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Authored Book - Research

Nairn, K., Sligo, J., Showden, C. R., Matthews, K. R., & Kidman, J. (2022). Fierce hope: Youth activism in Aotearoa. Wellington, New Zealand: Bridget Williams Books, 300p. doi: 10.7810/9781990046681

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.

Edited Book - Research

May, H., Card, A., & Carroll-Lind, J. (Eds.). (2021). Ngā kohinga kōrero a te aumangea: Kia mana te ara kōhungahunga ki Aotearoa: Life stories on the frontline: Growing a childcare movement in Aotearoa. Wellington, New Zealand: Te Rito Maioha Early Childhood New Zealand.

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.

Chapter in Book - Research

Denston, A., Martin, R., Fickel, L. H., & O'Toole, V. (2023). Re-engaging a culturally and linguistically holistic approach to education in Aotearoa New Zealand: How teachers' noticing fosters children's socio-emotional development. In A. Kamp, C. Brown, T. McMenamin & V. O'Toole (Eds.), Wellbeing: Global policies and perspectives: Insights from Aotearoa New Zealand and beyond. (pp. 101-122). Oxford, UK: Peter Lang. doi: 10.3726/b18360

Gunn, A. C., Kelly, M., Offen, B., Ormond, A. P., & Sexton, S. (2023). He ara e rua he whāinga kotahi: Walking dual pathways toward shared goals in initial primary sector teacher education. In W. O. Lee, P. Brown, A. L. Goodwin & A. Green (Eds.), International handbook on education development in Asia-Pacific. (Online ed.) Singapore: Springer. doi: 10.1007/978-981-16-2327-1_85-1

Lipnevich, A. A., Khorramdel, L., & Smith, J. K. (2023). Assessment, evaluation, and accountability: A brief introduction. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.), International encyclopedia of education. (4th ed.) (pp. 228-237). Amsterdam, The Netherlands: Elsevier. doi: 10.1016/B978-0-12-818630-5.09004-7

Rutherford, G. (2023). "First you have to see me as a human being”: Disabled students' experiences of schooling. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.), International encyclopedia of education. (4th ed.) (pp. 228-237). Amsterdam, The Netherlands: Elsevier. doi: 10.1016/B978-0-12-818630-5.12059-7

Sandretto, S., & Davis, S. (2023). Listening and responding to the voices of tamariki and rangatahi in research. In F. Meyer & K. Meissel (Eds.), Research methods for education and the social disciplines in Aotearoa New Zealand. (pp. 321-327). Wellington, New Zealand: NZCER Press.

Sandretto, S., Shafer, D., & Locke, T. (2023). The fate of critical literacy in an age of standards based hegemonies: The New Zealand context. In A. Goodwyn, J. Emanuel, R. Roberts, L. Scherff, W. Sawyer, C. Durrant & D. Zancanella (Eds.), International perspectives on English teacher development: From initial teacher education to highly accomplished professional. (pp. 226-240). Abingdon, UK: Routledge. doi: 10.4324/9781003168140-21

Sexton, S. S. (2023). Nature of science and nature of technology. In B. Akpan, B. Cavas & T. Kennedy (Eds.), Contemporary issues in science and technology education. (pp. 13-23). Cham, Switzerland: Springer. doi: 10.1007/978-3-031-24259-5_2

Berg, D. A. G. (2022). Over 40 years of teacher self-efficacy research: Theory, measurement, and application. In A. O'Donnell, N. C. Barnes & J. Reeve (Eds.), Oxford handbook of educational psychology. Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.30

Campbell-Price, M. (2022). Sustaining learning from a long duration outdoor education experience in a remote landscape. In T. A. Smith, H. Pitt & R. A. Dunkley (Eds.), Unfamiliar landscapes: Young people and diverse outdoor experiences. (pp. 59-82). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-030-94460-5_3

Denston, A., Fickel, L. H., Martin, R., & O'Toole, V. (2022). Laying the foundation for wellbeing in young in New Zealand: Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework. In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and schooling: Cross cultural and cross disciplinary perspectives. (pp. 121-133). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-95205-1_8

Gunn, A. C. (2022). Young children's learning dispositions. In S. C. Faircloth (Ed.), Oxford bibliographies: Education. Oxford University Press. doi: 10.1093/OBO/9780199756810-0290

Martin, R., & Denston, A. (2022). Challenging existing spaces: Deconstructing indigenous power imbalances within Aotearoa New Zealand. In L. C. Assaf, P. Sowa & K. Zammit (Eds.), Global meaning making: Disrupting and interrogating international language and literacy research and teaching: Advances in research on teaching (Vol. 39). (pp. 101-116). Bingley, UK: Emerald. doi: 10.1108/S1479-368720220000039007

