, B., & Cooper, B. C. (2017). Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education. Policy Futures in Education, 15(6), 1–16. https://doi.org/10.1177/1478210317719778|
|Gaches, S. & Gunn, A. C. (2019). (New) critical readings of Aotearoa New Zealand early childhood policy and practice. Introduction to Special Issue, International Critical Childhood Policy Studies Journal, 7(1), 1-5.|
|Gaerian-Price, E. (2017). Synergo: Critical Pedagogy – An intersection of faith and education. Stimulus, 23(3), n.p.|
|Garbett, D. & Ovens, A. (2012). Being a teacher educator: Exploring issues of authenticity and safety through self-study. Australian Journal of Teacher Education, 37, (3), 10.14221/ajte.2012v37n3.3.|
|Garbett, D. & Ovens, A. (2016). Being self-study researchers in a digital world: Future oriented research and pedagogy in teacher education. London, UK: Springer.|
|Garbett, D. & Ovens, A. (2018), Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy. Herstmonceux, UK: S-STEP|
|Giles, D., & Earl, K. (2014). Being “in” assessment: The ontological layer(ing) of assessment practice. Journal of Applied Research in Higher Education, 6(1), 22–29. https://doi.org/10.1108/jarhe-01-2012-0001|
|Gunn, A. C. (2019). New Zealand ECE Initial Teacher education. In C. Mutch (Ed.) Bloomsbury Education and Childhood Series Online-Resource. DOI:10.5040/9781350996274.0016|
|Gunn, A. C. (2017). Shaping gender relations in early childhood education: children’s interactions and learning about gender. In. A. C. Gunn & C. Hruska, (Eds.). Interactions in early childhood education – recent research and emergent concepts. (pp.69-80), The Netherlands: Springer.|
|Gunn, A. C. (2017). Using insights from interactions research to improve policy and practice in early childhood education. In. A. C. Gunn & C. Hruska, (Eds.). Interactions in early childhood education – recent research and emergent concepts. (pp.161-170), The Netherlands: Springer.|
|Gunn, A. C. (2017). ‘Watch this space’ Qualification developments in initial teacher education and ECE. Early Education, 61, 3-4.|
|Gunn, A. C., Bissendon, M. & Kroeger, J. (2020). Trans* children and early childhood education: Teachers’ effective practices for inclusion. In. Gunn, A. C., Surtees, N. Gordon-Burns, D., & Purdue, K. (Eds). Te Aotūroa Tātaki – Inclusive Early Childhood Education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed.) (pp.196-213). Wellington: NZCER Press.|
|Gunn, A. C. & Gasson, N. R. (2017). The spectre of standards in Aotearoa New Zealand early childhood education and care. In M. Li, J. Fox & S. Grieshaber (Eds.) Contemporary Issues and Challenges in Early Childhood Education in the Asia-Pacific Region, (pp.165-180). The Netherlands: Springer.|
|Gunn, A. C. & Hruska, C. (Eds.) (2017). Interactions in Early Childhood Education – Recent research and emergent concepts. The Netherlands: Springer.|
|Gunn, A. C. & Nuttall, J. (Eds.) (2019). Weaving Te Whāriki: Aotearoa New Zealand’s early childhood curriculum in theory and practice (3rd ed.). Wellington: NZCER Press.|
|Gunn, A. C. & Reeves, D. (2019). Click, drag, drop, resize, omit: An activity theory view of how technology is mediating the production of learning in early childhood education. Weaving Te Whāriki, 3rd ed. (pp.149-161). Wellington: NZCER Press.|
|Gunn, A. C., Hill, M. F., Berg, D. A. G. & Haigh, M. (2020). The Promise and Practice of University Teacher Education – Insights from Aotearoa New Zealand. London: Bloomsbury. https://www.bloomsbury.com/uk/the-promise-and-practice-of-university-teacher-education-9781350073487/|
|Gunn, A. C., Surtees, N., Gordon-Burns, D.& Purdue, K. (Eds.) (2020). Te Aotūroa Tātaki Inclusive Early Childhood Education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand (2nd ed.). Wellington: NZCER Press.|
