THE CENTRE’S RESEARCH AND SCHOLARSHIP
The Equity through Education research outputs include journal articles, book chapters, conference presentations, dissertations and media posts. Please contact us if you have trouble accessing any of these resources.
2023
Adams, N., & Bourke, R. (2023). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education. 27(6), 704-717.
Bayldon, H., Clendon, S., & Doell, E. (2023). Shared Storybook Intervention for Children with Complex Physical, Cognitive and Sensory Needs Who Use Partner-Assisted Scanning. International Journal of Disability, Development and Education. 70(5), 751-768.
Carvalho, L. (2023). Foreword. In P. Jandrić, A. MacKenzie, & J. Knox (Eds.) Constructing Postdigital Research: Method and Emancipation (pp. ix-xi). Springer.
Carvalho, L. (2023). Learning spaces and materiality: Embracing past and present when designing for the future. In R. J. Tierney, F. Rizvi, & K. Erkican (Eds.), International Encyclopedia of Education (Fourth Edition) (pp. 390-398). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.14085-0
Carvalho, L., & Lamb, J. (2023). Postdigital Learning Spaces. In P. Jandrić (Ed.) Encyclopedia of Postdigital Science and Education. Springer. https://doi.org/10.1007/978-3-031-35469-4_13-1
Carvalho, L., & Yeoman, P. (2023). Postdigital Learning Design. In P. Jandrić, (Ed.) Encyclopedia of Postdigital Science and Education. Springer. https://doi.org/10.1007/978-3-031-35469-4_38-1
Carvalho, L., Castañeda, L., & Yeoman, P. (2023). The ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning. Journal of New Approaches in Educational Research, 12(2), https://doi.org/10.7821/naer.2023.7.1494
Hartnett, M., Butler, P., & Rawlins, P. (2023). Online proctored exams and digital inequalities during the pandemic. Journal of Computer Assisted Learning. 39(4), 1103-1115
Markauskaite, L., Carvalho, L., & Fawns, T. (2023). The role of teachers in a sustainable university: From digital competencies to postdigital capabilities. Educational Technology Research & Development 71,181–198., https://doi.org/10.1007/s11423-023-10199-z
Markauskaite, L., Carvalho, L., & Damşa, C. (2023). Ecological perspectives on learning and methodological implications for research. In C. Damşa, A. Rajala, G. Ritella, & J. Brouwer (Eds.) Re-theorising Learning and Research Methods in Learning Research. