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Research publications for the University of Otago College of Education

Authored Book - Research

Chou, M., Gagnon, J.-P., Hartung, C., & Pruitt, L. J. (2017). Young people, citizenship and political participation: Combating civic deficit? London, UK: Rowman & Littlefield, 176p.

Smith, A. B. (2016). Children's rights: Towards social justice. New York: Momentum Press, 194p.

Morrison, H. (2016). Pushing boundaries: New Zealand protestants and overseas missions 1827-1939. Dunedin, New Zealand: Otago University Press, 340p.

Tilson, J., & Sandretto, S. (2016). Integrating critical multiliteracies using the Four Resources Model. Wellington, New Zealand: NZCER Press.

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Edited Book - Research

Gunn, A. C., & Hruska, C. A. (Eds.). (2017). Interactions in early childhood education: Recent research and emergent concepts. Springer, 170p. doi: 10.1007/978-981-10-4879-1

Morrison, H., & Martin, M. C. (Eds.). (2017). Creating religious childhoods in Anglo-world and British colonial contexts, 1800-1950. Abingdon, UK: Routledge, 306p. doi: 10.4324/9781315408781

Devere, H., Te Maihāroa, K., & Synott, J. P. (Eds.). (2017). Peacebuilding and the rights of indigenous peoples: Experiences and strategies for the 21st century. Springer, 209p. doi: 10.1007/978-3-319-45011-7

May, H., Nawrotzki, K., & Prochner, L. (Eds.). (2016). Kindergarten narratives on Froebelian education: Transnational investigations. London, UK: Bloomsbury Academic, 224p.

Nairn, K., Kraftl, P., & Skelton, T. (Eds.). (2016). Space, place, and environment. Singapore: Springer. doi: 10.1007/978-981-4585-90-3

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Chapter in Book - Research

Hruska, C. A., & Gunn, A. C. (2017). Interactions and learning: Overview and introduction. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 1-6). Springer. doi: 10.1007/978-981-10-4879-1

Gunn, A. C. (2017). Shaping gender relations in early childhood education: Children's interactions and learning about gender. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 69-80). Springer. doi: 10.1007/978-981-10-4879-1

Gunn, A. C. (2017). Using insights from interactions research to improve policy and practice in early childhood education. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 161-170). Springer. doi: 10.1007/978-981-10-4879-1

Smith, J. K., Smith, L. F., & Smith, B. K. (2017). The reproducibility crisis in psychology: Attack of the clones or phantom menace. In M. C. Makel & J. A. Plucker (Eds.), Toward a more perfect psychology: Improving trust, accuracy, and transparency in research. (pp. 273-287). Washington, DC: American Psychological Association. doi: 10.1037/0000033-017

Cadzow, A., Miyahara, M., & Cutfield, R. (2017). A longitudinal case study approach to describing a boy with development coordination disorder experiencing transitive intervention services towards inclusive school and community-based physical activities. In A. J. S. Morin, C. Maïano, D. Tracey & R. G. Craven (Eds.), Inclusive physical activities: International perspectives. (pp. 31-52). Scottsdale, AZ: Information Age.

Gaches, S. L. (2017). Time and relationship: Paternal and maternal tensions in teacher narrative. In K. Smith, K. Alexander & S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice. (pp. 121-133). Springer. doi: 10.1007/978-981-10-3057-4_10

Hartung, C. (2017). Selfies for/of Nepal: Acts of global citizenship and bearing witness. In A. Kuntsman (Ed.), Selfie citizenship. (pp. 39-47). Springer. doi: 10.1007/978-3-319-45270-8_5

Morrison, H., & Martin, M. C. (2017). Introduction: Contours and issues in children's religious history. In H. Morrison & M. C. Martin (Eds.), Creating religious childhoods in Anglo-world and British colonial contexts, 1800-1950. (pp. 1-19). Abingdon, UK: Routledge. doi: 10.4324/9781315408781

