Rogers, T. (2023). "Give girls a chance to participate in developing the country": Cambodian schoolgirls (re)negotiate the status of girls. In H. Switzer, K. Desai & E. Bent (Eds.), Girls in global development: Figurations of gendered power. (pp. 117-134). New York, NY: Berghahn Books.
Chapter in Book - Research
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: Implications for educators. International Journal for Academic Development, 2246442. Advance online publication. doi: 10.1080/1360144X.2023.2246442
Journal - Research Article
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
Journal - Research Article
Wass, R., & Rogers, T. (2021). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education & Teaching International, 58(1), 36-46. doi: 10.1080/14703297.2019.1695646
Journal - Research Article
Smith-Han, K., Gallagher, S., Brown, K., Wass, R., Rogers, T., & Tagg, J. (2020). Professional development of educators in metacognition: A real 'eye-opener'. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 240). Retrieved from https://anzahpe.org
Conference Contribution - Published proceedings: Abstract
2023
Chapter in Book - Research
Rogers, T. (2023). "Give girls a chance to participate in developing the country": Cambodian schoolgirls (re)negotiate the status of girls. In H. Switzer, K. Desai & E. Bent (Eds.), Girls in global development: Figurations of gendered power. (pp. 117-134). New York, NY: Berghahn Books.
Journal - Research Article
Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: Implications for educators. International Journal for Academic Development, 2246442. Advance online publication. doi: 10.1080/1360144X.2023.2246442
2021
Journal - Research Article
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
Wass, R., & Rogers, T. (2021). Using video-reflection and peer mentoring to enhance tutors’ teaching. Innovations in Education & Teaching International, 58(1), 36-46. doi: 10.1080/14703297.2019.1695646
2020
Chapter in Book - Research
Brogt, E., Shephard, K., Knewstubb, B., & Rogers, T. L. (2020). Using SoTL to foster a research approach to teaching and learning in higher education. In R. C. Plews & M. L. Amos (Eds.), Evidence-based faculty development through the Scholarship of Teaching and Learning (SoTL). (pp. 143-160). Hershey, PA: IGI Global. doi: 10.4018/978-1-7998-2212-7.ch008
Journal - Research Article
Shephard, K., Rogers, T., & Brogt, E. (2020). Impacts of engaging in research into teaching and learning on academics’ conceptions of their development as teachers and on the roles of academic developers. International Journal for Academic Development, 25(3), 205-217. doi: 10.1080/1360144X.2020.1731814
Rogers, T. L. (2020). Reciprocity and visual methods in cross-cultural research with Cambodian schoolgirls. Children's Geographies, 18(4), 435-449. doi: 10.1080/14733285.2019.1668910
Conference Contribution - Published proceedings: Abstract
Smith-Han, K., Gallagher, S., Brown, K., Wass, R., Rogers, T., & Tagg, J. (2020). Professional development of educators in metacognition: A real 'eye-opener'. Proceedings of the Australian & New Zealand Association for Health Professional Educators (ANZAHPE) Conference. (pp. 240). Retrieved from https://anzahpe.org
2019
Journal - Research Article
Rogers, T. L., & Anderson, V. R. (2019). Exploring Cambodian schoolgirls’ educational persistence: A community cultural wealth perspective. Gender, Place & Culture, 26(4), 533-558. doi: 10.1080/0966369X.2018.1555517
Conference Contribution - Published proceedings: Abstract
Rogers, T., Wass, R., Berg, D., Brown, K., Smith-Han, K., Beatson, N., & Tagg, J. (2019). Enhancing PASS through structured metacognitive awareness training. Proceedings of the Australasian PASS and Peer Learning Conference: Excellence and Innovation: The Future of Peer Learning. (pp. 10). Retrieved from https://www.uow.edu.au/engage/pass-centre/conference
Rogers, T., Sutherland, K., Tennant, E., Elgort, I., Golding, C., Wass, R., & Timmermans, J. (2019). Teaching and learning circles: An initiative aimed at enhancing teaching culture and practice. Proceedings of the Higher Education Research and Development Society of Australasia (HERDSA) 42nd Annual Conference: Next Generation, Higher Education: Challenges, Changes and Opportunities. Retrieved from https://www.herdsa2019.auckland.ac.nz
Conference Contribution - Verbal presentation and other Conference outputs
Rogers, T., Gaffney, M., Hohmann-Marriott, B., Rudd, C., & Weber, Z. (2019, October). Teaching and learning circles. Panel discussion at the Teaching and Learning Symposium: Pride in the Humanities, Dunedin, New Zealand.
