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Research publications for the University of Otago College of Education

Authored Book - Research

Morrison, H. (2021). Protestant children, missions and education in the British World. Leiden, The Netherlands: Brill. doi: 10.1163/9789004503083

Arce Hai, A., May, H., Nawrotzki, K., Prochner, L., & Valkanova, Y. (2020). Reimagining teaching in early 20th century experimental schools. Cham, Switzerland: Palgrave Macmillan, 256p. doi: 10.1007/978-3-030-50964-4

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, UK: Bloomsbury Academic, 208p. doi: 10.5040/9781350073517

Smith, J. K. (2020). Scoundrels, cads, and other great artists. Rowman & LIttlefield, 216p.

May, H. (2019). Politics in the playground: The world of early childhood education in Aotearoa New Zealand (3rd ed.). Dunedin, New Zealand: Otago University Press, 414p.

May, H., & Bethell, K. (2017). Growing a kindergarten movement in Aotearoa New Zealand: Its people, purposes and politics. Wellington, New Zealand: NZCER, 323p.

Wells, T., & Sandretto, S. (2017). Using process drama to expand the literacy programme: An exemplar. Wellington, New Zealand: NZCER Press, 50p.

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: A New Zealand guide. Wellington, New Zealand: NZCER Press, 75p.

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Edited Book - Research

Anderson, V., & Johnson, H. (Eds.). (2020). Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. Abingdon, UK: Routledge, 229p. doi: 10.4324/9780429291159

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, New Zealand: NZCER Press, 258p.

Veenis, J. C., Robertson, S., & Berry, J. R. (Eds.). (2020). Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools. Cham, Switzerland: Springer, 229p. doi: 10.1007/978-3-030-54750-9

Gunn, A. C., & Nuttall, J. (Eds.). (2019). Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice (3rd ed.). Wellington, New Zealand: New Zealand Council for Educational Research, 253p.

Middleton, S., & May, H. (Eds.). (2019). For women and children: A tribute to Geraldine McDonald. Wellington, New Zealand: NZCER Press, 193p.

Murakami, E., Gurr, D., & Notman, R. (Eds.). (2019). Educational leadership, culture, and success in high-need schools. Charlotte, NC: Information Age, 223p.

Lipnevich, A. A., & Smith, J. K. (Eds.). (2018). The Cambridge handbook of instructional feedback. Cambridge, United Kingdom: Cambridge University Press, 622p. doi: 10.1017/9781316832134

Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (Eds.). (2018). Second handbook of information technology in primary and secondary education. Cham, Switzerland: Springer, 1401p. doi: 10.1007/978-3-319-71054-9

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

McNae, R., Morrison, M., & Notman, R. (Eds.). (2017). Educational leadership in Aotearoa New Zealand: Issues of context and social justice. Wellington, New Zealand: NZCER Press, 180p.

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

Lai, K.-W., Stein, S., Field, P., & Pratt, K. (Eds.). (2016). Our world in your place: 30 years of distance learning and teaching at the University of Otago. Dunedin, New Zealand: Distance Learning Office, University of Otago, 131p.

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, 566p.

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Chapter in Book - Research

Sandretto, S., Tilson, J., & Shafer, D. (2022). Critical literacy praxis in Aotearoa New Zealand. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden & R. S. de Roock (Eds.), The handbook of critical literacies. (pp. 117-124). New York, NY: Routledge. doi: 10.4324/9781003023425-13

Gurr, D., Drysdale, L., Longmuir, F., McCrohan, K., McNae, R., Morrison, M., & Robertson, S. (2021). Leading successfully in high-needs contexts: Australian and New Zealand cases. In B. G. Barnett & P. A. Woods (Eds.), Educational leadership for social justice and improving high-needs schools: Findings from 10 years of international collaboration. (pp. 135-152). Charlotte, NC: Information Age Publishing.

Sexton, S. S. (2021). Case studies in preparing future teachers: A gay educator in New Zealand's initial teacher education. In L. Murti & G. M. Flores (Eds.), Gender, race, and class in the lives of today's teachers: Educators at intersections. (pp. 187-202). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-73551-7_18

Shiraani, F., Carr, N., & Rutherford, G. (2021). Disabled children as legitimate research participants: A topic omitted from tourism research? In J. Lima & C. Eusébio (Eds.), Social tourism: Global challenges and approaches. (pp. 96-108). Wallingford, UK: CABI. doi: 10.1079/9781789241211.0009

Waterworth, K., Nicholls, D. A., Burrows, L., & Gaffney, M. (2021). Physiotherapy for children and the construction of the disabled child. In D. A. Nicholls, K. S. Groven, E. A. Kinsella & R. L. Anjum (Eds.), Mobilizing knowledge in physiotherapy: Critical reflections on foundations and practices. Abingdon, UK: Routledge.

