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Associate Professor Susan Sandretto

Dr Susan SandrettoHead of Academic Development
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

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

Mandic, S., Hopkins, D., García Bengoechea, E., Flaherty, C., Moore, A., Sandretto, S., Coppell, K., Ergler, C., Keall, M., … Spence, J. C. (2019). Challenges for active transport to school in urban and rural New Zealand: Insights from the BEATS research programme [Invited]. In S. Mandic & K. Coppell (Eds.), Proceedings of The Active Living and Environment Symposium (TALES): Linking Transport, Health and Sustainability. (pp. 22). Dunedin, New Zealand: University of Otago. [Abstract]

King, K., Kidd, G., King, A., Sandretto, S., & Mandic, S. (2019). Inspiring, empowering and supporting adolescents in rural areas to be agents of change: The Catalyst Project. In S. Mandic & K. Coppell (Eds.), Proceedings of The Active Living and Environment Symposium (TALES): Linking Transport, Health and Sustainability. (pp. 42). Dunedin, New Zealand: University of Otago. [Abstract]

Kershner, R., Hennessy, S., Tilson, J., Slakmon, B., Calcagni, E., Kerslake, L., … Trevethan, H., Sandretto, S., & Seleznyov, S. (2019, August). T-SEDA: A flexible research-informed PD approach to teacher inquiry into dialogue. Verbal presentation at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen, Germany.

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

Authored Book - Research

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

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

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

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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.

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. (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.

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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

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

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

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

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

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

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

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

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

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

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

Smith, L., Nairn, K., & Sandretto, S. (2016). Complicating hetero-normative spaces at school formals in New Zealand. Gender, Place & Culture, 23(5), 589-606. doi: 10.1080/0966369X.2015.1034245

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

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

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

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.

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

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.

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.

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

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

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.

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.

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

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.

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.

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.

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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.

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

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Journal - Professional & Other Non-Research Articles

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

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

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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

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]

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]

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]

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Conference Contribution - Published proceedings: Abstract

Mandic, S., Hopkins, D., García Bengoechea, E., Flaherty, C., Moore, A., Sandretto, S., Coppell, K., Ergler, C., Keall, M., … Spence, J. C. (2019). Challenges for active transport to school in urban and rural New Zealand: Insights from the BEATS research programme [Invited]. In S. Mandic & K. Coppell (Eds.), Proceedings of The Active Living and Environment Symposium (TALES): Linking Transport, Health and Sustainability. (pp. 22). Dunedin, New Zealand: University of Otago. [Abstract]

King, K., Kidd, G., King, A., Sandretto, S., & Mandic, S. (2019). Inspiring, empowering and supporting adolescents in rural areas to be agents of change: The Catalyst Project. In S. Mandic & K. Coppell (Eds.), Proceedings of The Active Living and Environment Symposium (TALES): Linking Transport, Health and Sustainability. (pp. 42). Dunedin, New Zealand: University of Otago. [Abstract]

Martin, K., Davis, L., & Sandretto, S. (2018). Engagement for digital native storytellers: Making students the science communicators. Proceedings of the 15th International Public Communication of Science and Technology (PCST) Conference. (pp. 289). Retrieved from https://pcst.co/conferences

Wells, T., & Sandretto, S. (2018). A fresh look at literacy learning. Proceedings of the 9th International Drama in Education Research Institute (IDIERI): Tyranny of Distance. Retrieved from https://www.idieri2018.org/

Mandic, S., Moore, A., Hopkins, D., Flaherty, C., Wilson, G., Sandretto, S., … Williams, J., & Spence, J. C. (2017). Multidisciplinary and multi-sector approach to active living: Insights from Otago [Invited]. In S. Mandic, C. Ergler & A. Moore (Eds.), Proceedings of the International Symposium Active Living and Environment: Towards a Healthier and More Sustainable Future. (pp. 22). Dunedin, New Zealand: University of Otago. [Abstract]

Offen, B., & Sandretto, S. (2017). Transitioning to a meaningful appraisal process: A principal's role. Proceedings of the New Zealand for Research in Education (NZARE) Conference. (pp. 41). Retrieved from https://forumpoint2.eventsair.com/QuickEventWebsitePortal/nzare2017/info

Martin, K., Davis, L., & Sandretto, S. (2017). Engaging secondary students with science communication. Proceedings of the University of Otago Student Research Symposium: Te Wānaka Rakahau: Ākoka. (pp. 54-55). Retrieved from http://www.otago.ac.nz/graduate-research/scholarships/otago643219.html

Sandretto, S., Hopkins, D., Wilson, G., & Mandic, S. (2017). "It hasn't been in our field of view": Active transport, school policy and leadership in neo-liberal times. In S. Mandic, C. Ergler & A. Moore (Eds.), Proceedings of the International Symposium Active Living and Environment: Towards a Healthier and More Sustainable Future. (pp. 66). Dunedin, New Zealand: University of Otago. [Abstract]

Wells, T., & Sandretto, S. (2017). What are primary school students’ experiences of process drama when integrated into the literacy programme? Proceedings of the Australian Association for the Teaching of English & Australian Literacy Educators' Association (AATE/ALEA) National Conference: Cutting Edge: Margin to Mainstream. Retrieved from https://event.crowdcompass.com/englitconf2017/activity/sCrhUI4O5i

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