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Associate Professor Susan Sandretto

Dr Susan SandrettoAssociate Professor
BA(UC Davis) MA DipTchg(CSU Sacramento) PhD(Otago)

Dunedin Campus
Tel 64 3 479 8820
Email susan.sandretto@otago.ac.nz  

Biography

I arrived in New Zealand in 1997 from California where I was a Spanish Immersion primary school teacher.  I worked as a research assistant and guest lecturer at the University of Otago in the Faculty of Education and the Higher Education Development Centre from 1999.  I completed my doctorate at Otago in 2004 and was appointed as a lecturer that same year. My research interests include multiliteracies, critical literacy, gender issues in education and practitioner research. I teach across the primary teacher education and education studies programmes and supervise at the postgraduate level.

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Publications

Wells, T., Sandretto, S. & Tilson, J. (2021, July). Enhancing students' holistic empathy through process drama pedagogy evidenced in writing. College of Education Seminar Series. University of Otago, Dunedin, New Zealand. [Department Seminar].

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

Alford, J., Hsieh, B., McGraw, K., Sandretto, S., Cridland-Hughes, S. A., & Share, J. (2020). Teachers learning about and enacting critical literacy for the public good. Proceedings of the American Educational Research Association (AERA) Annual Meeting: The Power and Possibilities for the Public Good. Retrieved from https://www.aera.net

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

Mandic, S., Hopkins, D., García Bengoechea, E., Moore, A., Sandretto, S., Coppell, K., Ergler, C., Keall, M., … Spence, J. C. (2020). Built environment changes and active transport to school among adolescents: BEATS Natural Experiment. Proceedings of the International Society of Behavioral Nutrition & Physical Activity (ISBNPA) XChange. (pp. 113-114). International Society of Behavioral Nutrition and Physical Activity. Retrieved from https://venuewest.eventsair.com/isbnpa-xchange-initiative

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

Authored Book - Research

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

Authored Book - Research

Sandretto, S., & Klenner, S. (2011). Planting seeds: Embedding critical literacy into your classroom programme. Wellington, New Zealand: NZCER Press, 280p.

Authored Book - Research

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.

Chapter in Book - Research

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 - Research

Sandretto, S. (2015). 'I like my beer cold, my TV loud and my homosexuals f-laming': Using critical literacy to draw attention to heteronormative hegemony in texts in popular culture. In A. C. Gunn & L. A. Smith (Eds.), Sexual cultures in Aotearoa New Zealand education. (pp. 49-66). Dunedin, New Zealand: Otago University Press.

Chapter in Book - Research

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

Sandretto, S. (2018). A case for critical literacy with queer intent. Journal of LGBT Youth, 15(3), 197-211. doi: 10.1080/19361653.2018.1466753

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

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

Journal - Research Article

Blanch, K., Nairn, K., & Sandretto, S. (2014). Facebook in the classroom: Blended audiences and multiple front-stages. International Journal of Social Media & Interactive Learning Environments, 2(1), 70-84. doi: 10.1504/IJSMILE.2014.059693

Journal - Research Article

Brown, K., Nairn, K., & Sandretto, S. (2014). Learners' experiences in negotiating excellence. New Zealand Journal of Educational Studies, 49(1), 87-100.

Journal - Research Article

Sandretto, S. (2014). Teachers' metaphors of literacy: Do we need new metaphors? Curriculum Matters, 10, 232-251.

Journal - Research Article

Sandretto, S., & Tilson, J. (2014). "The problem with the future is that it keeps turning into the present": Preparing your students for their critically multiliterate future today. Set: Research Information for Teachers, 1, 51-60.

Journal - Research Article

Haigh, M., Kane, R., & Sandretto, S. (2012). The positioning of students in newly qualified secondary teachers’ images of their ‘best teaching’. Journal of Education for Teaching, 38(3), 245-259.

Journal - Research Article

Jarvis, K., & Sandretto, S. (2010). The power of discursive practices: Queering or heteronormalising? New Zealand Research in Early Childhood Education, 13, 43-56.

Journal - Research Article

Sandretto, S. (2010). A reparative reading of a confessional narrative of 'inclusion': Working within an 'ethic of discomfort'. International Journal of Learning, 17(3), 255-268.

Journal - Research Article

Sandretto, S. (2009). Theoretical and methodological tensions in a poststructural, collaborative self-study research project. Studying Teacher Education, 5(1), 89-101. doi: 10.1080/17425960902830476

Journal - Research Article

Sandretto, S., Ballard, K., Burke, P., Kane, R., Lang, C., Schon, P., & Whyte, B. (2007). Nailing jello to the wall: Articulating conceptualizations of social justice. Teachers & Teaching, 13(3), 307-322.

Journal - Research Article

Sandretto, S., and the Critical Literacy Research Team, including Tilson, J. (2006). Extending guided reading with critical literacy. Set: Research Information for Teachers, 3, 23-28.

Journal - Research Article

Kane, R., Sandretto, S., & Heath, C. (2004). An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47(3), 283-310.

Journal - Research Article

Sandretto, S. (2004). ″You know what I mean?″: Initiating critical dialogue on the term social justice. New Zealand Journal of Educational Leadership, 19, 31-46.