Morrison, H. (2017). Service, sacrifice and responsibility: Religion and Protestant settler childhood in New Zealand and Canada, c. 1860-1940. In H. Morrison & M. C. Martin (Eds.), Creating religious childhoods in Anglo-world and British colonial contexts, 1800-1950. (pp. 241-260). Abingdon, UK: Routledge. doi: 10.4324/9781315408781

Smith, J. K., & Smith, L. F. (2017). The nature of creativity: Mayflies, octopi, and the best bad idea we have. In R. A. Beghetto & B. Sriraman (Eds.), Creative contradictions in education: Cross disciplinary paradoxes and perspectives. (pp. 21-35). Springer. doi: 10.1007/978-3-319-21924-0_2

Devere, H., Te Maihāroa, K., Solomon, M., & Wharehoka, M. (2017). Regeneration of indigenous peace traditions in Aotearoa New Zealand. In H. Devere, K. Te Maihāroa & J. P. Synott (Eds.), Peacebuilding and the rights of indigenous peoples: Experiences and strategies for the 21st century. (pp. 53-64). Springer. doi: 10.1007/978-3-319-45011-7

Devere, H., Te Maihāroa, K., & Synott, J. P. (2017). Conclusion: Peacebuilding experiences and strategies of indigenous peoples in the 21st century. In H. Devere, K. Te Maihāroa & J. P. Synott (Eds.), Peacebuilding and the rights of indigenous peoples: Experiences and strategies for the 21st century. (pp. 167-178). Springer. doi: 10.1007/978-3-319-45011-7

Gunn, A. C., & Gasson, N. R. (2017). The spectre of standards in Aotearoa New Zealand early childhood education and care. In M. Li, J. L. Fox & S. Grieshaber (Eds.), Contemporary issues and challenge in early childhood education in the Asia-Pacific region. (pp. 165-179). Singapore: Springer. doi: 10.1007/978-981-10-2207-4

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2017). Building professionals and elevating the profession? The work of university-based initial teacher educators in Aotearoa New Zealand. In P. M. Bamber & J. C. Moore (Eds.), Teacher education in challenging times: Lessons for professionalism, partnership and practice. (pp. 29-40). Abingdon, UK: Routledge.

Sexton, S. S. (2017). In The New Zealand Curriculum: Is it science education or education through science? One educator's argument. In B. Akpan (Ed.), Science education: A global perspective. (pp. 219-233). Springer. doi: 10.1007/978-3-319-32351-0_11

Bateman, A., Carr, M., & Gunn, A. C. (2017). Children's use of objects in their storytelling. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 37-53). Springer. doi: 10.1007/978-981-10-4879-1

Attard, C., Ingram, N., Forgasz, H., Leder, G., & Grootenboer, P. (2016). Mathematics education and the affective domain. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.), Research in mathematics education in Australia 2012-2015. (pp. 73-96). Singapore: Springer. doi: 10.1007/978-981-10-1419-2_5

May, H. (2016). Relocating, continuity and change: Dunedin kindergartens, Aotearoa New Zealand, 1890s-2010s. In H. May, K. Nawrotzki & L. Prochner (Eds.), Kindergarten narratives on Froebelian education: Transnational investigations. (pp. 166-180). London, UK: Bloomsbury Academic.

May, H. (2016). The early adventures of Anne and the politics of childcare. In C. Dalli & A. Meade (Eds.), Research, policy and advocacy in the early years: Writing inspired by the achievements of professor Anne Smith. (pp. 13-24). Wellington, New Zealand: NZCER Press.

Morrison, H. (2016). Childhood and youth, history of. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory. Singapore: Springer. doi: 10.1007/978-981-287-532-7_271-1

Wise, S. L., & Smith, L. F. (2016). The validity of assessment when students don't give good effort. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. (pp. 204-220). New York: Routledge.

May, H., & Carr, M. (2016). Te Whāriki: A uniquely woven curriculum shaping policy, pedagogy and practice in Aotearoa New Zealand. In T. David, K. Goouch & S. Powell (Eds.), Routledge international handbook of philosophies and theories of eary childhood education and care. (pp. 316-326). Abingdon, UK: Routledge.

