Name - massey.ac.nz … · Web viewANTHONY, GLENDA. [email protected]. Curr & Ped. Mathematics Education. Teacher education Action/design Research; Case Study; Survey and

Staff Research Expertise Directory

Name School Interest Areas Research Methods Used

Selected Publications Doctoral Supervisor

ANTHONY, [email protected]

Curr & Ped

Mathematics Education.Teacher education

Action/design Research;Case Study;Survey and mixed methods

Anthony, G., & Hunter, R. (2005). A window into mathematics classrooms: Traditional to reform. New Zealand Journal of Educational Studies, 40 (1 &2), 25-43.

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in Mathematics/Pangarau: Best

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BALL, [email protected]

Curr & Ped

Teacher Education;Thinking and Metacognition;History of Education

Qualitative;Historical;Case Study

BEVAN-BROWN, [email protected]

Curr & Ped

Māori Education;Māori Research; Gifted Education;Special Education/ Inclusion

Kaupapa Māori Research;Action Research;Qualitative

Bevan-Brown, J. (1996/2003 update in press). Special Abilities: A Māori Perspective. In D. McAlpine & R. Moltzen (Eds.) Gifted and talented. New Zealand perspectives. Palmerston North: Massey University, ERDC Press.

Bevan-Brown, J. (2001). Evaluating special education services for learners from ethnically diverse groups: Getting it right. Journal of the Association for Persons with Severe Handicaps, 26, 138-147.

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BICKNELL, [email protected]

Curr & Ped

Mathematics Education.Gifted Education

Qualitative Bicknell, B. (2006). Investigating parental roles of mathematically gifted students. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities ,cultures and learning spaces: Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (pp. 76-83). Sydney: Mathematics Education Research Group of Australasia.

Bicknell, B., & Riley, T. (2005). Students’ perspectives on a withdrawal program in mathematics. Australasian Journal of Gifted Education, 14(2), 27-33

Bicknell, B., & Riley, T. (2005). Addressing mathematical promise. Set: Research information for teachers.

BOYACK, JENNY ADHE Music education, Qualitative, case study, Boyack, J.E. (2000). “Sing? Not Me!” A study of N

Last updated 11/09/2023

mailto:[email protected]







[email protected] vocal development, music leadership, primary and early childhood education, professional development

narrative Student Teachers’ Self-efficacy. Unpublished Masters’ Thesis, Massey University, Palmerston North, New Zealand.

BROWN, [email protected]

Curr & Ped

Educational computing; ICT ande-Learning; Learning and Educational Technologies; Educational Change; Innovations in Teaching; Distance Education; Teacher Education

Survey; Case Study;Ethnography; Narrative;Policy Analysis

Brown, M., & Murray, F. (2006). ICT and young children: Laying the foundations for the digital future. Computers in New Zealand Schools, 18 (2), 43-48.

Brown, M. (2005). Telling tales out of school: The political nature of the digital landscape. In K-W Lai (ed.), e-Learning communities: Teaching and learning with the Web (pp. 23-38). Dunedin: Otago University Press.

Brown, M. (2005). The growth of enterprise pedagogy: How ICT policy is infected by neo-liberal ideology. Australian Journal of Educational Computing, 20 (2), in press ISSN 08169020.

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BROWN, SETH [email protected]

ADHE Gender and education, biculturalism, critical pedagogy, physical education

Ethnographic research/document analysis/case study/survey

Brown, S. (2003). Elite athletes and masculinities: Physical Recreation in Queensland secondary schools. In J. A. Vadeboncoeur & S. Rawolle (Eds.), Educational Imaginings (pp. 241-268). Brisbane, Queensland, Australia: Australian Academic Press.

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CARROLL-LIND, [email protected]

Curr & Ped

Inclusive Education;Early Intervention;Violence/Bullying;Behaviour Diversity

Quantitative and Qualitative Methodologies

Carroll-Lind, J., Chapman, J., Gregory, J., & Maxwell, G. (2006, Nov). The key to the gatekeepers: Addressing the ethical issues surrounding the rights of children to speak on issues that concern them. Child Abuse and Neglect, The International Journal, 30, 979-989.

