Accessibility Skip to Global Navigation Skip to Local Navigation Skip to Content Skip to Search Skip to Site Map Menu

Research publications for the University of Otago College of Education

Authored Book - Research

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

Hartung, C. (2017). Conditional citizens: Rethinking children and young people's participation. Singapore: Springer, 147p. doi: 10.1007/978-981-10-3938-6

Chou, M., Gagnon, J.-P., Hartung, C., & Pruitt, L. J. (2017). Young people, citizenship and political participation: Combating civic deficit? London, UK: Rowman & Littlefield, 147p.

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

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

Tilson, J., & Sandretto, S. (2016). Integrating critical multiliteracies using the Four Resources Model: A New Zealand guide. Wellington, New Zealand: NZCER Press, 75p.

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

^ Top of page

Edited Book - Research

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

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.

Devere, H., Te Maihāroa, K., & Synott, J. P. (Eds.). (2017). Peacebuilding and the rights of Indigenous Peoples: Experiences and strategies for the 21st century. Cham, Switzerland: Springer, 209p.

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

Nairn, K., Kraftl, P., & Skelton, T. (Eds.). (2016). Space, place, and environment. Singapore: Springer, 566p.

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.

^ Top of page

Edited Book - Other

Halse, C., Hartung, C., & Wright, J. (Eds.). (2018). Responsibility and responsibilisation in education. Routledge, 154p.

^ Top of page

Chapter in Book - Research

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

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

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.

Rutherford, G., & MacArthur, J. (2017). 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, 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. 53-63). Cham, Switzerland: Springer.

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

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.

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

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

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.

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.

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.

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

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

Smith, A., & May, H. (2017). 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

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

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

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., & 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

Bell, D. (2017). Katsushika Hokusai and a poetics of nostalgia. In E. M. Grierson (Ed.), Activating aesthetics. (pp. 75-91). Abingdon, UK: Routledge.

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.

Bell, D. (2017). Finding Iki: Iki and the floating world. In M. Nguyen (Ed.), New essays in Japanese aesthetics. (pp. 369-381). Lanham, MD: Lexington Books.

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). Cham, Switzerland: Springer.

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

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

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.

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.

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

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.

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.

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.

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

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.

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

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.

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.

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.

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.

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). 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.

^ Top of page

Chapter in Book - Other

Halse, C., Hartung, C., & Wright, J. (2018). Introduction. Responsibility and responsibilisation in education. In C. Halse, C. Hartung & J. Wright (Eds.), Responsibility and responsibilisation in education. Routledge.

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.

^ Top of page

Journal - Research Article

Costa Camoes Rabello, R., Nairn, K., & Anderson, V. (2018). Working within/against institutional expectations: Exploring recommendations for social investment in the oil and gas sector. Extractive Industries & Society. Advance online publication. doi: 10.1016/j.exis.2018.06.007

Bäckström, A., & Nairn, K. (2018). Skateboarding beyond the limits of gender? Strategic interventions in Sweden. Leisure Studies. Advance online publication. doi: 10.1080/02614367.2018.1462397

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

Sexton, S. S. (2018). Enhancing primary science teaching: Interconnections of content, policy and practice in a New Zealand professional learning and development programme. London Review of Education, 16(1), 152-164. doi: 10.18546/LRE.16.1.13

Trevethan, H. (2018). Challenging the discourse of beginning teaching: Only one crying phone call. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-018-0105-8

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

Ercikan, K., Asil, M., & Grover, R. (2018). Digital divide: A critical context for digitally based assessments. Education Policy Analysis Archives, 26, 51. doi: 10.14507/epaa.26.3817

Bahar, M., Asil, M., & Rubie-Davies, C. M. (2018). Measurement invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish context. European Journal of Educational Research, 7(1), 113-120. doi: 10.12973/eu-jer.7.1.113

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

Sandretto, S. (2018). A case for critical literacy with queer intent. Journal for LGBT Youth. Advance online publication. doi: 10.1080/19361653.2018.1466753

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

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

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

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

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

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), 172-179.

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

Smith, L. F., Arcand, K. K., Smith, R. K., Bookbinder, J., & Smith, J. K. (2017). Capturing the many faces of an exploded star: Communicating complex and evolving astronomical data. Journal of Science Communication, 16(5), A2.

Anderson, V., Young, S., Blanch, K., & Smith, L. (2017). Mobility, place and affect in transnational teacher education graduates’ accounts of their first year teaching. Teaching & Teacher Education, 69, 11-20. doi: 10.1016/j.tate.2017.09.010

Liau, A. K., Park, Y., Gentile, D. A., Katna, D. P., Tan, C. H. A., & Khoo, A. (2017). iZ HERO adventure: Evaluating the effectiveness of a peer-mentoring and transmedia cyberwellness program for children. Psychology of Popular Media Culture, 6(4), 326-337. doi: 10.1037/ppm0000094

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, 6, 347-357. doi: 10.1016/j.jth.2017.05.006

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

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

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

van der Meer, J., Wass, R., Scott, S., & Kokaua, J. (2017). Entry characteristics and participation in a peer learning program as predictors of first-year students’ achievement, retention, and degree completion. AERA Open, 3(3), 1-13. doi: 10.1177/2332858417731572

Bartley, S. R., & Ingram, N. (2017). Parental modelling of mathematical affect: Self-efficacy and emotional arousal. Mathematics Education Research Journal. Advance online publication. doi: 10.1007/s13394-017-0233-3