Freeman, C., Gollop, M., & Nairn, K. (2016). Disasters, displacement, and disruption: Children and young people's experience of spatial change following disasters. In N. Ansell, N. Klocker & T. Skelton (Eds.), Geographies of global issues: Change and threat. (Online ed.) (pp. 1-25). Singapore: Springer. doi: 10.1007/978-981-4585-95-8_11-1

Nairn, K., & Kraftl, P. (2016). Introduction to children and young people, space, place, and environment. In K. Nairn, P. Kraftl & T. Skelton (Eds.), Space, place, and environment. (pp. 1-24). Singapore: Springer. doi: 10.1007/978-981-4585-90-3_33-1

Chellapan, L., & van der Meer, J. (2016). Challenges in implementing the flipped classroom model in higher education. In J. Keengwe & G. Onchwari (Eds.), Handbook of research on active learning and the flipped classroom model in the digital age. (pp. 352-365). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-9680-8.ch018

Rutherford, G., with Collins-McKenzie, L., McLeod, A., Ross, C., & Williams, A. (2016). 'Just use your imagination': A teacher educator’s explorations of assessment. In D. Bland (Ed.), Imagination for inclusion: Diverse contexts of educational practice. (pp. 57-70). Abingdon, UK: Routledge.

Berg, D. A. G., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate "good research" in the Asia-Pacific region. In S. Garvis & D. Pendergast (Eds.), Asia-Pacific perspectives on teacher self-efficacy. (pp. 1-17). Rotterdam, The Netherlands: Sense.

Sandretto, S. (2016). Engaging students in dialogue. In D. Fraser & M. Hill (Eds.), The professional practice of teaching in New Zealand. (5th ed.) (pp. 98-117). Cengage Learning.

Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. (pp. 169-185). New York: Routledge.

May, H. (2016). A historical overview of early education policy and pedagogy: Global perspectives and particular examples. In T. Meaney, O. Helenius, M. L. Johansson, T. Lange & A. Wernberg (Eds.), Mathematics education in the early years: Results from the POEM2 Conference. Springer.

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Chapter in Book - Other

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2017). Using classical test theory in higher education. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (2nd ed.) (pp. 178-190). Abingdon, UK: Routledge.

Smith, J. K., & Smith, L. F. (2017). Museum learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning. (pp. 512-516). Thousand Oaks, CA: SAGE. doi: 10.4135/9781483385198.n199

Sandretto, S. (2016). Tensiones teórico-metodológicas desde una mirada post estructural, en un proyecto de investigación de self-study colaborativo. In C. Hirmas & R. Fuentealba (Eds.), Formadores de Formadores, Descubriendo La Propia Voz a Través del Self-Study. (pp. 97-115). Santiago, Chile: Organización de Estados Iberoamericanos.

May, H., & Nawrotzki, K. (2016). Preface. In H. May, K. Nawrotzki & L. Prochner (Eds.), Kindergarten narratives on Froebelian education: Transnational investigations. (pp. xiv-xvi). London, UK: Bloomsbury Academic.

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Journal - Research Article

Bell, D. (2017). Rethinking Yayoi Kusama: Neuroaesethetics, Asobi, and the creative practice. International Journal of Arts Theory & History, 12(3), 9-19. doi: 10.18848/2326-9952/CGP/v12i03/9-19

Lai, K.-W. (2017). Pedagogical practices of NetNZ teachers for supporting online distance learners. Distance Education. Advance online publication. doi: 10.1080/01587919.2017.1371830

Trevethan, H., & Sandretto, S. (2017). Repositioning mentoring as educative: Examining missed opportunities for professional learning. Teaching & Teacher Education, 68, 127-133. doi: 10.1016/j.tate.2017.08.012

McDonald, F. M., Reynolds, J. N. J., Bixley, A., & Spronken-Smith, R. (2017). Changes in approaches to learning over three years of university undergraduate study. Teaching & Learning Inquiry, 5(2), 65-79. doi: 10.20343/teachlearninqu.5.2.6

Anakin, M., Spronken-Smith, R., Healey, M., & Vajoczki, S. (2017). The contextual nature of university-wide curriculum change. International Journal for Academic Development. Advance online publication. doi: 10.1080/1360144X.2017.1385464

Sexton, S. S., & Williamson-Leadley, S. (2017). Promoting reflexive thinking and adaptive expertise through video capturing to challenge postgraduate primary student teachers to think, know, feel and act like a teacher. Science Education International, 28(2), 132-145.