Cullen, J. & Carroll-Lind, J. (2005). An inclusive approach to early intervention. In D. Fraser, R. Moltzen, & K. Ryba (Eds), Learners with special needs in Aotearoa New Zealand, 3rd ed (pp. 220-243). Southbank, Victoria: Thomson Dunmore

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Press. Bourke, R., Bevan-Brown, J., Carroll-Lind, J.,

Kearney, A., McAlpine, D., Mentis, M., O’Neill, J., Poskitt, J., Prochnow, J., Bevan-Brown, W., Grant, s., Morton, M., & Ward, A. (2002). Special Education 2000. Monitoring and evaluation of the policy. Phase Three Final Report. Report to the Ministry of Education. Palmerston North: Institute for Professional Development and Educational Research, Massey University.

Riley, T., Bevan –Brown, J., Bicknell, B., Carroll-Lind, J., & Kearney, A. (2004). The extent, nature and effectiveness of planned approaches in New Zealand Schools for providing for gifted and talented students. Report to the Ministry of Education. Palmerston North: Institute for Professional Development and Educational Research, Massey University.

CHAPMAN, JAMESJ.Chapman @massey.ac.nz

PVC’s Office

Learning disabilities; reading disabilities/ dyslexia: Academic self-concept; Cognitive and social-motivational processes

Quantitative: Experimental; quasi-experimental; single-subject

Chapman, J.W., Tunmer, W.E., & Prochnow, J.E. (2004). Repressed resilience? A longitudinal study of reading, self-perceptions, and teacher behaviour ratings of poor and average readers in New Zealand. Thalamus, 22, 9-15.

Chapman, J.W., & Tunmer, W.E. (2005). Achievement-related self-perceptions and reading development: Can Reading Recovery recover self-concept? In H. W. Marsh, R. G. Craven & D. M. McInerney The new frontiers of self research (275-300). Greenwich, CT: Information Age Publishing.

Iversen, S., Tunmer, W.E., & Chapman, J.W. (2005). The effects of varying group size on the Reading Recovery approach to preventive early intervention. Journal of Learning Disabilities, 38, 456-472.

Tunmer, W.E., & Chapman, J.W. (2007). Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: A

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longitudinal study of dyslexia in New Zealand. Dyslexia, 13, 42-66.

CLARK, [email protected]

Ed Studs

Philosophy of Education; Willing to consider any topic, but preference given to those related to my teaching and research interests

Philosophical Clark, J.A. (2006) Social justice, education and schooling: some philosophical issues. British Journal of Educational Studies 35(2), 272-287

Clark, J.A. (2006)Dogmas of ethnicity. In Rata, E. & Openshaw, R. (eds) Public Policy and Ethnicity. London: Palgrave Macmillan, 170-184.

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CLARK, H. PI’[email protected]

Te UM Indigenous Education, Visual Art Education, Biculturalism/Multiculturalism

Profile,Qualitative/interpretive methods

Clark, H.P. (2006) Distinction without Diversity: The 2006 New Zealand Draft Curriculum and Pasifika Art, Aotearoa/ New Zealand Association Journal, Volume 1 (2).

Clark, H.P. (2004). Hanau Kahikiku me Kahikimoe: A Call for A Kanaka Maoli Theory for Visual Culture Education. Education Perspectives, Journal of the College of Education, University of Hawaii at Manoa, Vol. 37 (1).

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COURT, [email protected]

Ed Studs

Educational leadership; Feminist theory; Gender & education; Biculturalism

Case Study;Narrative;Discourse Analysis

Court, M. (2007) Changing and/or Re-inscribing Gendered Discourses of Team Leadership in Education? Gender and Education, 19:5.

Court, M. (2005) Crossing Cultural Boundaries or Caught in Political Crossfire? New Zealand Journal of Educational Leadership, 20:1, pp.47-61.

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DAVIES, [email protected]

Curr & Ped

Education for sustainability;Science education;Technology education;Gender issues;Understanding

Programme evaluation;Case study;Survey;Phenomenography

Davies, J. (2007) Learning to lead in global action, Dominion Post, May 9: B7.

Davies, J. (2005) Revising the national technology curriculum through action research: Practical and political action in New Zealand. Design and Technology Education: An International Journal, 10 (3), 22-36.

