Senior Lecturer (Science Education)
BSc(Penn State) MTeach PhD(Sydney)
I am a primary school teacher now working at the University of Otago. I completed my PhD in teacher cognition in 2007 which investigated how those who are entering their initial teacher education programme see themselves as the teacher and how this role-identity was formed by their prior experiences in the classroom. My research interest areas are in teacher cognition, heteronormativity in the classroom and science education.
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
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
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
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. (2020). Never had it but now I have to teach it: A study into how primary teachers implemented a new curriculum requirement in teaching practice. Science Education International, 31(2), 172-178. doi: 10.33828/sei.v31.i2.6