|Gunn, A. C. & Trevethan, H. (2019). Constructing the problem of initial teacher education in Aotearoa New Zealand: Policy formation and risk, 2010-2018. New Zealand Annual Review of Education, 24, 5-20.|
|Harlow, M. A., & Cobb, D. (2014). Planting the seed of teacher identity: Nurturing early growth through a collaborative learning community. Australian Journal of Teacher Education, 39(7), 70–88. https://doi.org/10.14221/ajte.2014v39n7.8|
|Harlow, A., Cooper, B., Cowie, B. (2014). Collaborative University School Partnerships Research Brief: Hamilton—the first-year practicum experience, 2013 Research brief (pp. 1–11).|
|Harlow, A., Cooper, B., Cowie, B. (2014). Collaborative University School Partnerships Research Brief: Tauranga – the first-year practicum experience, 2013 Research brief (pp. 1–11). Hamilton, New Zealand, Wilf Malcolm Institute of Educational Research.|
|Harlow, A., Cooper, B., Cowie, B. (2014). Collaborative University School Partnerships Research Brief: The second-year practicum, 2013. Research brief (pp. 1–7). Hamilton, New Zealand, Wilf Malcolm Institute of Educational Research. WMIER|
|Harlow, A., Cooper, B., Cowie, B. (2013). Collaborative University School Partnerships Research Brief: Implementation in Practice, 2012. Hamilton, New Zealand, Wilf Malcolm Institute of Educational Research, Research brief (pp. 1–9).|
|Hill, J., Philpot, R., Walton-Fisette, J., Sutherland, S., Flemons, M., Ovens, A., Phillips, S., & Flory, S. (2018): Conceptualising social justice and sociocultural issues within physical education teacher education: international perspectives. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2018.1470613|
|Hill, M., Cowie, B., Gilmore, A., & Smith, L. (2010). Preparing assessment-capable teachers: What should pre-service teachers know and be able to do? Assessment Matters, 2, 43–64.|
|Hu, S., Laxman, K., & Lee, K. M. (2020). Exploring Factors Affecting Academics’ Adoption of Emerging Mobile Technologies-An Extended UTAUT Perspective. Education and Information Technologies (in press).|
|Hunter, P., Keown., P., & Wynyard, J. (2010). Connecting key competencies and social inquiry in primary social studies pedagogy: Initial teacher education students’ planning decisions and reflections. Waikato Journal of Education, 15(1), 49–64. https://doi.org/10.15663/wje.v15i1.122|
|Hunter, P. A. (2019). Problematised history pedagogy as action research in preservice secondary teacher education. Educational Action Research, 27(5), 1–17. https://doi.org/10.1080/09650792.2018.1485590|
|Hunter, P., Davis, K., Deane, B., Prescott, P., Martelli, J., & White, S. (2017). New teachers respond to curriculum policy in a Master of Teaching and Learning Programme: A collection of working papers. Teachers and Curriculum, 17(1), 46–80. https://doi.org/10.15663/tandc.v17i1.286|
|Hunter, P. (2017). Cross-disciplinary curriculum dialogue: Blended learning in evidence-based secondary pre-service teacher education. Proceeding of Edulearn17 (pp. 1540). https://doi.org/10.21125/edulearn.2017|
|Klangwisan, Y. (2016). Theology and Pedagogy of Hope. Stimulus, 23(3), n.p.|
|Klangwisan, Y. (2018). Synergeo: The practice of teaching as hospitality. Stimulus, 25(1), n.p.|
|Klinger, D. A., DeLuca, C., & Pyper, J. (2014). An evaluation report for the building capacity in assessment for learning professional learning program at the Kawartha Pine Ridge district school board. Evaluation report published for the Kawartha Pine Ridge district school board. Kingston, ON: Queen’s University Faculty of Education.|
|Klinger, D. A., McDivitt, P., Howard, B. A., Rogers, W. T., Wylie, C., & Munoz, M. (2015). The classroom assessment standards. Joint committee on standards for educational evaluation.|
|Klinger, D. A., & McAdie, P. (2012). The knowledge to practice gap in classroom assessment. Research report produced for the Elementary Teachers’ Federation of Ontario and the Knowledge Network for Applied Education Research (KNAER), Toronto, ON.|
