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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

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

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.

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.

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Edited Book - Research

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

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

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

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.

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Edited Book - Other

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

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Chapter in Book - Research

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

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.

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.

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

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

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

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.

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

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.

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

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

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

Dyer, J., & Hartung, C. (2018). The shine and shadow of global citizenship: Insights from teacher education in remote indigenous communities in Australia. In T. Hall, T. Gray, G. Downey & M. Singh (Eds.), The globalisation of higher education: Developing internationalised education research and practice. (pp. 345-361). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-74579-4_21

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

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

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

Brooking, T. (2018). Navigating to safety: Exploring a human rights focus in the curriculum as a pedagogical tool for developing empathy and validating refugee children's experiences. In N. Daly & L. Limbrick (Eds.), Children's literature in a multiliterate world. (pp. 59-75). London, UK: Trentham.

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.

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.

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

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, 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.

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

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.

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

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

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.

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

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.

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.

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

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

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.

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

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

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

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.

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

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

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.

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., & 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.

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

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

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.

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

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.

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

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.

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.

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.

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.

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.

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. (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). 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

Ercikan, K., Asil, M., & Grover, R. (2018). La brecha digital: Un contexto crítico para las evaluaciones con base digital [Digital divide: A critical context for digitally based assessments]. In M. d. Ibarrola Nicolín (Ed.), Temas clave de la evaluación de la educación básica: Diálogos y debates [Key issues in the evaluation of basic education: Dialogues and debates]. (pp. 172-193). Mexico City, Mexico: Fondode Cultura Económica.

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. Abingdon, UK: Routledge.

Hartung, C. (2018). Global citizenship incorporated: Competing responsibilities in the education of global citizens. In C. Halse, C. Hartung & J. Wright (Eds.), Responsibility and responsibilisation in education. (pp. 16-29). Abingdon, UK: 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.

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Journal - Research Article

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

Ingram, N., Holmes, M., Linsell, C., Livy, S., McCormick, M., & Sullivan, P. (2019). Exploring an innovative approach to teaching mathematics through the use of challenging tasks: A New Zealand perspective. Mathematics Education Research Journal. Advance online publication. doi: 10.1007/s13394-019-00266-1

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.

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

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

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

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.

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). The influence of self‐efficacy beliefs and prior learning on performance. Accounting & Finance. Advance online publication. doi: 10.1111/acfi.12440

Nairn, K. (2019). Learning through doing: The potential of a collective editing pedagogy. Teaching in Higher Education. Advance online publication. doi: 10.1080/13562517.2019.1632827

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

Nairn, K. (2019). Learning from young people engaged in climate activism: The potential of collectivizing despair and hope. YOUNG. Advance online publication. doi: 10.1177/1103308818817603

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

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

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

Robertson, S. (2018). A New Zealand principal's perceptions of identity and change. Leading & Managing, 24(1), 33-46.

Cornwall, J., Mayland, E. C., van der Meer, J., Spronken-Smith, R. A., Tustin, C., & Blyth, P. (2018). Stressors in early-stage doctoral students. Studies in Continuing Education. Advance online publication. doi: 10.1080/0158037X.2018.1534821

Moran, K., & Gilmore, A. (2018). Children’s understanding of water safety and perceptions of risk at the beach. New Zealand Journal of Educational Studies. Advance online publication. doi: 10.1007/s40841-018-0118-3

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. Advance online publication. doi: 10.1177/1463949118778020

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.

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

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

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

Anakin, M., Spronken-Smith, R., Healey, M., & Vajoczki, S. (2018). The contextual nature of university-wide curriculum change. International Journal for Academic Development, 23(3), 206-218. doi: 10.1080/1360144X.2017.1385464

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

van der Meer, J., Scott, S., & Pratt, K. (2018). First semester academic performance: The importance of early indicators of non-engagement. Student Success, 9(4), 1-12. doi: 10.5204/ssj.v9i4.652

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

Windle, J. M., Spronken-Smith, R. A., Smith, J. K., & Tucker, I. G. (2018). Preadmission predictors of academic performance in a pharmacy program: A longitudinal, multi-cohort study. Currents in Pharmacy Teaching & Learning. Advance online publication. doi: 10.1016/j.cptl.2018.04.018

Trevethan, H. (2018). Challenging the discourse of beginning teaching: Only one crying phone call. New Zealand Journal of Educational Studies, 53(1), 49-63. doi: 10.1007/s40841-018-0105-8

Ohi, S., O'Mara, J., Arber, R., Hartung, C., Shaw, G., & Halse, C. (2018). Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation. European Educational Research Journal. Advance online publication. doi: 10.1177/1474904118796908

Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: Influence of gender, computer usage and level of education. Open Learning. Advance online publication. doi: 10.1080/02680513.2018.1503529

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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

Nairn, K., Anderson, V., & Blanch, K. (2018). Future teachers debate charter schools on Facebook: Analysing their political subjectivities. Discourse: Studies in the Cultural Politics of Education, 39(1), 41-52. doi: 10.1080/01596306.2016.1228045

Bahar, M., Uğur, H., & Asil, M. (2018). Social achievement goals and students' socio-economic status: Cross-cultural validation and gender invariance. Issues in Educational Research, 28(3), 511-529.

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Mandic, S., Sandretto, S., Hopkins, D., Wilson, G., Moore, A., & García Bengoechea, E. (2018). “I wanted to go here”: Adolescents’ perspectives on school choice. Journal of School Choice, 12(1), 98-122. doi: 10.1080/15582159.2017.1381543

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.

McKenzie, A., & McKenzie, D. (2018). The impact of targeted professional development on teachers' perception of their confidence and ability to implement the physical education curriculum. New Zealand Physical Educator, 51(2), 30-34.

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

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

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

Fan, J. (2018). Queering Disney animated films using a critical literacy lens. Journal for LGBT Youth. Advance online publication. doi: 10.1080/19361653.2018.1537871

Liau, A. K., Neihart, M., Teo, C. T., Goh, L. S., & Chew, P. (2018). A quasi-experimental study of a Fitbit-based self-regulation intervention to improve physical activity, well-being, and mental health. Cyberpsychology, Behavior, & Social Networking, 21(11), 727-734. doi: 10.1089/cyber.2016.0502

Sopoaga, F., van der Meer, J., Nada-Raja, S., Wilkinson, T., & Jutel, S. (2018). Mental health and wellbeing of Pacific students starting University in New Zealand. Pacific Health Dialog, 21(2), 71-79.

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

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

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

Sandretto, S., & Nairn, K. (2018). Do parenting advice books help or harm? Critiquing ‘common-sense’ advice for mothers raising boys. Gender & Education. Advance online publication. doi: 10.1080/09540253.2018.1533919

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., & 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

Sligo, J. L., Nairn, K. M., & McGee, R. O. (2018). 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, 21(1), 63-75. doi: 10.1080/13645579.2017.1321868

Oranje, J., & Smith, L. F. (2018). Language teacher cognitions and intercultural language teaching: The New Zealand perspective. Language Teaching Research, 22(3), 310-329. doi: 10.1177/1362168817691319

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

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.

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

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. (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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

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.

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

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

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.

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

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

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

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

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

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

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.

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.

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

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

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

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

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

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

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.

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., & 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.

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

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

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

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

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

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

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