Anderson, V., & Johnson, H. (2020). Introduction. In V. Anderson & H. Johnson (Eds.), Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. (pp. 1-9). Abingdon, UK: Routledge. doi: 10.4324/9780429291159

Bell, D., & Smith, J. (2020). Learning beyond museum walls: Virtual excursions at Te Papa Tongarewa. In C. Koh (Ed.), Diversifying learner experience: A kaleidoscope of instructional approaches and strategies. (pp. 121-135). Singapore: Springer. doi: 10.1007/978-981-15-9861-6_7

Berry, J. R., Robertson, S., & Brooks, M. (2020). Components of linguistically and culturally responsive school leadership. In J. C. Veenis, S. Robertson & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools. (pp. 213-225). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-54750-9_12

Betts, R., & Gaches, S. (2020). Entering unknown spaces: Tamariki and whānau from refugee backgrounds. In A. C. 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. 72-89). Wellington, New Zealand: NZCER Press.

Gaches, S., & Gallagher, M. (2020). Children as research consultants: The ethics and rights of no research about them without consulting with them. In J. Murray, B. B. Swadener & K. Smith (Eds.), The Routledge International Handbook of Young Children's Rights. (pp. 484-503). Abingdon, UK: Routledge.

Gordon-Burns, D., Gunn, A. C., Surtees, N., & Purdue, K. (2020). Introduction: Thinking differently about early childhood inclusive education in Aotearoa New Zealand and beyond. In A. C. 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. 1-17). Wellington, New Zealand: NZCER Press.

Gunn, A. C., Bissenden, M., & Kroeger, J. (2020). Trans* affirmative practices in early childhood education: New gender questions for inclusion. In A. C. 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. 196-213). Wellington, New Zealand: NZCER Press.

Gunn, A. C., Surtees, N., Gordon-Burns, D., & Purdue, K. (2020). Puzzling over inclusion: Concluding remarks. In A. C. 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. 232-247). Wellington, New Zealand: NZCER Press.

Inoue, N., & Anderson, V. (2020). English language teaching as a pathway to university employment for native English-speaking migrants to Japan. In V. Anderson & H. Johnson (Eds.), Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. (pp. 105-116). Abingdon, UK: Routledge. doi: 10.4324/9780429291159

Lineham, P., & Morrison, H. (2020). New Zealand. In T. M. Johnson & G. A. Zurlo (Eds.), World Christian encyclopedia. (3rd ed.) (pp. 577-582). Edinburgh, Scotland: Edinburgh University Press. [Encyclopaedia/Dictionary Entry].

McAnelly, K., & Gaffney, M. (2020). Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach. In A. C. 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. 109-125). Wellington, New Zealand: NZCER Press.

Notman, R. (2020). Epilogue: A metaphoric approach to leading diversity in schools. In J. C. Veenis, S. Robertson & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools. (pp. 227-229). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-54750-9_13

Sexton, S. S. (2020). Gender/sexuality theory: Chris Beasley. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory. (pp. 437-449). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-43620-9_29

Sexton, S. S. (2020). Meaningful learning: David P. Ausubel. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory. (pp. 163-175). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-43620-9_12

Sexton, S. S., & Williamson-Leadley, S. (2020). Initial teacher education in a neo-liberal system: Making one-size fit all. In C. Koh (Ed.), Diversifying learner experience: A kaleidoscope of instructional approaches and strategies. (pp. 157-171). Singapore: Springer. doi: 10.1007/978-981-15-9861-6_9

Smith, J. K., & Smith, L. F. (2020). Studying the aesthetic experience in museum contexts. In M. Nadal & O. Vartanian (Eds.), The Oxford handbook of empirical aesthetics. Oxford University Press. doi: 10.1093/oxfordhb/9780198824350.013.44

Bell, D. (2019). White Rabbit, contemporary Chinese arts and soft power in Sydney's Chippendale. In J. Beattie, R. Bullen & M. Galikowski (Eds.), China in Australasia: Cultural diplomacy and Chinese arts since the Cold War. (pp. 133-150). Abingdon, UK: Routledge.

