RESEARCH STREAM #2
This research theme focuses on overcoming inequity in education through challenging and disrupting current practices, policies and paradigms and inquires into innovative and culturally responsive approaches to include all learners. The focus is on Professional Practice - which includes formal, informal and non-formal teaching, learning, assessment and professional identity for life-long and life-wide learning and wellbeing.
Strands include: designing equitable educational practices for all; the spaces, places and faces of teaching and learning inside the classroom and beyond; professional learning and identity; inclusive values, practices and policies; reflective practice through metacognition and differentiated learning; digital technologies; models of culturally responsive professional practice; supervision and mentoring; and role crafting for life-long practice.
Sed a eros nec leo euismod eleifend sit amet ut nisl. Sed a eros nec leo euismod eleifend sit amet ut nisl blandit.
Sed a eros nec leo euismod eleifend sit amet ut nisl blandit. Nullam tempor dolor sed nulla auctor, nec placerat felis sodales. Etiam et turpis mattis, efficitur mi ut, ultrices diam. Donec consectetur, odio eget porta varius, orci mauris viverra ante, eget egestas turpis sapien vel orci. Donec eu ornare augue, ut efficitur velit. Vestibulum et magna mattis, sollicitudin ligula.
Nullam tempor dolor sed nulla auctor, nec placerat felis sodales. Etiam et turpis mattis, efficitur mi ut, ultrices diam. Donec consectetur, odio eget porta varius, orci mauris viverra ante, eget egestas turpis sapien vel orci. Donec eu ornare augue, ut efficitur velit. Vestibulum et magna mattis, sollicitudin ligula.
CURRENT RESEARCH PROJECT
CURRENT RESEARCH PROJECT
This project examines the perspectives of experienced teachers in New Zealand schools completing a post-graduate distance-learning qualification in support teaching for students with complex educational needs. Read More
The Teaching Practices project aims to develop and refine a stakeholder-validated list of teaching practices that promote children’s learning and social-emotional competence in early learning settings.. Read More
CURRENT RESEARCH PROJECT
There is conflicting evidence in relation to the worth of homework and recent research citing the potential detrimental effects of homework. For example, Kohn (2007), a well-known researcher in in the area reports that homework is linked to student frustration and lack of interest in learning and has been shown to cause conflict between parent/caregiver/guardians and their children. Read More
CURRENT RESEARCH PROJECT
The aim of the project is to develop a system for examining learning stories (i.e., the narrative assessment tool used in early childhood settings in New Zealand). The evaluation tool is being designed for two purposes. First, it will be designed for .... Read More
RECENTLY PUBLISHED RESEARCH FROM OUR TEAM
Armstrong, H., Holley-Boen, W. & MacArthur, J. What's school like for Mandy? Understanding equity through multiple layers of experience and analysis. in MacArthur, J. & Berman, J. (Eds). (in press). Children’s and Young People’s Perspectives on School- Informing Inclusive Practice, Rotterdam, Netherlands: Sense Publishers.
Bevan-Brown., & Dharan, V. (2016). (Eds). Autism Spectrum Disorders in Aotearoa New Zealand: Promising practices and interesting issues. Wellington: NZCER.
Hartnett, M. (2016). Differences in the digital home lives of young people in New Zealand. British Journal of Educational Technology. doi: 10.1111/bjet.12430
Holley-Boen, W., Graham, C., & Harre, P. (In press). Whaikorero akoranga: Voices of teachers as learners in MacArthur, J. & Berman, J. (Eds). (in press). Children’s and Young People’s Perspectives on School- Informing Inclusive Practice, Rotterdam, Netherlands: Sense Publishers.