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 & Teacher Education, 67, 454-463. doi: 10.1016/j.tate.2017.07.012

Smith, L. F., Arcand, K. K., Smith, B. K., Smith, R. K., Bookbinder, J., & Smith, J. K. (2017). Black holes and vacuum cleaners: Using metaphor, relevance, and inquiry in labels for space images. Psychology of Aesthetics, Creativity, & the Arts, 11(3), 359-374.

Sligo, J. L., Nairn, K. M., & McGee, R. O. (2017). Rethinking integration in mixed methods research using data from different eras: Lessons from a project about teenage vocational behaviour. International Journal of Social Research Methodology. Advance online publication. doi: 10.1080/13645579.2017.1321868

Sopoaga, F., Kokaua, J., van der Meer, J., Lameta-Huro, M., Zaharic, T., Richards, R., & Inder, M. (2017). Evaluating the effectiveness of a programme for improving the participation and academic success of an underrepresented minority group in New Zealand. Evaluation & Program Planning, 65, 20-29. doi: 10.1016/j.evalprogplan.2017.06.002

Tweed, M. J., Stein, S., Wilkinson, T. J., Purdie, G., & Smith, J. (2017). Certainty and safe consequence responses provide additional information from multiple choice question assessments. BMC Medical Education, 17, 106. doi: 10.1186/s12909-017-0942-z

Gaches, S., & Hill, D. (2017). Power and assessment: A genealogical analysis of the CLASS. Journal of Curriculum & Pedagogy. Advance online publication. doi: 10.1080/15505170.2017.1335253

Bissenden, M., & Gunn, A. C. (2017). Consent, assent and dissent: A case study of one child's understanding of research. Early Childhood Folio, 21(1), 11-15. doi: 10.18296/ecf.0035

Hartung, C. (2017). Global citizenship incorporated: Competing responsibilities in the education of global citizens. Discourse: Studies in the Cultural Politics of Education, 38(1), 16-29. doi: 10.1080/01596306.2015.1104849

Graham, K., Treharne, G. J., & Nairn, K. (2017). Using Foucault's theory of disciplinary power to critically examine the construction of gender in secondary schools. Social & Personality Psychology Compass, 11(2), e12302. doi: 10.1111/spc3.12302

Shephard, K., Brown, K., Connelly, S., Hall, M., Harraway, J., Martin, J., Mirosa, M., Payne-Harker, H., Payne-Harker, N., Rock, J., … Stoddard, I. (2017). Empowering students in higher-education to teach and learn. New Zealand Journal of Educational Studies, 52(1), 41-55. doi: 10.1007/s40841-016-0072-x

Hartung, C., Barnes, N., Welch, R., O'Flynn, G., Uptin, J., & McMahon, S. (2017). Beyond the academic precariat: A collective biography of poetic subjectivities in the neoliberal university. Sport, Education & Society, 22(1), 40-57. doi: 10.1080/13573322.2016.1202227

Renner, S., & Pratt, K. (2017). Exploring primary teachers' self-efficacy beliefs for teaching dance education. Issues in Educational Research, 27(1), 115-133.