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

Smith, J. K., Berg, D. A. G., & Lipnevich, A. A. (2022). Formative assessment and assessment for learning: Distinctions, mileposts, and a view to the future. In A. O'Donnell, N. C. Barnes & J. Reeve (Eds.), Oxford handbook of educational psychology. Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.27

Cowie, B., & Trevethan, H. (2021). Funds of knowledge and relations as a curriculum and assessment resource in multicultural primary science classrooms: A case study from Aotearoa New Zealand. In M. M. Atwater (Ed.), International handbook of research on multicultural science education. (Online ed.) Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-030-37743-4_59-1

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.

Morrison, H. (2021). The South Pacific. In J. J. Hanciles (Ed.), Christianity worldwide: 1800 to 2000. (pp. 202-218). London, UK: SPCK.

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.

Ingram, N., Hatisaru, V., Grootenboer, P., & Beswick, K. (2020). Researching the affective domain in mathematics education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in mathematics education in Australasia 2016-2019. (pp. 147-175). Singapore: Springer. doi: 10.1007/978-981-15-4269-5_7

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

Ingram, N., Pratt, K., & Williamson-Leadley, S. (2018). Using show and tell apps to engage students in problem-solving in the mathematics classroom. In N. Calder, K. Larkin & N. Sinclair (Eds.), Using mobile technologies in the teaching and learning of mathematics. (pp. 301-316). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-90179-4_17

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.

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

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

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. ([Online] ed.) 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.

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.

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.

Chapter in Book - Other

Morrison, H. (2021). 'It's really where you parents were': Differentiating and situating protestant missionary children's lives, c.1900-1940. In M. Frederiks & D. Nagy (Eds.), Critical readings in the history of Christian mission (Vol. 3). (pp. 1016-1046). Leiden, The Netherlands: Brill. doi: 10.1163/9789004399600_047

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.

Journal - Research Article

Anderson, V., Mostolizadeh, S., Oranje, J., Fraser-Smith, A., & Crampton, E. (2023). Navigating the secondary-tertiary education border: Refugee-background students in Southern Aotearoa New Zealand. Research Papers in Education, 38(2), 250-275. doi: 10.1080/02671522.2021.1961300

Anderson, V., Ortiz-Ayala, A., & Mostolizadeh, S. (2023). Schools and teachers as brokers of belonging for refugee-background young people. International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2023.2210591

Benning, I., Linsell, C., & Ingram, N. (2023). Examining the changes in mathematics teachers' technology dispositions through GeoGebra-mediated professional development. Asian Journal for Mathematics Education. Advance online publication. doi: 10.1177/27527263231163276

Berg, D. A. G., Skaalvik, E. M., Asil, M., Hill, M. F., Uthus, M., Tangen, T. N., & Smith, J. K. (2023). Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand. Teaching & Teacher Education, 125, 104041. doi: 10.1016/j.tate.2023.104041

Campbell-Price, M. (2023). Developing the next generation of EOTC champions. Te Whakatika, (40), 26-31.

Cotter, K. N., Rodriguez-Boerwinkle, R. M., Christensen, A. P., Fekete, A., Smith, J. K., Smith, L. F., … Silvia, P. J. (2023). Updating the Aesthetic Fluency Scale: Revised long and short forms for research in the psychology of the arts. PLoS ONE, 18(2), e0281547. doi: 10.1371/journal.pone.0281547

Gaches, S. (2023). Sharing their ideas with the world: The views and voices of young children. Journal of Early Childhood Research, 21(1), 46-62. doi: 10.1177/1476718X221125593

Mandic, S., García Bengoechea, E., Hopkins, D., Coppell, K., Smith, M., Moore, A., Keall, M., Ergler, C., Sandretto, S., … Flaherty, C., … Stephenson, J., … Spence, J. C. (2023). Examining the transport to school patterns of New Zealand adolescents by home-to-school distance and settlement types. Journal of Transport & Health, 30, 101585. doi: 10.1016/j.jth.2023.101585

Nemadziva, B., Sexton, S. S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1/2), 12819. doi: 10.17159/sajs.2023/12819

Nuttall, J., Rooney, T., Gunn, A. C., & White, E. J. (2023). The impact of digital documentation platforms on early childhood educators' work in Australia and New Zealand. Technology, Pedagogy & Education, 32(2), 257-273. doi: 10.1080/1475939X.2023.2177720