|Klinger, D. A., & Merchant, S. (2016). Technical review of Factor Structure and Psychometric Features of New Teacher Tests. Riyadh, Saudi Arabia: Department of Research and Studies at the National Center for Assessment in Higher Education (NCA).|
|Lee, K., & Toso, M. (2015). ‘Lalaga faatasi aua le manuia mo taeao’- To weave together for the success for tomorrow. International Journal of Adult Vocational Education and Technology, 6(1), 36-51.|
|Lee, K. M. (2019). Technology teacher education issues. In W. Fox (Ed.), Encyclopedia of Teacher Education. Springer|
|Lee, K. M. (2011). Looking back, to look forward: Using traditional cultural examples to explain contemporary ideas in technology education. Journal of Technology Education, 22(2), 42-52. Retrieved from http://scholar.lib.vt.edu/ejournals/JTE|
|Le Fevre, D. M., Timperley, H., Twyford, K., & Ell, F. (2019). Leading powerful professional learning: Responding to complexity with adaptive expertsie. Thousand Oaks, CA: Corwin.|
|Lindsay, L., Lee, K., & Hope, J. (2016). Changes to teachers’ practice when using mobile technology with one-to-one classes. Waikato Journal of Education, 21(2), 57-66. doi:10.15663/wje.v21i2.198|
|Lourie, M., & Rata, E. (2014). A critique of the role of culture in Maori education. British Journal of Sociology of Education, 35(1), 19-26.|
|Lynch, C. & Rata, E. (2018) Culturally responsive pedagogy: A New Zealand case study, International Studies in Sociology of Education, 27:4, 391-408, DOI: 10.1080/09620214.2018.1468274|
|McGee, C., & Cooper, B. (2010). Introduction to the special edition. Waikato Journal of Education, 15(1), 3–7. https://doi.org/10.15663/wje.v15i1.119|
|McGee, C., Cowie, B., & Cooper, B. (2010). Initial teacher Education and the New Zealand Curriculum. Waikato Journal of Education, 15(1), 9–28. https://doi.org/10.15663/wje.v15i1.120|
|McPhail, G. (2018). Opportunities to learn: university music students’ appraisal of their school music classes. Music Education Research, 21(3), 257-268.|
|McPhail, G. (2018). Too much noise in the music classroom? Towards a praxis of conceptualisation. Philosophy of Music Education Review, 26(2), 176-198.|
|McPhail, G., & McNeill, J. (2019). One Direction: a future for secondary school music education? Music Education Research, 21 (4), 359-370.|
|McPhail, G., & Rata, E. (2019). The Knowledge Democracy Connection and Music Education, Philosophy of Music Education Review, 27 (2), 112–132.|
|McPhail, G. & Rata, E. (2015). Comparing Curriculum Types: ‘Powerful Knowledge’ and ’21st Century Learning’ New Zealand Journal of Educational Research, 51(1), 53-68.|
|McPhail, G., Rata, E., & Siteine, A. (2018). The Changing Nature of Music Education. In G. McPhail, V. Thorpe & S. Wise, Educational change and the secondary school music curriculum in Aotearoa New Zealand. (pp. 74-91). London & New York: Routledge, Taylor & Francis.|
|Osgood, J., Robinson, K. H., Jones Díaz, C., Andersen, C. E., Salazar Pérez, M., Gunn, A. C. & Surtees, N. (2019). Revisiting diversity and difference in early childhood through children’s news media. Editorial to Special Issue. Contemporary Issues in Early Childhood, 20(4), 319-323.|
|Ovens, A.P. (2017). Putting complexity to work to think differently about transformative pedagogies in teacher education. Issues in Teacher Education, 26(3), 38-51|
|Ovens, A., Flory, S., Sutherland, S., Philpot, R., Walton- Fisette, J, Hill, J., Phillips, S., & Flemons M. (2018): How PETE comes to matter in the performance of social justice education, Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2018.1470614|
|Ovens A., Lynch S. (2019) Democratic Teacher Education Practices. In: Peters M. (eds) Encyclopedia of Teacher Education. Springer, https://doi.org/10.1007/978-981-13-1179-6|