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EDWARDS, [email protected]

Ed Studs

Educational Administration;Evaluation;

Qualitative;Ethnography;Observation & interview

Edwards, W.L. (2001). Ethical Issues in Principal Appraisal: A New Zealand Perspective. Middlewood, D, & Cardno, C. (Eds). In Managing

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Leadership & Principalship;Professional Development;Organisational Evaluation;Organisational Culture and improvement

teacher appraisal performance. London: Routledge Falmer.

Edwards, W.L. (1999) Evaluating the Management Team’s Performance: One School’s Approach. New Zealand Journal of Educational Administration, 14.

FINCH, [email protected]

Ed Studs

Children's writing; Visual Language

Case study Finch, B. & Jackson, W. (2002). Young film-makers: what understandings do they need? Australian Screen Education, No. 29.

Finch, B. & Pritchard, R. (2001). Whose voice? Using case narratives to think about teaching writing. English in Aotearoa, 44.

Finch, B. (2005). Considering pedagogies for consent in research with children. Waikato Journal of Education, 11 (1) 61.72.

GILLING, [email protected]

Ed Studs

Theory, research, culture, feminist research; family; veterinary/professional education

Qualitative, interpretive, people research; innovative, creative, holistic

Research: the art of juggling (2000). Massey University.

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GRAHAM, [email protected]

Te UM Maori education, matauranga Maori

Qualitative: Maori-centred research: research methods derived from indigenous knowledge

Graham, J. (2007). Kia ū, kia mau ki tō Māoritanga: A Whakapapa (genealogical) Approach to Research. The International Journal of Interdisciplinary Social Sciences, Volume 1, Issue 6, 57-68.

Graham, J.P.H. (2006). He apiti hono, he tatai hono: That which is joined remains an unbroken line- Using Whakapapa (genealogy) as the basis for an indigenous knowledge research framework. Australian Journal of Indigenous Education, 34, 86-95.

Graham, J.P.H. (2003). Kanohi ki te kanohi -Establishing Partnership Relationship between

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http://iji.cgpublisher.com/







School and Maori Communities. SET Research Information for Teachers, 2, 8-12.

GREANEY, [email protected]

Ed Studs

The development of early literacy skills;The evaluation of literacy programmes in schools; Spelling. Literacy assessment issues in primary schools

Quantitative and Qualitative; case study;quasi-experimental designs; programme evaluations

Greaney, K. (2004), First to Fourth to Thirteenth and (in all Probability) Still Dropping. New Zealand’s International Literacy Results; some personal thoughts about the reasons for the gap. Delta, 56, 2, 53-64.

Greaney. K & Ryder, J. (2005). Evidence of Phonological-Based Word Identification Deficits among Children With Reading Difficulties. Set 1, Wellington. NZCER. 2-6.

Greaney, K. & Tunmer, W. (2007) An Analysis of Data Generated from the Supplementary Test of Achievement in Reading. Kairaranga, 8, 1.25-30.

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HANSEN, [email protected]

Ed Studs

Literacy; Boys and Literacy Achievement; Teacher Efficacy; Self-Efficacy Beliefs; Teacher Education

Quantitative and Qualitative

Hansen, S. (2002). Boys and Writing. SET No 1. Writing in the year 11 secondary English classroom: What do boys and girls believe? English in Aotearoa, 46, June.

Hansen, S. (2006) “I Can’t Do Everything!” English Teachers’ Efficacy Beliefs. The International Journal of Learning Volume 13 No 7. Coomn Ground Publishing: Australia.

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HAWORTH, [email protected]

Ed Studs

Teaching and Learning English as an Additional Language; intercultural teaching; teacher and learner beliefs and perceptions

Qualitative, collaborative, participatory, action research, case study, ethnographic approaches

Haworth, P., Cullen, J., Mepham, J., Simmons, H., Schimanski, L., McGarva, P. & Woodhead, E. (2006). The flight of our kite: The Wycliffe Nga Tamariki Kindergarten story. Final Report on Centre of Innovation Research to Ministry of Education. Napier: Napier Kindergarten Association, ISBN 0-478-13561-0. ISBN 0-478-13562-9 on www.minedu.govt.nz

Haworth, P., & MacIntyre, L. K. (2006). Learning your subject in English. In Adams, P., Openshaw, R., & Trembath, V. (eds.), Score more: Essential academic skills for tertiary education, pp. 34-38. Melbourne: Thomson Dunmore Press.