Showden, C. R., Barker-Clarke, E., Sligo, J., & Nairn, K. (2023). The connective is communal: Hybrid activism in online and offline spaces. Social Movement Studies. Advance online publication. doi: 10.1080/14742837.2023.2171387

Sligo, J., Besley, T., Ker, A., & Nairn, K. (2023). Creating a culture of care to support rainbow activists' well-being: An exemplar from Aotearoa/New Zealand. Journal of LGBT Youth, 20(3), 502-523. doi: 10.1080/19361653.2022.2077274

Spronken-Smith, R., Brown, K., & Cameron, C. (2023). Perceptions of graduate attribute development and application in PhD graduates from US and NZ universities. Assessment & Evaluation in Higher Education. Advance online publication. doi: 10.1080/02602938.2023.2182873

Striepe, M., Thompson, P., Robertson, S., Devi, M., Gurr, D., Longmuir, F., … Cunningham, C. (2023). Responsive, adaptive, and future-centred leadership in response to crisis: Findings from Australia, Fiji, and New Zealand. School Leadership & Management. Advance online publication. doi: 10.1080/13632434.2023.2171005

van der Meer, J., Egan, R., Morrison, H., & Pratt, K. (2023). The importance of supporting students' sense of meaning and purpose as part of supporting the "whole student". Open Journal of Social Sciences, 11, 345-360. doi: 10.4236/jss.2023.111025

Waterworth, K., Gaffney, M., Taylor, N., & Gibson, B. E. (2023). The civil rights of disabled children in physiotherapy practices. Physiotherapy Theory & Practice, 39(3), 547-559. doi: 10.1080/09593985.2021.2011511

Wells, T., Sandretto, S., & Tilson, J. (2023). Bridging the theory-practice divide in teacher education through process drama pedagogy: “You fully experience what you're learning”. Teaching & Teacher Education, 124, 103993. doi: 10.1016/j.tate.2022.103993

Wells, T., Sandretto, S., & Tilson, J. (2023). Learning "what it's like to be someone else apart from yourself": Developing holistic empathy with process drama. Pedagogy, Culture & Society, 31(4), 809-825. doi: 10.1080/14681366.2021.1949633

Wells, T., Sandretto, S., & Tilson, J. (2023). Metaxis moments prompted by authentic questions in primary classroom contexts. Research in Drama Education, 28(2), 195-209. doi: 10.1080/13569783.2022.2064738

Altunoğlu, B. D., Kurnaz, M. A., & Sexton, S. S. (2022). Pre-Service primary school reachers' motivations for choosing the teaching profession and their self-efficacy beliefs in science teaching. Online Science Education Journal, 7(2), 58-71.

Anderson, V., Cone, T., Rafferty, R., & Inoue, N. (2022). Mobile agency and relational webs in women's narratives of international study. Higher Education, 83, 911-927. doi: 10.1007/s10734-021-00714-7

Denston, A., Martin, R., Fickel, L. H., & O'Toole, V. (2022). Strengthening socio-emotional learning in Aotearoa New Zealand: Teacher and whānau understandings of wellbeing. New Zealand Journal of Educational Studies, 57, 385-406. doi: 10.1007/s40841-022-00261-4

Denston, A., Martin, R., Fickel, L., & O'Toole, V. (2022). Teachers' perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teaching & Teacher Education, 117, 103813. doi: 10.1016/j.tate.2022.103813

Denston, A., Martin, R., Taite-Pitama, M., Green, A., Gough, R., & Gillon, G. (2022). Teacher experiences and perceptions related to developing a culturally and linguistically responsive emergent bilingual literacy program in Aotearoa New Zealand: A collaborative case study. Australian Journal of Indigenous Education, 51(2). doi: 10.55146/ajie.v51i2.17

Gaches, S. (2022). Building from At-Promise: Scholarship and mentoring for transformation. International Critical Childhood Policy Studies, 9(1), 37-48.

Gaches, S. (2022). Using critically reflexive ethics in practice to address issues of representation in children's rights-based research. Global Studies of Childhood, 12(4), 374-386. doi: 10.1177/2043610620959679

Gaches, S., Martin, R., Clark, B., & Paerata, M. (2022). Educating the teacher educators: Embedding Te Tiriti o Waitangi relationships in ongoing professional learning and development. Asia-Pacific Journal of Research in Early Childhood Education, 16(3), 99-121. doi: 10.17206/apjrece.2022.16.3.99

Graham, K., Nairn, K., & Treharne, G. J. (2022). Teaching gender and sexual diversity in Aotearoa New Zealand: How hierarchies and surveillance shape what is possible. New Zealand Journal of Educational Studies, 57(2), 351-365. doi: 10.1007/s40841-022-00259-y

Gunn, A. C., White, E. J., & Williams, N. (2022). The status of the image in ECE assessment practice: Insights from the field. New Zealand Journal of Teachers' Work, 19(1), 15-28.