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, 12(2), 180-195. doi: 10.1080/1554480X.2016.1245147

Shephard, K., & Brown, K. (2017). How democratic is higher education for sustainable development? Discourse: Studies in the Cultural Politics of Education, 38(5), 755-767. doi: 10.1080/01596306.2016.1150254

Gasson, N. R., Pratt, K., Smith, J. K., & Calder, J. E. (2017). The impact of cost on children's participation in school-based experiences: Parents' perceptions. New Zealand Journal of Educational Studies, 52(1), 123-142. doi: 10.1007/s40841-016-0046-z

Sexton, S. S. (2017). The intersection of self and school: How friendship circles influence heterosexual and self-identified queer teenage New Zealand boys' views on acceptable language and behavior. Gender & Education, 29(3), 299-312. doi: 10.1080/09540253.2016.1140722

Boon, B., Greatbanks, R., Munro, J., & Gaffney, M. (2017). Service delivery under translation: Multi-stakeholder accountability in the non-profit community sector in New Zealand. Health & Social Care in the Community, 25(2), 402-413. doi: 10.1111/hsc.12319

Smith, L. F., Smith, J. K., & Tinio, P. P. L. (2017). Time spent viewing art and reading labels. Psychology of Aesthetics, Creativity, & the Arts, 11(1), 77-85. doi: 10.1037/aca0000049

Mandic, S., Sandretto, S., García Bengoechea, E., Hopkins, D., Moore, A., Rodda, J., & Wilson, G. (2017). Enrolling in the closest school or not? Implications of school choice decisions for active transport to school. Journal of Transport & Health. Advance online publication. doi: 10.1016/j.jth.2017.05.006

Robertson, S. (2017). Transformation of professional identity in an experienced primary school principal: A New Zealand case study. Educational Management Administration & Leadership, 45(5), 774-789. doi: 10.1177/1741143217707519

Bell, D. R. (2017). Aesthetic encounters and learning in the museum. Educational Philosophy & Theory, 49(8), 776-787. doi: 10.1080/00131857.2016.1214899

Morrison, H. (2017). “It’s really where your parents were”: Differentiating and situating Protestant missionary children’s lives, c. 1900-1940. Journal of Family History, 42(4), 419-439. doi: 10.1177/0363199017725021

Trevethan, H. (2017). Educative mentors? The role of classroom teachers in initial teacher education: A New Zealand study. Journal of Education for Teaching, 43(2), 219-231. doi: 10.1080/02607476.2017.1286784

Oranje, J., & Smith, L. F. (2017). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research. Advance online publication. doi: 10.1177/1362168817691319

Asil, M. (2017). A school-based measure of culturally responsive practices. Frontiers in Education, 2, 17. doi: 10.3389/feduc.2017.00017

Lai, K.-W., & Smith, L. A. (2017). Tertiary students' understandings and practices of informal learning: A New Zealand case study. Australasian Journal of Educational Technology, 33(2), 115-128. doi: 10.14742/ajet.2937

Notman, R. (2017). Professional identity, adaptation and the self: Cases of New Zealand school principals during a time of change. Educational Management Administration & Leadership, 45(5), 759-773. doi: 10.1177/1741143216670650

Kelly, M. (2016). Schema learning theory: Enhancing practice within sociocultural teaching, learning, and assessment. Early Childhood Folio, 20(2), 26-30. doi: 10.18296/ecf.0027

Vermunt, J. (2016). Secondary student teacher's personal and professional values, and the teaching as inquiry framework. New Zealand Journal of Teachers' Work, 13(1), 39-60.

Renner, S., & Bell, D. (2016). Joining in the dance: What can learned from high self-efficacy teachers about teaching dance. Curriculum Matters, 12, 46-60.

Morrison, H. (2016). 'I am sorry it is not more, but it is all I could earn': Presbyterian children, Christmas and charity in colonial New Zealand, c. 1909-1945. Papers: Explorations into Children's Literature, 24(2), 33-73.

Sandretto, S., & Tilson, J. (2016). Designing curriculum literacies. Set: Research Information for Teachers, 2, 3-11. doi: 10.18296/set.0040

Bell, D. R. (2016). Learning, play, and creativity: Asobi, Suzuki Harunobu, and the creative practice. Journal of Aesthetic Education, 50(4), 86-113.