Lu, L., Haworth, P., & Edwards, W. (2006) Promoting

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http://www.minedu.govt.nz/







Bilingualism in a Group of Chinese Children in New Zealand. Many Voices, 25, 4-6.

Haworth, P., Cullen, J., Simmons, H., Schimanski, L., McGarva, P., & Woodhead, E. (2006). The role of acquisition and learning in young children’s bilingual development. International Journal of Bilingual Education and Bilingualism, 9(3), 295-309.

Haworth, P. A. (2005). Learning about teaching NESB students in a class. New Zealand Studies in Applied Linguistics, 11(1), 91-109.

Haworth, P. (2003). Students from diverse language backgrounds in the primary classroom. In Barnard, R. & Glynn, T. (Eds.) Bilingual children’s language and literacy development, pp. 136-165. Clevedon, Avon: Multilingual Matters Ltd.

HUCKER, [email protected]

Ed Studs

History and Social Studies Education in New Zealand; secondary schools

Historical Hucker, G. (2003). Defying Those Who Would Forget - A Hall of Remembrance and Its

Narrative. History Now, 9(2), 10-14.Hucker, Graham. (2000). Anzac Day and Chunuk

Bair Day: Ceremony and Ritual in a Country Town. The New Zealand Journal of

Social Studies, (9)1, 24-27.

JORDAN, [email protected]

ADHE Early Childhood Education;Professional development.Critical Analysis of programming and teaching

Action;Qualitative;Sociocultural

Jordan, B. (2004). Scaffolding and co-construction; is there a difference that matter? In A. Anning, J. Cullen, & M. Fleer. (Eds.). Early childhood education – Society and Culture. UK: Sage.

Jordan, B. (2004). Professional development making a difference for children. Unpublished doctoral dissertation. Palmerston North: Massey University. College of Education.

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JORGENSEN, [email protected]

Curr & Ped

Teacher Education; Science Education;Access to Higher Education; Values;Technology Education

Qualitative; Quantitative Jorgensen, L., & Bhattacharya, M. (2007). Integrated Approach to Learning Environment Design for Secondary Science Teachers. Journal of Interactive Learning Research, 18(1), 123-133.

Jorgensen, L.M. (2004). To be or not to be? The

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question of producing professionals in one-year teacher education programmes. Proceedings of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ) biennial conference, Auckland, July 5-7.

Jorgensen, L., & Baldwin, G. (2004). Homework - pointless practice? New Zealand Principal, 19(3), 26-27.

Jorgensen, L.M. & Hansen, S.E. (2004). Assessing reflection through portfolios. Thinking Classroom, 5(4), 5-11.

Jorgensen, L.M. & Ryan, S.R. (2004). Relativism, values and morals in the New Zealand curriculum framework: Implications for teacher education. Science & Education, 13(3), 223-233.

KEARNEY, ALISONA.C.Kearney @massey.ac.nz

Curr & Ped

Inclusive education; Exclusive education;School culture Learning

Action research;Qualitative

Kearney, A., &Kane, R. (2006). Inclusive education in New Zealand: Reality or Ruse? International Journal of Inclusive Education, 10 (2-3), 201-219.

Raskauskas, J., Carroll-Lind, J., & Kearney, A. (2005). Text-bullying: Is it related to relational or verbal aggression? SET: Research Information for Teachers, 7, 7-10.

Bourke, R., Kearney, A.C., & Bevan-Brown, J.M. (2004). Stepping out of the classroom: Involving teachers in the evaluation of national special education policy. British Journal of Special Education, 31(3), 150-156.

KENRICK, PETIP.Kenrick @massey.ac.nz

Te UM Maori Education Content Analysis N

KIRKLAND, JOHN J.Kirkland @massey.ac.nz

ADHE Lifespan development; Learning Recovery; Socio-emotional; attachment; designing/applying sorting methods to

Mostly number-related research

Kirkland, J., Bimler, D., Drawneek, A, McKim, M., & Schölmerich, A. (2004). An alternative approach for the analyses and interpretation of attachment sort items. Early Child Development and Care, 174, 701-719.