Ingram, N., & Meaney, T. (2022). “My parents are pretty pleased with my maths”: Students' navigation of identity stories about mathematics. Research in Mathematics Education, 24(1), 51-68. doi: 10.1080/14794802.2021.1938190

Inoue, N., & Anderson, V. (2022). Encountering and contesting native-speakerism in Japanese universities. Higher Education Research & Development. Advance online publication. doi: 10.1080/07294360.2022.2128073

Kwan, C., & Anderson, V. (2022). Navigating Fiji's higher education landscape with indigenous research methodologies. Pacific Dynamics, 6(2), 136-155. doi: 10.26021/13504

Lipnevich, A. A., & Smith, J. K. (2022). Student – Feedback Interaction Model: Revised. Studies in Educational Evaluation, 75, 101208. doi: 10.1016/j.stueduc.2022.101208

May, H. (2022). Enduring lessons for current times from a forgotten Froebelian foot soldier in Aotearoa-New Zealand: Miss Isabel Little (1876-1937). Global Education Review, 9(1), 69-84. Retrieved from https://ger.mercy.edu/index.php/ger/article/view/576

Morrison, H. (2022). 'It is well with the child': Changing views on protestant missionary children's health, 1870s-1930s. Studies in Church History, 58, 306-329. doi: 10.1017/stc.2022.15

Sexton, S. S. (2022). New Zealand student teachers' reflections on planning, preparing, and delivery for effective and culturally responsive teaching practice. Education 3-13. Advance online publication. doi: 10.1080/03004279.2022.2100441

Showden, C. R., Nairn, K., & Matthews, K. R. (2022). 'So people wake up, what are we gonna do?': From paralysis to action in decolonizing activism. Ethnicities, 22(5), 663-684. doi: 10.1177/14687968211062916

Spronken-Smith, R. A., Brown, K., Cameron, C., McAuliffe, M. J., Riley, T., & Weaver, C. K. (2022). COVID-19 impacts on early career trajectories and mobility of doctoral graduates in Aotearoa New Zealand. Higher Education Research & Development. Advance online publication. doi: 10.1080/07294360.2022.2152782

Tilson, J., & Sandretto, S. (2022). “I haven't earned the right to just play around with my literacy programme”: Strategies, tactics and policy actors/subjects. English Teaching, 21(2), 143-155. doi: 10.1108/ETPC-11-2020-0152

van der Meer, J. (2022). The importance of an increased focus on developing the "whole student" during and beyond their time at higher education, with a particular focus on first-year student. Open Journal of Social Sciences, 10, 297-316. doi: 10.4236/jss.2022.107025

van der Meer, J., Skalicky, J., Speed, H., & Young, D. G. (2022). Focusing on the development of the whole student: An international comparative study of the perceived benefits of peer leadership in higher education. Open Journal of Social Sciences, 10(3), 14-35. doi: 10.4236/jss.2022.103002

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

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, 34(2), 184-195. 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, 53(10), 832-842. 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

Martin, K. M., Davis, L. S., & Sandretto, S. (2021). Engagement with science across the middle years in New Zealand. New Zealand Journal of Educational Studies, 56, 83-99. doi: 10.1007/s40841-020-00185-x

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, 29(1), 96-108. 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, 18, 517-522. doi: 10.1111/tct.13384

Reese, E., Gunn, A., Bateman, A., & Carr, M. (2021). Teacher-child talk about learning stories in New Zealand: A strategy for eliciting children's complex language. Early Years, 41(5), 506-521. doi: 10.1080/09575146.2019.1621804

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

Rogers, T. L., & Nairn, K. (2021). Cambodian schoolgirls' negotiation of discursive constraints within and beyond the school context. Gender & Education, 33(6), 737-756. doi: 10.1080/09540253.2020.1849571

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

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

White, E. J., Rooney, T., Gunn, A. C., & Nuttall, J. (2021). Understanding how early childhood educators 'see' learning through digitally cast eyes: Some preliminary concepts concerning the use of digital documentation platforms. Australasian Journal of Early Childhood, 46(1), 6-18. doi: 10.1177/1836939120979066

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

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