Gaffney, M., & McAnelly, K. (2019). The Aotearoa New Zealand curriculum Te Whāriki as a basis for developing dispositions of inclusion: Early childhood student teachers partnering with families as part of their pedagogical practice. In B. M. Rice (Ed.), Global perspectives on inclusive teacher education. (pp. 181-195). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-7703-4.ch011

Gunn, A. C. (2019). Foucauldian discourse analysis and early childhood education. In Oxford Research Encyclopedia of Psychology. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.333

Gunn, A. C. (2019). Initial teacher education in early childhood education (New Zealand). In Bloomsbury education & childhood Studies. London, UK: Bloomsbury. doi: 10.5040/9781350996274.0016

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. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. (3rd ed.) (pp. 149-161). Wellington, New Zealand: New Zealand Council for Educational Research.

Gurr, D., Murakami, E., & Notman, R. (2019). Making world connections: Educational leadership in high-needs schools. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. 185-194). Charlotte, NC: Information Age.

MacArthur, J., McLaughlan, T., & Gaffney, M. (2019). Special education needs and disabilities in early childhood education (New Zealand). In C. Mutch (Ed.), Bloomsbury education and childhood studies. London, UK: Bloomsbury Academic. doi: 10.5040/9781350996298.0008

May, H. (2019). Networking at the Wellington preschool “Sunday club”. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald. (pp. 101-110). Wellington, New Zealand: NZCER Press.

McAnelly, K., & Gaffney, M. (2019). Achieving citizenship for all: Theorising active participation for disabled children and their families in early childhood education. In A. Guerin & T. McMenamin (Eds.), Belonging: Rethinking inclusive practices to support well-being and identity. (pp. 56-72). Leiden, The Netherlands: Brill. doi: 10.1163/9789004388420_005

Middleton, S., & May, H. (2019). Introduction. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald. (pp. 1-18). Wellington, New Zealand: NZCER Press.

Murakami, E., Notman, R., & Gurr, D. (2019). Educational leadership, culture and success in high-need schools: Introduction from the editors. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. xi-xix). Charlotte, NC: Information Age.

Notman, R., & Jacobson, S. (2019). School leadership practices in early childhood education: Three case studies from New Zealand. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. 169-184). Charlotte, NC: Information Age.

O'Toole, V., & Martin, R. (2019). The role of emotions in education in Aotearoa. In A. Kamp (Ed.), Education studies in Aotearoa: Key disciplines and emerging directions. (pp. 179-200). Wellington, New Zealand: NZCER Press.

Sexton, S. S. (2019). Indigenous knowledge. In B. Akpan (Ed.), Science education: Visions of the future. (pp. 447-461). Abuja, Nigeria: Next Generation Education.

Smith, J. K., & Smith, L. F. (2019). Grading in Higher Education. In T. R. Guskey & S. M. Brookhart (Eds.), What we know about grading: What works, what doesn't, and what's next. (pp. 195-213). Alexandria, VA: ASCD.

Wells, C., & May, H. (2019). Advocacy and collaboration in the kindergarten movement of Aotearoa New Zealand: Some Froebelian legacies. In T. Bruce, P. Elfer, S. Powell & L. Werth (Eds.), The Routledge international handbook of Froebel and early childhood practice: Re-articulating research and policy. (pp. 79-82). London, UK: Routledge. doi: 10.4324/9781315562421

Bell, D. (2018). Finding Iki: Iki and the floating world. In M. Nguyen (Ed.), New essays in Japanese aesthetics. (pp. 369-381). Lanham, MD: Lexington Books.

Bell, D. (2018). Katsushika Hokusai and a poetics of nostalgia. In E. M. Grierson (Ed.), Activating aesthetics. (pp. 75-91). Abingdon, UK: Routledge.

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2018). 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.

Costa Camoes Rabello, R., Anderson, V., & Nairn, K. (2018). An exploration of social investment discourses in the oil and gas sector. In D. Crowther, S. Seifi & A. Moyeen (Eds.), The goals of sustainable development: Responsibility and governance. (pp. 139-154). Singapore: Springer. doi: 10.1007/978-981-10-5047-3_9

Costa Camoes Rabello, R., Nairn, K., & Anderson, V. (2018). Rethinking corporate social responsibility in capitalist neoliberal times. In D. Crowther & S. Seifi (Eds.), Redefining corporate social responsibility. (pp. 27-41). Bingley, UK: Emerald. doi: 10.1108/S2043-052320180000013005

Lai, K.-W. (2018). The learner and the learning process: Research and practice in technology-enhanced learning. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 127-142). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_8

Lai, K.-W., & Pratt, K. (2018). Section introduction: The learner and the learning process. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 123-125). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_97

Morrison, H. (2018). Colonial archives: Protestant missionary magazines, images, and children. In J. Becker & K. Stornig (Eds.), Menschen – Bilder – Eine Welt Ordnungen von Vielfalt in der religiösen Publizistik um 1900. (pp. 283-304). Göttingen, Germany: Vandenhoeck & Ruprecht.

Murray, J., Gasson, R., & Smith, J. K. (2018). Towards a taxonomy of written feedback messages. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 79-96). Cambridge University Press. doi: 10.1017/9781316832134.006

Nikolov, R., & Lai, K.-W. (2018). Section introduction: Flexible, distance, and open learning in the twenty-first century. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 681-683). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_102

Nikolov, R., Lai, K.-W., Sendova, E., & Jonker, H. (2018). Distance and flexible learning in the twenty-first century. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 685-699). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_45

Rutherford, G., & MacArthur, J. (2018). What's wrong with 'special'? Thinking differently in New Zealand teacher education about disabled children and their lives. In K. Runswick-Cole, T. Curran & K. Liddiard (Eds.), Palgrave handbook of disabled children's childhood studies. (pp. 365-388). London, UK: Palgrave Macmillan. doi: 10.1057/978-1-137-54446-9_24

Smith, A., & May, H. (2018). Connections between early childhood policy and research in Aotearoa New Zealand: 1970s-2010s. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education. (pp. 531-549). Springer. doi: 10.1007/978-94-024-0927-7

Smith, J. K., & Lipnevich, A. A. (2018). Instructional feedback. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 591-603). Cambridge University Press. doi: 10.1017/9781316832134.029

van der Meer, J., & Dawson, P. (2018). Feedback in tertiary education: Challenges and opportunities for enhancing current practices. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 264-288). Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781316832134

Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Developing an understanding on the impact of digital technologies on teaching and learning in an ever-changing landscape. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 3-12). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_113

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

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.

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). Singapore: Springer. doi: 10.1007/978-981-10-3057-4_10

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

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

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

May, H. (2017). Documenting early childhood policy in Aotearoa New Zealand: Political and personal stories. In L. Miller, C. Cameron, C. Dalli & N. Barbour (Eds.), The SAGE handbook of early childhood policy. (pp. 151-164). London, UK: SAGE.

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

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, M., Notman, R., & McNae, R. (2017). Transcending the personal and political: Provocations. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 159-173). Wellington, New Zealand: NZCER Press.

Notman, R. (2017). Holistic leadership in a high-needs early childhood centre. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 130-142). Wellington, New Zealand: NZCER Press.

Notman, R., Morrison, M., & McNae, R. (2017). Introduction: Leading for social justice and high needs in education. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 1-13). Wellington, New Zealand: NZCER Press.

Robertson, S. (2017). Leading a school merger in a high-needs setting. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 143-158). Wellington, New Zealand: NZCER Press.

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

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

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

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

Williamson-Leadley, S., & Sexton, S. (2017). Initial teacher education: Partnership in practice. In M. J. Harkins, Z. Barchuk & R. Collister (Eds.), International conversations of teacher educators: Collaborations in education. (pp. 137-154). Halifax, Canada: Mount Saint Vincent University.

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 Australasia 2012-2015. (pp. 73-96). Singapore: Springer. doi: 10.1007/978-981-10-1419-2_5

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.

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

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

Lai, K.-W. (2016). Connecting research to practice: An innovative design of a blended doctoral programme. In K.-W. Lai, S. Stein, P. Field & K. Pratt (Eds.), Our world in your place: 30 years of distance learning and teaching at the University of Otago. (pp. 121-127). Dunedin, New Zealand: Distance Learning Office, University of Otago.

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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.

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.

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

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.

Pratt, K. (2016). "The more things change, the more they stay the same": Distance learning at the University of Otago College of Education. In K.-W. Lai, S. Stein, P. Field & K. Pratt (Eds.), Our world in your place: 30 years of distance learning and teaching at the University of Otago. (pp. 48-62). Dunedin, New Zealand: Distance Learning Office, University of Otago.

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.

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Chapter in Book - Other

Gunn, A. C., & Nuttall, J. (2019). Introduction. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. (3rd ed.) (pp. 1-3). Wellington, New Zealand: NZCER. [Contribution].

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

Anderson, V., & Bristowe, Z. (2021). Re-placing “place” in internationalised higher education: Reflections from Aotearoa New Zealand. Studies in Social Justice, 14(2), 410-428. doi: 10.26522/SSJ.V14I2.2206

Anderson, V., Cone, T., Rafferty, R., & Inoue, N. (2021). Mobile agency and relational webs in women's narratives of international study. Higher Education. Advance online publication. doi: 10.1007/s10734-021-00714-7

Anderson, V., Mostolizadeh, S., Oranje, J., Fraser-Smith, A., & Crampton, E. (2021). Navigating the secondary-tertiary education border: Refugee-background students in Southern Aotearoa New Zealand. Research Papers in Education. Advance online publication. doi: 10.1080/02671522.2021.1961300

Beatson, N., de Lange, P., O'Connell, B., Tharapos, M., & Smith, J. K. (2021). Factors impacting on accounting academics' motivation and capacity to adapt in challenging times. Accounting Research Journal. Advance online publication. doi: 10.1108/arj-08-2020-0240

Brown, K. (2021). Cultivating a ‘collegial turn’ in doctoral education. Teaching in Higher Education, 26(6), 759-775. doi: 10.1080/13562517.2019.1680538

Carson, S., Rock, J., & Smith, J. (2021). Sediments and seashores: A case study of local citizen science contributing to student learning and environmental citizenship. Frontiers in Education, 6, 674883. doi: 10.3389/feduc.2021.674883

Gaches, S. (2021). Can I share your ideas with the world? Young children's consent in the research process. Journal of Childhood Studies, 46(2), 20-33. doi: 10.18357/jcs462202119925

Leong, C., Liesaputra, V., Morrison, C., Parameswaran, P., Grace, D., Healey, D., Ware, L., Palmer, O., Goddard, E., & Houghton, L. A. (2021). Designing video games for nutrition education: A participatory approach. Journal of Nutrition Education & Behavior. Advance online publication. doi: 10.1016/j.jneb.2021.07.001

Lipnevich, A. A., Gijcali, K., Asil, M., & Smith, J. K. (2021). Development of a measure of receptivity to instructional feedback and examination of its links to personality. Personality & Individual Differences, 169, 110086. doi: 10.1016/j.paid.2020.110086

May, H., & Coulston, A. (2021). He Whānau Manaaki kindergartens, Aotearoa New Zealand: A pandemic outreach in new political times. European Early Childhood Education Research Journal. Advance online publication. doi: 10.1080/1350293X.2021.1872675

Morrison, H. (2021). Reimagining the Protestant missionary family: The Malcoms of the China Inland Mission. Journal of Religious History, 45(3), 465-488. doi: 10.1111/1467-9809.12757

Nairn, K., Kidman, J., Matthews, K. R., Showden, C. R., & Parker, A. (2021). Living in and out of time: Youth-led activism in Aotearoa New Zealand. Time & Society, 30(2), 247-269. doi: 10.1177/0961463X21989858

Osborne, E., Anderson, V., & Robson, B. (2021). Students as epistemological agents: Claiming life experience as real knowledge in health professional education. Higher Education, 81(4), 741-756. doi: 10.1007/s10734-020-00571-w

Osborne, E., Robson, B., & Anderson, V. (2021). When personal experience overlaps with study. Clinical Teacher. Advance online publication. doi: 10.1111/tct.13384

Robertson, A. (2021). Digital tools to support reading and writing poetry. Literacy Forum NZ, 63(1).

Robertson, S. (2021). The leader-self: Two New Zealand principals respond to social justice issues. International Journal of Leadership in Education. Advance online publication. doi: 10.1080/13603124.2021.1922756

Rutherford, G. (2021). Teacher education: Doing justice to UNCRPD Article 24? International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2021.1882054

Tilson, J., & Sandretto, S. (2021). “I haven’t earned the right to just play around with my literacy programme”: Strategies, tactics and policy actors/subjects. English Teaching. Advance online publication. doi: 10.1108/ETPC-11-2020-0152

van der Meer, J. (2021). Supporting the transition of a diversity of students: Developing the "whole student" during and beyond their time at higher education [Discussion to the special issue]. Frontline Learning Research, 9(2), 170-178. doi: 10.14786/flr.v9i2.785

Wells, T., Sandretto, S., & Tilson, J. (2021). Learning "what it's like to be someone else apart from yourself": Developing holistic empathy with process drama. Pedagogy, Culture & Society. Advance online publication. doi: 10.1080/14681366.2021.1949633

Anderson, V., Cone, T., Inoue, N., & Rafferty, R. (2020). Narratives of navigation: Refugee-background women's higher education journeys in Bangladesh and New Zealand. Sites, 17(1), 15-39. doi: 10.11157/sites-id458

Anderson, V., Rabello, R., Wass, R., Golding, C., Rangi, A., Eteuati, E., Bristowe, Z., & Waller, A. (2020). Good teaching as care in higher education. Higher Education, 79, 1-19. doi: 10.1007/s10734-019-00392-6

Asil, M., Gilmore, A., & Yilmaz, H. B. (2020). Ethnic differences in students' attitudes to the arts: Providing validity evidence to make comparisons. European Journal of Educational Research, 9(3), 1177-1187. doi: 10.12973/EU-JER.9.3.1177

Beasy, K., Kriewaldt, J., Trevethan, H., Morgan, A., & Cowie, B. (2020). Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers. Australian Educational Researcher, 47, 893-909. doi: 10.1007/s13384-019-00376-6

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2020). The influence of self‐efficacy beliefs and prior learning on performance. Accounting & Finance, 60, 1271-1294. doi: 10.1111/acfi.12440

Beatson, N., Berg, D., & Smith, J. K. (2020). Facing failure. Accounting Research Journal, 33(2), 287-306. doi: 10.1108/ARJ-10-2018-0164

Beatson, N., Gabriel, C.-A., Howell, A., Scott, S., van der Meer, J., & Wood, L. C. (2020). Just opt in: How choosing to engage with technology impacts business students’ academic performance. Journal of Accounting Education, 50(100641). doi: 10.1016/j.jaccedu.2019.100641

Bell, D. (2020). A new vision: Modern Japanese prints from the Heriot collection. Tuhinga, 31, 91-112.

Bell, D. R., & Smith, J. K. (2020). Inside the digital learning laboratory: New directions in museum education. Curator, 63(3), 371-386. doi: 10.1111/cura.12376

Gaches, S. (2020). Using critically reflexive ethics in practice to address issues of representation in children’s rights-based research. Global Studies of Childhood. Advance online publication. doi: 10.1177/2043610620959679

Gaffney, M. (2020). Peer reciprocity and friendship in the classroom: A disabled student's experience. Ethnography & Education, 15(4), 462-478. doi: 10.1080/17457823.2019.1698308

Gunn, A. C., & Trevethan, H. (2020). 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. doi: 10.26686/nzaroe.v24i0.6322

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2020). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal, 32, 497-522. doi: 10.1007/s13394-019-00266-1

Keall, M., Hopkins, D., Coppell, K., Sandretto, S., Garcia Bengoechea, E., Spence, J., … Mandic, S. (2020). Implications of attending the closest school on adolescents’ physical activity and car travel in Dunedin, New Zealand. Journal of Transport & Health, 18, 100900. doi: 10.1016/j.jth.2020.100900

Lipnevich, A. A., Guskey, T. R., Murano, D. M., & Smith, J. K. (2020). What do grades mean? Variation in grading criteria in American college and university courses. Assessment in Education: Principles, Policy & Practice, 27(5), 480-500. doi: 10.1080/0969594X.2020.1799190

Martin, K. M., Davis, L. S., & Sandretto, S. (2020). Engagement with science across the middle years in New Zealand. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-020-00185-x

Martin, R., Astall, C., Jones, K.-L., & Breeze, D. (2020). An indigenous approach to self-study of teacher education practices (S-STEP) in Aotearoa New Zealand. Studying Teacher Education, 16(2), 127-144. doi: 10.1080/17425964.2020.1732911

Morrison, H. (2020). "Those were grand days": A New Zealand teenager writes her own life, 1928-1946. Journal of New Zealand Studies, 30, 96-115. doi: 10.26686/jnzs.v0iNS30.6500

Nairn, K. (2020). Learning through doing: The potential of a collective editing pedagogy. Teaching in Higher Education, 25(7), 888-901. doi: 10.1080/13562517.2019.1632827

Nairn, K., Showden, C. R., Sligo, J., Matthews, K. R., & Kidman, J. (2020). Consent requires a relationship: Rethinking group consent and its timing in ethnographic research. International Journal of Social Research Methodology, 23(6), 719-731. doi: 10.1080/13645579.2020.1760562

Notman, R. (2020). An evolution in distributed educational leadership: From sole leader to co-principalship. Journal of Educational Leadership, Policy & Practice, 35, 27-40.

Rafferty, R., Burgin, A., & Anderson, V. (2020). Do we really offer refuge? Using Galtung's concept of structural violence to interrogate refugee resettlement support in Aotearoa New Zealand. Sites, 17(1), 115-139. doi: 10.11157/sites-id455

Robertson, S. (2020). Going hard and early: Tertiary teaching under lockdown in New Zealand. International Studies in Educational Administration, 48(2), 107-113.