Bimler, D., Kirkland, J., Yuhara, N., Kurosaki, M., Coxhead. E. (2005). “Trilemmas”: characterizing

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social science/ education

the Japanese concept of “amae” with a three-way forced-ranking technique. Quality and Quantity, 39, 779-800.

LANG, STEVE [email protected]

ADHE Working with Maori; Biculturalism, multiculturalism counselling, spirituality

Qualitative and quantitative, grounded theory, autoethnography

Lang, S.K.W. (2005). Decolonialism and the Counselling Profession. International Journal for the Advancement of Counselling 27,(4) 557-572

Lang, S.K.W. (2007) Tikanga and ethics. New Zealand Journal of Counselling 27 (1) 33-42

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MENTIS, [email protected]

Albany Assessment; Teaching for diversity;e-Learning

Qualitative, action research, case-study

Mentis, M. & Dunn-Bernstein, M. (2007). Mediated Learning: Teaching, Tasks, and Tools to Unlock Cognitive Potential, 2nd ed. Corwin Press, A Sage Publications Company, Thousand Oaks, California

Mentis, M., Quinn, S & Ryba, K., (2005) Linking Inclusive Policies with effective Teaching Practices. In Fraser, D. Moltzen, R. & Ryba, K. (2005). Learners with special needs in Aotearoa New Zealand (Third Edition). Southbank, Victoria: Thomson Dunmore.

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MACINTYRE, [email protected]

Curr & Ped

Science Education; Astronomy Education; Integrated Science & Technology; Pedagogical Content Knowledge;Investigating in Science; Assessment;School Programmes

Quantitative; Qualitative;Action Research; Case Study Vignettes

MacIntyre, B. (in press). A model of teaching astronomy to pre-service teachers that allows for creativity in communicating students’ understanding of seasons. In Jay Pasachoff, Rosa M. Ros and Naomi Pasachoff (Eds). Innovation in Astronomy Education. (ISBN-10: 0521880157).

MacIntyre, B., Brears, L. and Bhattacharya, M. (2006). Preparing Pre-service Teachers to Integrate Science and Technology in the classroom. In Suan Yoong, Mokhtair Ismail, Ahmad N. Md Zain, Fatimah Salleh, Fong S. Fook, Lim C. Sam and Melissa N. L. Yan. Proceedings of XII IOSTE Symposium: Science and Technology Education in the Service of Humankind. p. 495-501.

MacIntyre, W. (2005). 3D Modelling: demonstrating








understanding in science. In J.M. Pasachoff & J.R. Percy (Eds.). Teaching and learning astronomy: Effective strategies for educators worldwide, Cambridge University Press, Cambridge, UK

MacIntyre, W. (2005). ). Astronomy education in a primary teacher training institute. In J.M. Pasachoff & J.R. Percy (Eds.). Teaching and learning astronomy: Effective strategies for educators worldwide, Cambridge University Press, Cambridge, UK pp 155-156

MacIntyre W. and Lewthwaite, B (2005). Systematic processes in investigative planning in science. STER papers2005. pp 25-41

Lewthwaite, B. and MacIntyre, W. (2005). Towards Understanding Creativity in Science Investigative Planning. STERpapers2005. Pp3-24.

Stewart, T.M., MacIntyre, W.R., Galea, V.J. (2005). CHALLENGE FRAP: A combination guide and reporting tool for problem-based exercises. In C.K. Looi, David Jonassen and Mitsuru Ikeda (Eds.). Towards Sustainable and Scalable Educational Innovations Informed by the Learning Services. p 444-451.

Bowden, G., Bruce, W., Coles, B., Loveless, M., MacIntyre, W., Milne, I. and Radford, A. (2004). The New Zealand Curriculum Exemplars: Science. Wellington, NZ: The Learning Media.

MacIntyre, B., Stableford, J., & Choudry, H. (2002). Teaching for conceptual understanding in astronomy: using an investigating with models approach. Investigating 18(1), 6-10.

MACINTYRE, [email protected]

Ed Studs

Pacifika learning & teaching; Bilingual learners in New Zealand contexts;Parent’s education

Qualitative Research N






MCLACHLAN, [email protected]

ADHE Early years education; cognition, learning and literacy in early childhood; physical activity; open, distance and flexible learning; teacher education

Qualitative; quantitative McLachlan, C. J. (2006). Emergent literacy. In Makin, L., Jones Diaz, C & McLachlan, C. (Eds). Literacies in childhood: Challenging views, changing practice. Sydney: Elsevier.

Makin, L., Jones Diaz, C & McLachlan, C. (Eds). (2006). Literacies in childhood: Challenging views, changing practice. Sydney: Elsevier.

McLachlan, C., Carvalho, L., Kumar, K. & de Lautor, N. (2006). Literacy in early childhood settings in New Zealand: An examination of teachers’ beliefs and practices. AJEC, 31,2, 31-4131-41.

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NAIDOO, [email protected]

TDU Curriculum development; Professional/staff development; Academic Quality assurance; Mentoring; Teaching skills development; Student feedback; Evaluation and Assessment; Education Policy development

Quantitative; Qualitative; Case study

Naidoo, K. (1999). New Faculty: Catalyst for Change in Academic Departments: Clearing House on Higher Education, ERIC, Resources in Education, February.

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O’NEILL, [email protected]

Ed Studs

NZCF Curriculum sociology; Policy analysis and policy sociology; Critical social; educational and feminist theory;Gender and education

Qualitative; Ethnography;Critical policy analysis

O’Neill, A., Clark, J., & Openshaw, R. (2004). Reshaping Culture, Knowledge and Learning Policy and Content in The New Zealand Curriculum Framework. Palmerston North: Dunmore Press.

Olsen, M., Codd, J., & O’Neill, A-M. (2004). Education and Society: Governmentality, Democracy and Policy. London: Sage.

O’NEILL, [email protected]

ADHE Teachers’ work, teacher education, community-based teaching/learning

Socially Critical; Hermeneutic

O’Neill, J. (2004). Change and constancy: Half a century of secondary schooling in New Zealand. History of Education Review, 33 (1), 44-59.

O’Neill, J. (2004). Knowing how to ‘just do it’: The politics of professional development for teachers.

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Access, 23 (1), 43-50.O’Neill, J. (2005) ‘Getting Started’: Shaping social

studies teachers’ thinking through formal professional development. In R. Openshaw & P. Benson (Eds.). Towards effective social studies. (pp. 19-34) Palmerston North: Kanuka Grove Press.

O’Neill, J. (2005). Policies on teachers and teaching: More of the same? In J. Codd & K. Sullivan (Eds.). Education policy directions in Aotearoa New Zealand: Is there a third way? (pp. 115-126). Victoria: Thomson Dunmore.

OPENSHAW, [email protected]

Ed Studs

Curriculum history;Oral history;Secondary education since the Thomas Report; Theory and educational history;Document analysis relevant to the history of New Zealand education; Social Studies

Historical Openshaw, R., Lee, H., & Lee, G. (1993). Challenging the Myths. Rethinking New Zealand’s Educational History, Palmerston North, Dunmore Press.

Benson, P. & Openshaw, R. (eds.). (1998). New Horizons for New Zealand Social Studies. ERDC Press.

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O'SULLIVAN, [email protected]

Curr & Ped

Technology Education; School Industry Links;Creativity and Innovation in Education

Qualitative O'Sullivan, G. C. (2000). E.T. Phone Home: Let's Resolve the Confusion. Computers in New Zealand Schools.

O'Sullivan, G. C. (2001). A framework for conceptualizing teacher professional knowledge. Third International Primary Design and Technology Conference Proceedings.

POSKITT, [email protected]

PVC’s Office

Professional development; teacher learning, Assessment;Research methods

Action research;Ethnography; Case study

Poskitt, J., & Taylor, K. (2007). Evaluation of Assess to Learn professional development: end of year 2006 report. Palmerston North: Massey University, College of Education.

Poskitt, J., & Taylor, K. (in press). Sustaining professional development: rhetoric or reality?

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Poskitt, J., & Taylor, K. (in press) AToL professional development: impact on teacher learning.

Poskitt, J., & Taylor, K. (2006). Evaluation of Assess to Learn Professional Development: end of 2005 year report. Palmerston North: Massey University, College of Education.

Poskitt, J. (2005). Towards a model of New Zealand school-based teacher professional development. Teachers’ Work Journal, 2 (2), page 136-151.

Poskitt, J. (2002). National consultation on exemplars: what difference does it make for teachers? Set, 3, 13-16.

Poskitt, J. (2001). School doing it for themselves: successful professional development. Set, 1, 4-7.

PROCHNOW, [email protected]

Ed Studs

Experimental and Quasi Experimental, Group and Single Subject Designs, Survey, Correlational Analysis

Raskauskas, J., & Prochnow, J. E. (2006). Text-bullying in New Zealand: A mobile twist on traditional bullying. New Zealand Annual Review of Education, 16, 89-104.

Prochnow, J.E., (2004). The PIRLS 2001 Study: What does it say about gender, learner literacy attitudes and behaviour in New Zealand? Delta, 56 (2), 97-108.

Tunmer, W.E., Prochnow, J.E. & Chapman, J.W. (2003). Science in educational research. In J. Swan & J. Pratt (Eds.), Educational research in practice: Making sense of methodology (pp.84-97). London: Continuum.

Prochnow, J.E., Tunmer, W.E., Chapman, J.W., & Greaney, K.T. (2001). A longitudinal study of early literacy achievement and gender. New Zealand Journal of Educational Studies, 36, 221-236.

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RAWLINS, [email protected]

Curr & PEd

Gifted and Talented. Assessment; Mathematics Education

Focus group interviews;Case Studies

Rawlins, P. (2004). Students' perceptions of their experiences from within acceleration programs in mathematics. Australian Senior Mathematics Journal, 18(1), 42-51.

Rawlins, P. (2003). Is it Better to Burn Out or to Rust. In Leicha Bragg, Coral Campbell, Georgina






Herbet, & Judith Mousley, (Eds.), Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research: Innovation, Networking, Opportunity (pp.586-593). Melbourne, Australia: Deakin University.

RILEY, [email protected]

Curr & Ped

Gifted and talented education

Survey; interview; case study

Riley, T., Bevan-Brown, J., Bicknell, B., Carroll-Lind, J. & Kearney, A. (2004). The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students. Available on www.minedu.govt.nz/goto/gifted

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SCOTT, ADELE [email protected]

Curr & Ped

Japanese Language; Second Language Teaching; Teacher Education: Professional /in-service Development; Teaching; Professional Interests;Assessment for Learning; Japanese Language; Second Language Teaching; Teacher Education (Primary & Secondary)

Qualitative Methods;Focus groups

Quantitative Methods:Questionnaires,Interviews

Scott, A.J., Butler, P., (2007). Evaluation of pilot programmes for effective teaching in languages, years 7 & 8: Final report. Massey University, College of Education, Palmerston North, NZ.

Scott, A. J. (2007). Teachers as language learners: connecting professional development to classroom practice. Australian Federation of Modern Language Teachers Association National Conference: The Language Connection. July 11-14, Perth, WA

Scott, A. (Ed.).(2007). CLESOL 2006: Refereed conference proceedings of the 10th community languages and English for speakers of other languages conference. Napier: CLESOL 2006.

Scott, A., Litwin, G., & Schmid, J. (2006). Scholarship Languages: Has NCEA made a difference? The New Zealand Language Teacher. 32, 10-15.

Zepke, N.G., Leach, L.J., Brandon, J.B., Chapman, J.E., Neutze, G.G., Rawlins, P.L.C., Scott, A. J. (2005). Standards based assessment in the senior secondary school: A research Synthesis: Final Report.

Lilly, A. (2001). Critical factors in the teaching of Japanese in New Zealand schools at years 7 and 8. The New Zealand Language Teacher, 27, 11-



http://www.minedu.govt.nz/goto/gifted





25.

SEWELL, [email protected]

Ed Studs

Social Studies Education;Sociocultural theory and research;Community of learners

Qualitative methods;CollaborativeAction Research

Sewell, A.M. (2002). Creative problem solving: A means to authentic and purposeful social studies. The Social Studies. 93(4), (176-179).