|Ovens, A., Strom, K., & Garbett, D. (2016). A rhizomatic reading of becoming teacher educator. In D. Garbett & A. Ovens. (Eds.). Enacting self-study as methodology for professional inquiry. (pp. 181-188). Herstmonceux, UK: S-STEP.|
|Philpot, R., & Ovens, A. (2019). Five principles of transformative pedagogies in PETE. In J. Walton-Fisette, S. Sutherland & J. Hill (Eds), Teaching about Social Justice Issues in Physical Education (pp 3-12). Information Age Publishing|
|Philpot, R., Ovens, A., & Smith, W. (2019) Critical pedagogies in the training of physical education teachers for the new millennium. Movimento, Porto Alegre, v. 25, e25064 https://doi.org/10.22456/1982-8918.95142|
|Pountney, R. & McPhail, G. (2019). Crossing boundaries: exploring the theory, practice, and possibility of a ‘Future 3’ curriculum. British Educational Research Journal, 45 (3), 483–501.|
|Purdue, K. (2020). Growing up fat: The important role early childhood kaiako play in protecting and nurturing children’s health, wellbeing, belonging and rights. In A. Gunn, N. Surtees, D. Gordon-Burns, & K. Purdue (Eds.), Te aotūroa tātaki: inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd ed., pp. 214 – 231). Wellington: NZCER Press.|
|Purdue, K., Gordon-Burns, D., Rarere-Briggs, B., Stark, R., & Turnock, K. (2020). Key factors in supporting the development of positive identities in young children with disabilities. In A. Gunn, N. Surtees, D. Gordon-Burns, & K. Purdue (Eds.), Te aotūroa tātaki: inclusive early childhood education: Perspectives on inclusion, social justice, and equity from Aotearoa New Zealand (2nd ed., pp. 90 – 108). Wellington: NZCER Press.|
|Rata, E. (2019). Knowledge-Rich Teaching: A Model of Curriculum Design Coherence. British Educational Research Journal, 45 (4), 681–697.|
|Rata, E. (2017). Knowledge and Teaching, British Educational Research Journal. 43(5), 1003-1017. DOI: 10.1002/berj.3301|
|Rata, E. (2016). A pedagogy of conceptual progression and the case for academic knowledge. British Educational Research Journal, 42 (1), 168-184. 10.1002/berj.3195|
|Rata, E. and Barrett, B. (2014). Introduction: Knowledge and the future of the curriculum. In Barrett, B. & Rata, E. (Eds.), Knowledge and the future of the curriculum: International studies in social realism. (pp. 1-22). Basingstoke UK: Palgrave MacMillan.|
|Rata, E., McPhail, G. & Barrett, B. (2019). An Engaging Pedagogy for an Academic Curriculum, The Curriculum Journal. DOI: 10.1080/09585176.2018.1557535|
|Round, R & McPhail, G. (2019). Using music: from spontaneous to scientific concepts in primary school writing classroom. International Journal of Education and the Arts. http://www.ijea.org/v20n5/|
|Sandretto, S. (2019). Engaging students in dialogue. In M. Hill & M. Thrupp (Eds.), The professional practice of teaching in New Zealand (6th ed., pp. 69-89). South Melbourne, Vic.: Cengage|
|Sandretto, S. (2018). A case for critical literacy with queer intent. Journal of LGBT Youth, 1-15. doi: 10.1080/19361653.2018.1466753|
|Sandretto, S., & Tilson, J. (2017). Discursive constructions of literacies: shifting sands in Aotearoa New Zealand. Discourse: studies in the cultural politics of education, 38(2), 222-234. doi: 10.1080/01596306.2015.1075472|
|Smith, L. F., Hill, M. F., Cowie, B., & Gilmore, A. (2014). Preparing teachers to use the enabling power of assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 303–323). Springer.|
|Tate, A., Sigley, R., McAlevey, F., Illston, K. & Meade, A. (2017). Teacher educators’ experiences in supporting and assessing student teacher practicum in licensed early childhood centres. Internal publication: Open Polytechnic of New Zealand.|
|Taylor, M., & Bailey, J. (2014). Metaphors as boundary objects in preservice primary teacher mathematics education. Curriculum Matters, 10, 118–133.|