Kearney, A., & Hartnett, M. (2016). Learners taking charge of their learning: What are the issues. International Journal of Pedagogy and Curriculum,
Mentis, M. & Holley-Boen, W. (2016). Mobile devices in an Interprofessional Community of Practice. In Learners and Mobile Devices. Retrieved from http://mobilelearners.nz/learners-and-mobile-devices/index
Mentis, M. & Holley-Boen, W. (2016). Specialist Teaching and He Whare Ako, He Whare Hangarau Framework. Retrieved from http://mobilelearners.nz/learners-and-mobile-devices/index
Bourke, R. & Dharan, V. (2015). Assessment practices of educational psychologists in Aotearoa/New Zealand: From diagnostic to dialogic ways of working. Educational Psychology in Practice. DOI: 10.1080/02667363.2015.1070709
Dharan, V. (2015) Engraining Inclusive Pedagogy: The Role of Teacher Educators in the Practicum and Beyond. In E.Walton & Moonsamy, S. (Eds). Making Education Inclusive.Pp 75-94. Cambridge University Press.
Mentis, M. (2015) Badging – A new way to personalise learning. Future NZ, Massey University.
Morkel, V*., & McLaughlin, T. (2015). Promoting social and emotional competencies in early childhood: Strategies for teachers. Kairaranga, 16, 1, 45-51.
Riley, TL., Sampson, C., White, V., Wardman, C., & Walker, D. (2015). Connecting like-minded learners through flexible grouping. set Research Information for Teachers, (1), 25-33. Retrieved from http://www.nzcer.org.nz/nzcerpress/set/set-2015-no-1.
Riley, T. L. (2015). Differentiating the learning environment. In F. Karnes, & S. Bean (Eds.), Methods and Materials for Teaching the Gifted (pp. 201 - 220). Waco, TX USA: Prufrock Press
Riley, T.L. (2015). A journey for our gifted kids. Available at: http://giftednz.org.nz/a-journey-for-our-gifted-kids/
Riley, T.L. (2015). Should we push in or lean in? Available at: http://giftednz.org.nz/should-we-push-in-or-lean-in/
White, C., & Kearney, A. (2015). The use of stand-downs in New Zealand schools: What are the issues? Kairaranga, 16(1). 27-36.
Bourke, R., & Mentis, M. (2014). Self-assessment as an ‘insider’ lens for learning and assessment. In: The SAGE Handbook of Special Education: Two Volume Set, Second Edition. (pp 537-552).
Bourke, R., & Mentis, M. (2014). An assessment framework for inclusive education: integrating assessment approaches. Assessment in education: Principles, policy and practice. 21(4) , 384-397)
Annan, J., & Mentis, M. (2013). Shifting perspectives to shape inclusive practices. In Inclusive education: Perspectives on professional practice (pp. 25-39). New Zealand: Dunmore Publishing.
Bourke, R. & Mentis, M. (2013). Self-assessment as a process for inclusion. International Journal of Inclusive Education. 17(8), 854-867.
Butler, P. (2013, November 7). Photo elicitation: A way of discovering meaning and empowering students. Paper presented at the Emerging Anthropologists Postgraduate Conference, Palmerston North and Albany (Video Link), New Zealand.
Dharan, V. (2013). Understanding diversity- Moving beginning teachers beyond receiving the baton. In Inclusive Education: Perspectives on professional practice. (Ed). Centre of Excellence for Research in Inclusive Education. New Zealand, Dunmore: 40-51
MacArthur, J. (2013). Sustaining friendships, relationships and rights at school, International Journal of Inclusive Education, Vol 17 (8), 793-811.
McCartney, B., Purdue, K., & MacArthur, J. (2013). Progressing Te Whariki from rhetoric to reality for children with disabilities and their families. In J. Nutthal (Ed), Weaving te Whariki. (2nd ed). Wellington: NZCER. Pp. 115-133.
Riley, T. (2013). Including gifted and talented students: Shifting our mindsets from exclusive to inclusive. In Inclusive education: Perspectives on professional practice (pp. 189 - 203). New Zealand: Dunmore Publishing
Riley, TL., & Bicknell, B. (2013). Gifted and talented education in New Zealand Schools: A decade later. APEX: The New Zealand Journal of Gifted Education, 18(1). Retrieved from http://www.giftedchildren.org.nz/apex/v18no1.php
MacArthur, J., Higgins, N. & Quinlivan, K. (2012). Children’s and young people’s social participation. In S. Carrington & J. MacArthur (Eds). Teaching in inclusive school communities. 1st edition. Milton, Queensland: Wiley and Sons Publishers, pp. 237-266.