Journal - Research Article

Kane, R. G., Sandretto, S. E., & Heath, C. J. (2002). Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72(2), 177-228.

Journal - Research Article

Sandretto, S. E., Kane, R. G., & Heath, C. J. (2002). Making the tacit explicit: A teaching intervention programme for early career academics. International Journal for Academic Development, 7(2), 135-145.

Journal - Research Article

Mandic, S., Hopkins, D., García Bengoechea, E., Moore, A., Sandretto, S., Coppell, K., Ergler, C., Keall, M., … Spence, J. C. (2020). Built environment changes and active transport to school among adolescents: BEATS Natural Experiment Study protocol. BMJ Open, 10(3), e034899. doi: 10.1136/bmjopen-2019-034899

Journal - Research Other

Sandretto, S. (2013). Developing critical literacy across the curriculum. SPANZ: Journal of the Secondary Principals' Association of New Zealand, (December), 22-28.

Journal - Research Other

Sandretto, S. (2009). Editor's preface. Critical Literacy, 3(2), 3-5.

Journal - Research Other

Sandretto, S. (2012). Planting seeds with critical literacy. English in Aotearoa, 78, 42-49.

Journal - Professional & Other Non-Research Articles

Sandretto, S. (2012). Using multiliteracies to navigate blue skies. Collected, (Term 4), 12-13.

Journal - Professional & Other Non-Research Articles

Martin, K., Davis, L. S., & Sandretto, S. (2019). A seed for future adoption: Mobile-filmmaking in the secondary school classroom. Proceedings of the World Conference on Mobile and Contextual Learning. (pp. 54-61). Retrieved from https://www.learntechlib.org/

Conference Contribution - Published proceedings: Full paper

Kishimoto, T., & Sandretto, S. (2008). 'Culture' or teaching? Japanese women's learning experiences in New Zealand high school and university classrooms. In T. McGrath (Ed.), Proceedings of the 19th ISANA International Education Association Conference. The Gap, Australia: ISANA International Education Association. Retrieved from www.proceedings.com.au/isana2008

Conference Contribution - Published proceedings: Full paper

Sandretto, S. (2005). How do educators talk about social justice? Some thoughts on infusing a theory of social justice with an ethic of care. In J. Barbara, M. Leach & L. Walsh (Eds.), Proceedings of the Politics of Recognition: Identity, Justice, Respect Conference. (pp. 162-179). Geelong, Australia: Deakin University. [Full Paper]

Conference Contribution - Published proceedings: Full paper

Kane, R. G., Sandretto, S. E., & Heath, C. J. (2003). A balancing act for an unknown future: Exposing the teaching/research nexus at the University of Otago. In C. Bond & P. Bright (Eds.), Proceedings of the Annual International Conference of the Higher Education Research and Development Society of Australasia 2003: Learning for an unknown future. [CD-ROM], (pp. 324-332). Christchurch: HERDSA. [Full Paper]

Conference Contribution - Published proceedings: Full paper

Sandretto, S. E., Lang, C., Schon, P., & Whyte, B. (2003). A collaborative self-study into teacher education and social justice. Proceedings of the Combined Annual Conference of the New Zealand Association for Research in Education and the Australian Association for Research in Education 2003 : Educational research, risks and dilemmas. [CD-ROM] Auckland: NZARE/AARE. [Full Paper]

Conference Contribution - Published proceedings: Full paper

Alford, J., Hsieh, B., McGraw, K., Sandretto, S., Cridland-Hughes, S. A., & Share, J. (2020). Teachers learning about and enacting critical literacy for the public good. Proceedings of the American Educational Research Association (AERA) Annual Meeting: The Power and Possibilities for the Public Good. Retrieved from https://www.aera.net

Conference Contribution - Published proceedings: Abstract

Mandic, S., Hopkins, D., García Bengoechea, E., Coppell, K., Moore, A., Sandretto, S., Ergler, C., Keall, M., … Flaherty, C., … Taungapeau, F., … Stephenson, J., King, K., … Spence, J. C. (2020). From a pilot project to a multidisciplinary research programme: Lessons learned from the six-year BEATS research journey. In S. Mandic & K. Coppell (Eds.), Proceedings of the Built Environment and Active Transport to School (BEATS) Symposium. (pp. 15). Dunedin, New Zealand: University of Otago. Retrieved from https://www.otago.ac.nz/beats

Conference Contribution - Published proceedings: Abstract

Mandic, S., Hopkins, D., García Bengoechea, E., Moore, A., Sandretto, S., Coppell, K., Ergler, C., Keall, M., … Taungapeau, F., … Stephenson, J., King, K., & Spence, J. C. (2020). Built environment changes and active transport to school among adolescents: BEATS natural experiment study protocol. In S. Mandic & K. Coppell (Eds.), Proceedings of the Built Environment and Active Transport to School (BEATS) Symposium. (pp. 28). Dunedin, New Zealand: University of Otago. Retrieved from https://www.otago.ac.nz/beats

Conference Contribution - Published proceedings: Abstract

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