Rogers, T. L., & Nairn, K. (2020). Cambodian schoolgirls’ negotiation of discursive constraints within and beyond the school context. Gender & Education, 1-20. Advance online publication. doi: 10.1080/09540253.2020.1849571

Sandretto, S., Hopkins, D., Wilson, G., & Mandic, S. (2020). Competing tensions: Active transport to school, school choice and policy making. Journal of Transport & Health, 18, 100908. doi: 10.1016/j.jth.2020.100908

Sexton, S. S. (2020). Never had it but now I have to teach it: A study into how primary teachers implemented a new curriculum requirement in teaching practice. Science Education International, 31(2), 172-178. doi: 10.33828/sei.v31.i2.6

Skalicky, J., Warr Pedersen, K., van der Meer, J., Fuglsang, S., Dawson, P., & Stewart, S. (2020). A framework for developing and supporting student leadership in higher education. Studies in Higher Education, 45(1), 100-116. doi: 10.1080/03075079.2018.1522624

Wass, R., Anderson, V., Rabello, R., Golding, C., Rangi, A., & Eteuati, E. (2020). Photovoice as a research method for higher education research. Higher Education Research & Development, 39(4), 834-850. doi: 10.1080/07294360.2019.1692791

Windle, J. M., Spronken-Smith, R. A., Smith, J. K., & Tucker, I. G. (2020). Relationships between academic performance of pharmacy students and their postgraduate competence during internship. Pharmacy Education, 20(1), 1-12.

Agnew, S., & Gunn, A. C. (2019). Students’ engagement with alternative discursive construction of menstruation. Health Education Journal, 78(6), 670-680. doi: 10.1177/0017896919835862

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). The Sheldon effect: Fixed mindset does not always mean fragile confidence. Accounting Education, 28(5), 532-552. doi: 10.1080/09639284.2019.1661858

Beatson, N. J., Berg, D. A. G., Smith, J. K., & Smith-Han, C. (2019). Progression to intermediate level courses; Is a “pass” enough? Pacific Accounting Review, 31(2), 275-287. doi: 10.1108/PAR-03-2018-0025

Bell, D. (2019). China in Dunedin: Contemporary Chinese art at Dunedin Public Art Gallery. New Zealand Journal of Asian Studies, 21(2), 71-81.

Bell, D. (2019). Floating world at Te Papa: the Heriot collection. Tuhinga, 30, 56-81.

Bell, D., Britt, C., Langdon, M., Palmer, A., & Rusholme, S. (2019). Early years, art learning, and museums: Principles and practices. International Art in Early Childhood Research Journal, 1(1), 7.

Brown, K., Connelly, S., Lovelock, B., Mainvil, L., Mather, D., Roberts, H., Skeaff, S., & Shephard, K. (2019). Do we teach our students to share and to care? Research in Post-Compulsory Education, 24(4), 462-481. doi: 10.1080/13596748.2019.1654693

Cornwall, J., Mayland, E. C., van der Meer, J., Spronken-Smith, R. A., Tustin, C., & Blyth, P. (2019). Stressors in early-stage doctoral students. Studies in Continuing Education, 41(3), 363-380. doi: 10.1080/0158037X.2018.1534821

Costa Camoes Rabello, R., Nairn, K., & Anderson, V. (2019). Working within/against institutional expectations: Exploring recommendations for social investment in the oil and gas sector. Extractive Industries & Society, 6(1), 103-109. doi: 10.1016/j.exis.2018.06.007

Gaches, S., & Gaffney, M. (2019). Children's rights and the draft Strategic Plan for Early Learning: Where are the children? Early Childhood Folio, 23(1), 22-27. doi: 10.18296/ecf.0064

Gunn, A., & Surtees, N. (2019). "Go NZ YAS!!": Children's news media text as curriculum resources in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 20(4), 337-349. doi: 10.1177/1463949119888496

Kroeger, J., Recker, A. E., & Gunn, A. C. (2019). Tate and the pink coat: Exploring gender and enacting anti-bias principles. Young Children, 74(1), 83-92.

Martin, K. M., Davis, L. S., & Sandretto, S. (2019). Students as storytellers: Mobile-filmmaking to improve student engagement in school science. Journal of Science Communication, 18(05), A04. doi: 10.22323/2.18050204

McAnelly, K., & Gaffney, M. (2019). Rights, inclusion and citizenship: A good news story about learning in the early years. International Journal of Inclusive Education, 23(10), 1081-1094. doi: 10.1080/13603116.2019.1629123

Morrison, H. (2019). British world Protestant children, young people, education and the missionary movement, c. 1840s–1930s. Studies in Church History, 55, 463-478. doi: 10.1017/stc.2018.11

Morrison, H. (2019). Three variations on a theme: Writing the lives of Scottish and New Zealand missionary children, ca. 1900-1950. Journal of the History of Childhood & Youth, 12(2), 199-218. doi: 10.1353/hcy.2019.0020

Nairn, K. (2019). Learning from young people engaged in climate activism: The potential of collectivizing despair and hope. YOUNG, 27(5), 435-450. doi: 10.1177/1103308818817603

O'Toole, V. M., Martin, R., Fickel, L., & Britt, E. (2019). Emotional wellbeing as perceived and understood through the lenses of SEL and PYD: A qualitative commentary and suggestions for future research in Aotearoa New Zealand. New Zealand Journal of Psychology, 48(2), 91-102.