|Tilson, J., Sandretto, S., & Pratt, K. (2017). Connecting theory to practice: Using preservice teachers’ beliefs, theories and video-recorded teaching to prompt a cycle of praxis. Teaching and Teacher Education, 67, 454–463. doi: 10.1016/j.tate.2017.07.012|
|Timperley, H., Ell, F., Le Fevre, D. M., & Twyford, K. (2020). Leadership of professional learning for impact. Melbourne: Australian Council for Educational Research.|
|Trevethan, H., & Sandretto, S. (2017). Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching and Teacher Education, 68(Supplement C), 127-133. doi: https://doi.org/10.1016/j.tate.2017.08.012|
|Twyford, K., & Le Fevre, D. (2019). Leadership, uncertainty and risk: how leaders influence teachers. JOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY, 4(4), 309-324. doi:10.1108/JPCC-02-2019-0002|
|Twyford, K., Le Fevre, D., & Timperley, H. (2017). The influence of risk and uncertainty on teachers’ responses to professional learning and development. Journal of Professional Capital and Community, 2(2), 86-100. doi:10.1108/JPCC-10-2016-0028|
|Ussher, W. G. (2016). Student teachers’ placement experiences in a familiar school setting: Local community partnerships with a distance ITE program. Australian & International Journal of Rural Education, 26(1), 3–16.|
|Ussher, W. G., & Carss, W. (2014). Strengthening practicum conversations: Enhancing professional learning and development through returning lecturer supervisions. Australian Journal of Education, 58(3), 1–14. https://doi.org/10.1177/0004944114537051|
|Ussher, B., & Earl, K. (2010). ‘Summative’ and ‘formative’: Confused by the assessment terms?. New Zealand Journal of Teachers’ Work, 7(1), 53–63.|
|Wachira, M., Klinger, D. A., Mrutu, N., & Matenga, C. (2017). Assessment guidelines: Early years and class 1–3. Aga Khan University and Global Affairs Canada. Institute for Educational Development, East Africa. Dares Salaam, Tanzania.|
|Wells, T., & Sandretto, S. (2017). “I’m on a journey I never thought I’d be on”: Using process drama pedagogy for the literacy programme. Pedagogies: An International Journal,12(2), 180-195. doi: 10.1080/1554480X.2016.1245147|
|Wells, T., & Sandretto, S. (2017). Using process drama to expand the literacy programme: An exemplar. Wellington, NZ: NZCER Press|
|Young-Loveridge, J., Bicknell, B., & Mills, J. (2012). The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers. Mathematics Teacher Education and Development, 14(2), 28–49. https://mted.merga.net.au/index.php/mted/article/view/152/129|
Strengthening mathematical thinking and reasoning proficiency in primary teacher education: Leveraging the potential of a system innovation (2014–2016)
Co-leaders: Beverley Cooper, Bronwen Cowie
Researchers: Nigel Calder, Judy Bailey, Mira Peter, Jane Furness
Funder: Teaching Learning Research Initiative
Learning to become ‘assessment capable’ teachers (2010–2012)
Co-leaders: Mary Hill (Auckland), Lisa Smith (Otago), Bronwen Cowie (Waikato),
Alison Gilmore (Canterbury)
Researchers: Beverley Cooper
Funder: Teaching Learning Research Initiative
International Partnership on Preparing Assessment Capable Teachers: Exploring the Impact of Diverse Approaches to Teacher Education (2018–2021)
Leader: Chris DeLuca Queens University, Kingston, Canada
Researchers: Bronwen Cowie, Kerry Earl-Rinehart, Frances Edwards, Beverley Cooper(Waikato), Jill Willis , Andrew Gibbons (QUT, Queensland), Christine Harrison (Kings College, London)
Funder Social Science and Humanities Research Council of Canada: Partnership Development Grant (No.890-2016-0021)
TC-VITAL Threshold concepts – Visions of inclusive teaching and learning
Collaborators: Bronwen Cowie (Waikato), Jeana Kriewaldt (Melbourne), Helen Trevethan (Otago).
Co-leaders: Frances Edwards and Bronwen Cowie
Funder: Teaching and Learning Research Initiative