Sewell, A.M. (2001). Advance Australia Fair: Lessons for citizenship education in New Zealand. Delta, 53 (1&2), 109-121.

Sewell, A., Sinnema, C., Ward, C., Taylor, R., Wynyard, J., Atkins, R & Church, N. (2005). Illustrating Quality Social Studies Learning: Cases from the Exemplar Project. Set: Research Information for Teachers, 2. 15-20.

TBA

St GEORGE, [email protected]

Curr & Ped

Motivation, learning, cognition, and classroom contextual influences, student and teacher perceptions, classroom interaction, learner self-efficacy, and developing classrooms as communities of learners

Qualitative methods: case study, action research, interviews and observation. Some basic quantitative methods

Ling Ai Yieng, J. & St. George, A. (2000). Implementing an inquiry-based primary science curriculum in Malaysia: A case study of an experienced teacher. Journal of Science and Mathematics Education in Southeast Asia, 13(2), 64-81.

McLachlan-Smith, C.J. & St. George, A. (2000). “Children learn by doing”: Teachers’ beliefs about learning, teaching and literacy in New Zealand kindergartens. New Zealand Journal of Educational Studies, 35(1), 37-47.

Parkinson, T.J. & St. George, A.M. (2003). Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching? Journal of Veterinary Medical Education, 30(3), 227-233.

Sewell, A. & St. George, A. (In press). The classroom as a community of learners. In C. McGee & D. Fraser (Eds.), The professional practice of teaching (3rd ed.). Melbourne: Thomson.

Sewell, A. & St. George, A. (2000). Developing efficacy beliefs in the classroom. Journal of Educational Enquiry, 1(2), 58-71.

St. George, A. (2005, December). Motivating students to learn in the primary school: Teachers’ views. Paper presented at the Annual Conference







of the New Zealand Association for Research in Education, Dunedin.

TOWNSEND, MICHAEL [email protected]

Albany Classroom learning, literacy, motivation, social development, children’s friendships, gifted and special education, sport psychology

Methods that answer the question. I frequently use mixed method designs that involve quantitative and qualitative analyses

Townsend, M., Townsend, J., & Seo, J. (2001). Children’s motivation to read following Reading Recovery. National Reading Conference Yearbook, 50, 584-596.

Townsend, M., & Kuttner, E. (2005). Gifted children’s views of leadership in schools. Australasian Journal of Gifted Education, 14, 34-38.

Townsend, M., & Hassall, J. Mainstream students’ attitudes to possible inclusion in unified sports with students who have an intellectual disability. Journal of Applied Research in Intellectual Disabilities (in press).

Rubie-Davies, C.M., Hattie, J.A.C., & Townsend, M.A.R. Aiming High: Teachers’ expectations and their students. In V.N. Galwye (ed.), Progress in educational psychology research. Nova Publishers (in press).

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TUNMER, [email protected]

Ed Studs

Nature, prevention and remediation of literacy learning difficulties

Experimental; Quasi-experimental; multivariate

Tunmer, W. E., Chapman, J. W., & Prochnow, J. E. (2003). Preventing negative Matthew effect in at-risk readers: A retrospective study. In B. Foosman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp.121-163). Baltimore, MD: York Press.

Tunmer, W. E. & Chapman, J. W. (2003). The Reading Recovery approach to preventive early intervention: As good as it gets? Reading Psychology, 24, 337-360.

Tunmer, W.E., & Chapman, J.E. (2007). Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: A longitudinal study of dyslexia in New Zealand. Dyslexia, 13, 42-66.

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WEIR, [email protected]

ADHE Health education; teacher education;

Qualitative Weir, K (2001). Sexuality education - the values education continues. New Zealand Annual








teachers’ work Review of Education, 10. Weir, K., Macintyre, J. (2000). Sexuality education:

Who does the teaching? Delta. Policy and Practice in Education, 52 (2), 3-20.


Documents

Name - massey.ac.nz … · Web viewANTHONY, GLENDA. [email protected]. Curr & Ped. Mathematics Education. Teacher education Action/design Research; Case Study; Survey and