Reese, E., Gunn, A., Bateman, A., & Carr, M. (2019). Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children’s complex language. Early Years. Advance online publication. doi: 10.1080/09575146.2019.1621804

Rogers, T. L., & Anderson, V. R. (2019). Exploring Cambodian schoolgirls’ educational persistence: A community cultural wealth perspective. Gender, Place & Culture, 26(4), 533-558. doi: 10.1080/0966369X.2018.1555517

Sandretto, S., & Nairn, K. (2019). Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys. Gender & Education, 31(3), 327-343. doi: 10.1080/09540253.2018.1533919

Shephard, K., Brown, K., Guiney, T., Deaker, L., & Hesson, G. (2019). Exploring the use of social media by community-engaged university people. Innovations in Education & Teaching International, 56(5), 558-568. doi: 10.1080/14703297.2018.1557069

van der Meer, J., Skalicky, J., & Speed, H. (2019). 'I didn’t just want a degree': Students’ perceptions about benefits from participation in student leadership programmes. Journal of Leadership Education, 18(1), 25-44. doi: 10.12806/V18/I1/R3

Bartley, S. R., & Ingram, N. (2018). Parental modelling of mathematical affect: Self-efficacy and emotional arousal. Mathematics Education Research Journal, 30(3), 277-297. doi: 10.1007/s13394-017-0233-3

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2018). The impact of mastery feedback on undergraduate students’ self-efficacy beliefs. Studies in Educational Evaluation, 59, 58-66. doi: 10.1016/j.stueduc.2018.03.002

Bell, D. R. (2018). Conformity and invention: Learning and creative practice in eighteenth- and nineteenth-century Japanese visual arts. Journal of Aesthetic Education, 52(1), 1-21. doi: 10.5406/jaesteduc.52.1.0001

Bell, D., & Stocker, M. (2018). Rising sun at Te Papa: The Heriot collection of Japanese art. Tuhinga, (29), 50-76.

Bell, D., Bell, H., Collins, L., & Spencer, A. (2018). Young children's experiences with contemporary art. International Journal of Education through Art, 14(2), 145-159. doi: 10.1386/eta.14.2.145_1

Berg, D. A. G., & Smith, L. F. (2018). The effect of school-based experience on preservice teachers' self-efficacy beliefs. Issues in Educational Research, 28(3), 530-544.

Bäckström, A., & Nairn, K. (2018). Skateboarding beyond the limits of gender? Strategic interventions in Sweden. Leisure Studies, 37(4), 424-439. doi: 10.1080/02614367.2018.1462397

Campbell-Price, M. (2018). It depends on the priorities: The presence and profile of outdoor education on school websites. Journal of Adventure Education & Outdoor Learning, 18(3), 189-200. doi: 10.1080/14729679.2017.1409642

Chellapan, L., & van der Meer, J. (2018). "To flip or not to flip, that’s the question": Findings from an exploratory study into factors that may influence tertiary teachers to consider a flipped classroom model. Journal of Open, Flexible & Distance Learning, 22(1), 6-21.

Gaches, S., & Walli, S. (2018). ‘My mom says you’re not really a teacher’: Rhizomatic explorations of ever-shifting student teacher identities and experiences. Contemporary Issues in Early Childhood, 19(2), 131-141. doi: 10.1177/1463949118778020

Gasson, N. R., Burnett, G., Sanderson, L. J., & van der Meer, J. (2018). (Re)conceptualising inclusive education in New Zealand: Listening to the hidden voices. Disability & Society, 33(4), 618-637. doi: 10.1080/09687599.2018.1436042

Jacobson, S., & Notman, R. (2018). Leadership in early childhood education: Implications for parental involvement and student success from New Zealand. International Studies in Educational Administration, 46(1), 86-101.

Lai, K.-W., & Campbell, M. (2018). Developing secondary students’ epistemic agency in a knowledge-building community. Technology, Pedagogy & Education, 27(1), 69-83. doi: 10.1080/1475939X.2017.1369150

Lai, K.-W., & Smith, L. (2018). Socio-demographic factors relating to perception and use of mobile technologies in tertiary teaching. British Journal of Educational Technology, 49(3), 492-504. doi: 10.1111/bjet.12544

Lai, K.-W., & Smith, L. (2018). University educators’ perceptions of informal learning and the ways in which they foster it. Innovative Higher Education, 43(5), 369-380. doi: 10.1007/s10755-018-9434-2