Morrison, H. (2016). Negotiated and mediated lives: Bolivian teachers, New Zealand missionaries and the Bolivian Indian Mission, 1908-1932. Itinerario, 40(3), 429-449. doi: 10.1017/S0165115316000644

Drummond, B. K., Gaffney, M., & Marshall, K. (2016). And investigation of the views of parents in Otago on dental care for primary school-aged children by the Community Oral Health Service prior to the introduction of the hub-based clinic system. New Zealand Dental Journal, 112(4), 108-115.

Nairn, K., Anderson, V., & Blanch, K. (2016). Future teachers debate charter schools on Facebook: Analysing their political subjectivities. Discourse: Studies in the Cultural Politics of Education. Advance online publication. doi: 10.1080/01596306.2016.1228045

Brookhart, S., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., … Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86, 803-848. doi: 10.3102/0034654316672069

Brown, K., Shephard, K., Warren, D., Hesson, G., & Fleming, J. (2016). Using phenomenography to build an understanding of how university people conceptualise their community-engaged activities. Higher Education Research & Development, 35(4), 643-657. doi: 10.1080/07294360.2015.1137880

Bell, D. (2016). Museums, art, and learning between cultures: Questions, opportunities and pathways for aesthetic, inter-cultural and museum-situated learning. International Journal of Arts Education, 11(2), 27-38.

Sandretto, S., & Tilson, J. (2016). Complicating understandings of students' multiliterate practices with practitioner inquiry. Journal of Adolescent & Adult Literacy, 60(1), 63-70. doi: 10.1002/jaal.524

Lai, K.-W., Voogt, J., Knezek, G., & Gibson, D. (2016). EDUsummIT: A global knowledge building community for educational researchers, practitioners, and policy makers. Educational Technology & Society, 19(3), 5-15.

Moss, P., Dahlberg, G., Grieshaber, S., Mantovani, S., May, H., Pence, A., … Vandenbroeck, M. (2016). The Organisation for Economic Co-operation and Development’s International Early Learning Study: Opening for debate and contestation. Contemporary Issues in Early Childhood, 17(3), 343-351. doi: 10.1177/1463949116661126

Gunn, A. C., Hill, M. F., Berg, D., & Haigh, M. (2016). The changing work of teacher educators in Aotearoa New Zealand: A view through activity theory. Asia-Pacific Journal of Teacher Education, 44(4), 306-319. doi: 10.1080/1359866X.2016.1174815

Fields, A., Lai, K.-W., Gibbs, J., Kirk, A., & Vermunt, J. (2016). The transformation of an online learning community from an organised facility to an organic fraternity. Distance Education, 37(1), 60-72. doi: 10.1080/01587919.2016.1158769

Dyson, B., Gordon, B., Cowan, J., & McKenzie, A. (2016). External providers and their impact on primary physical education in Aotearoa/New Zealand. Asia-Pacific Journal of Health, Sport & Physical Education, 7(1), 3-19. doi: 10.1080/18377122.2016.1145426

Rubie-Davies, C., Asil, M., & Teo, T. (2016). Assessing measurement invariance of the Student Personal Perception of Classroom Climate across different ethnic groups. Journal of Psychoeducational Assessment, 34(5), 442-460. doi: 10.1177/0734282915612689

Ingram, N., Williamson-Leadley, S., & Pratt, K. (2016). Showing and telling: using tablet technology to engage students in mathematics. Mathematics Education Research Journal, 28(1), 123-147. doi: 10.1007/s13394-015-0162-y

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2016). Research in the work of New Zealand teacher educators: A cultural-historical activity theory perspective. Higher Education Research & Development, 35(6), 1125-1138. doi: 10.1080/07294360.2016.1149694

Asil, M., & Brown, G. T. L. (2016). Comparing OECD PISA reading in English to other languages: Identifying potential sources of non-invariance. International Journal of Testing, 16, 71-93. doi: 10.1080/15305058.2015.1064431

McNatty, S. (2016). The return home: Transitioning from a 28-day remote outdoor education programme. Journal of Outdoor & Environmental Education, 19(1), 42-50.