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

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

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

Campbell-Price, M. (2017). It depends on the priorities: The presence and profile of outdoor education on school websites. Journal of Adventure Education & Outdoor Learning. Advance online publication. doi: 10.1080/14729679.2017.1409642

McAnelly, K., & Gaffney, M. (2017). He waka eke noa: A case study of active participation for a disabled child in an inclusive early childhood community of practice. Early Childhood Folio, 21(1), 16-21. doi: 10.18296/ecf.0031

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., 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

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

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

Gaches, S., & Hill, D. (2017). Power and assessment: A genealogical analysis of the CLASS. Journal of Curriculum & Pedagogy, 14(2), 125-142. doi: 10.1080/15505170.2017.1335253

Lai, K.-W. (2017). Pedagogical practices of NetNZ teachers for supporting online distance learners. Distance Education, 38(3), 321-335. doi: 10.1080/01587919.2017.1371830

Lai, K.-W., & Smith, L. (2017). Socio-demographic factors relating to perception and use of mobile technologies in tertiary teaching. British Journal of Educational Technology. Advance online publication. doi: 10.1111/bjet.12544

Campbell-Price, M., & Cosgriff, M. (2017). Dealing with a quandary: Funding out outdoor education in Aotearoa New Zealand. Te Whakatika, 35, 6-12.

Sexton, S. (2017). Meaningful intersections of social justice and contemporary cultural competencies in a New Zealand master’s level initial teacher education programme. Journal of Contemporary Educational Research, 1(1), 33-42. Retrieved from http://ojs.bbwpublisher.com/index.php/JCER/article/view/147

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

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

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

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

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

Mandic, S., Sandretto, S., Hopkins, D., Wilson, G., Moore, A., & García Bengoechea, E. (2017). “I wanted to go here”: Adolescents’ perspectives on school choice. Journal of School Choice. Advance online publication. doi: 10.1080/15582159.2017.1381543

Price, D., Smith, J. K., & Berg, D. A. G. (2017). Personalised feedback and annotated exemplars in the writing classroom: An experimental study in situ. Assessment Matters, 11, 122-144. doi: 10.18296/am.0027

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.

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

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

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

Smith, J. K., & Smith, L. F. (2017). The 1.5 criterion model of creativity: Where less is more, more or less. Journal of Creative Behavior, 51(4), 281-284. doi: 10.1002/jocb.191

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

Renner, S., & Pratt, K. (2017). Exploring primary teachers' self-efficacy beliefs for teaching dance education. Issues in Educational Research, 27(1), 115-133. Retrieved from http://www.iier.org.au/iier27/renner.html

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

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

Lai, K.-W., & Campbell, M. (2017). Developing secondary students’ epistemic agency in a knowledge-building community. Technology, Pedagogy & Education. Advance online publication. doi: 10.1080/1475939X.2017.1369150

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

Brookhart, S. M., 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(4), 803-848. doi: 10.3102/0034654316672069

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.

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

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

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

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

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

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.

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.

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

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

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

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

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

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.

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

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

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

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

Notman, R., & Youngs, H. (2016). Researching and evaluating secondary school leadership in New Zealand: The Educational Leadership Practices Survey. Journal of Educational Leadership, Policy & Practice, 31(1/2), 108-120.

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

Notman, R. (2016). An overview of educational leadership research in the East Asia region. New Zealand Journal of Asian Studies, 18(2), 29-42.

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

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.

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

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.

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

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

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

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

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

^ Top of page

Journal - Research Other

Sexton, S. S. (2018). Editorial. Science Education International, 29(1), 1-2. [Editorial].

Gaffney, M., & White, E. J. (2018). Video activism as political advocacy for social justice: The legacy of professor Anne Smith in education. Video Journal of Education & Pedagogy, 3, 5. doi: 10.1186/s40990-018-0017-z

Prochner, L., & May, H. (2018). Lessons and legacies of early childhood history. Early Years, 38(2), 122-124. doi: 10.1080/09575146.2018.1452765

Morrison, H. (2018). [Review of the book ‘Our principle of sex equality’: The ordination of women in the Congregational Church in Australia, 1927–1977]. Journal of Ecclesiastical History, 69(1), 211-212. doi: 10.1017/S0022046917001452

Smith, J. K. (2018). [Review of the book Why knowledge matters: Rescuing our children from failed educational theories]. Journal of Educational Research. Advance online publication. doi: 10.1080/00220671.2018.1443583

Sexton, S. S. (2017). Editorial. Science Education International, 28(3), 180-181. [Editorial].

Hartung, C. (2017). [Review of the book Reconceptualising agency and childhood: New perspectives in childhood studies]. Children's Geographies, 15(6), 754-755. doi: 10.1080/14733285.2017.1283911

Campbell-Price, M. (2017). Inwards and outwards focused outdoor education: Broadening the reach and value of school outdoor education. Pathways, 29(3), 22-24.

Bell, D. (2017). [Review of the book Hokusai's lost manga]. New Zealand Journal of Asian Studies, 19(1), 130-131. [Book Review].

Cooper, B., Sexton, S., & Gunn, A. C. (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. doi: 10.15663/wje.v22i3.580

Sexton, S. S. (2017). [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, 29(7), 952-954. doi: 10.1080/09540253.2016.1170326

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

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

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

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

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

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

^ Top of page

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

Notman, R. (2017). Teacher leadership in New Zealand and Scotland. Leading Lights, 1, 7-10.

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.