Working Paper; Discussion Paper; Technical Report
Wass, R., Rogers, T., Howell, A., Hartung, C., & McIntyre, G. (2019). Using mentor and peer observation to enhance the practice of short term contractual (tutoring) staff. (pp. 1-16). Wellington, New Zealand: Ako Aoetearoa. [Technical/Scientific Report].
Rogers, T., Wass, R., Timmermans, J., & Golding, C. (2019). A framework for enhancing teaching culture and practice. (pp. 1-17). Wellington, New Zealand: Ako Aotearoa. Retrieved from https://ako.ac.nz/knowledge-centre/teaching-and-learning-circles-a-framework-for-enhancing-teaching-culture-and-practice/a-framework-for-enhancing-teaching-culture-and-practice-report/
2018
Conference Contribution - Published proceedings: Abstract
Wass, R., Rogers, T., Howell, A., Hartung, C., & Davies, D. (2018). Supporting tutors through peer observation and mentoring. Proceedings of the Higher Education Research & Development Society of Australasia (HERDSA) Annual Conference: (Re)Valuing Higher Education. (pp. 125-126). Retrieved from http://herdsa2018.aomevents.com.au
Wass, R., Rogers, T., McIntyre, G., & Hartung, C. (2018). Mentor and peer observation to improve the practice of casual, short-term teachers. Proceedings of the Ako Aotearoa Southern Hub Projects Colloquium. (pp. 5-6). Wellington, New Zealand: Ako Aotearoa. Retrieved from https://ako.ac.nz/co-funding/regional-hub-project-fund/projects-in-progress-colloquia-2018
Wass, R., Rogers, T., Hartung, C., & McIntyre, G. (2018). Supporting tutors through peer mentoring and video observation. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 17). Retrieved from https://www.otago.ac.nz/hedc
Conference Contribution - Verbal presentation and other Conference outputs
Rogers, T. (2018, October). Teaching and Learning Circles: Invigorate your Teaching with a little TLC. Workshop presentation at the Teaching and Learning Symposium: Rebuilding Your Ship at Sea: Cultivating Identity, Integrity, Community and Collegiality in Times of Change, Dunedin, New Zealand.
2017
Conference Contribution - Published proceedings: Abstract
Cooper, T., & Rogers, T. (2017). Making change: The development of a peer review framework. Proceedings of the Talking Teaching Conference. Retrieved from https://akoacademy.ac.nz/programme
Awarded Doctoral Degree
Rogers, T. L. (2017). 'Doing the work of hearing': Exploring Cambodian school girls' educational persistence (PhD). University of Otago, Dunedin, New Zealand. Retrieved from http://hdl.handle.net/10523/7603
2015
Conference Contribution - Published proceedings: Abstract
Rogers, T. (2015). Managing third party relationships in cross-cultural research in Cambodia. Proceedings of the Ethics in Practice Conference. Retrieved from http://www.otago.ac.nz/ethicsreviewproject/conference/
Conference Contribution - Verbal presentation and other Conference outputs
Rogers, T. (2015, December). Multiple discourses of girlhood and remaining at school in Cambodia. Verbal presentation at the Asian Migrations Research Theme Conference: Asia and Education, Dunedin, New Zealand.
Rogers, T. (2015, November-December). Multiple discourses of girlhood and schooling in contemporary Cambodia. Verbal presentation at the New Zealand Asian Studies Society (NZASIA) 21st Conference: Asian Intersections: Identities and Linkages, Christchurch, New Zealand.