Gordon, B., Dyson, B., Cowan, J., McKenzie, A., & Shulruf, B. (2016). Teachers' perceptions of physical education in Aotearoa/New Zealand primary schools. New Zealand Journal of Educational Studies, 51(1), 99-111. doi: 10.1007/s40841-016-0042-3

MacArthur, J., & Rutherford, G. (2016). Success for all? Re-envisioning New Zealand schools and classrooms as places where 'rights' replace 'special'. New Zealand Journal of Educational Studies, 51(2), 157-174. doi: 10.1007/s40841-016-0066-8

Smith, L., Nairn, K., & Sandretto, S. (2016). Complicating hetero-normative spaces at school formals in New Zealand. Gender, Place & Culture, 23(5), 589-606. doi: 10.1080/0966369X.2015.1034245

Agnew, S., & Sandretto, S. (2016). A case for critical literacy analysis of the advertising texts of menstruation: Responding to missed opportunities. Gender & Education, 28(4), 510-526. doi: 10.1080/09540253.2015.1114073

Page, A., & Smith, L. F. (2016). Relational aggression and physical aggression among adolescent Cook Islands students. Issues in Educational Research, 26(1), 98-116.

Rutherford, G. (2016). Questioning special needs-ism: Supporting student teachers in troubling and transforming understandings of human worth. Teaching & Teacher Education, 56, 127-137. doi: 10.1016/j.tate.2016.02.009

Smith, L. A., Anderson, V., & Blanch, K. (2016). Five beginning teachers' reflections on enacting New Zealand's national standards. Teaching & Teacher Education, 54, 107-116. doi: 10.1016/j.tate.2015.11.014

Morrison, H. (2016). Situating Pākehā children and protestant Christianity in New Zealand's religious history. Stimulus, 23(1), 27-36.

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Journal - Research Other

Hartung, C. (2017). [Review of the book Reconceptualising agency and childhood: New perspectives in childhood studies]. Children's Geographies. Advance online publication. doi: 10.1080/14733285.2017.1283911

Sexton, S. S. (2017). Editorial. Science Education International, 28(2), 4-6. [Editorial].

McDowell, G. (2016). Te Hekenga Nui o Te Waipounamu o Aotearoa. New Zealand Physical Educator, 49(1), 16-18.

Morrison, H. (2016). [Review of the book Methodism in Australia: A history]. Journal of Ecclesiastical History, 67(3), 685-686. doi: 10.1017/S0022046916000403

Sexton, S. S. (2016). [Review of the books Men teaching children 3-11: Dismantling gender barriers and Men, masculinities and teaching in early childhood education: International perspectives on gender and care]. Gender & Education. Advance online publication. doi: 10.1080/09540253.2016.1170326

Gunn, A. C. (2016). [Review of the book Methodologies for researching cultural diversity in education: International perspectives]. British Journal of Educational Studies, 64(1), 119-122. doi: 10.1080/00071005.2015.1104870

Sexton, S. S. (2016). [Review of the book The gay agenda: Claiming space, identity and justice]. Gender & Education, 28(5), 694-696. doi: 10.1080/09540253.2015.1084083

Bell, D. (2016). [Review of the book Hokusai]. New Zealand Journal of Asian Studies, 18(1), 120-123. [Book Review].

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Journal - Professional & Other Non-Research Articles

Gunn, A. (2017). 'Watch this space': Qualification developments in initial teacher education and ECE. Early Education, 61, 3-4. [Editorial].

Halse, C., Hartung, C., & Wright, J. (2017). Responsibility and responsibilisation in education. Discourse: Studies in the Cultural Politics of Education, 38(1), 1. doi: 10.1080/01596306.2016.1169585

Smith, J. K. (2016). An unfinished life: David Wildon Carr [Obituary]. Psychology of Aesthetics, Creativity, & the Arts, 10(3), 372-373. doi: 10.1037/aca0000077

Bell, D., Bell, H., Collins, L., & Spencer, A. (2016). Learning with Yayoi Kusama. ecARTnz, (15), 3-5.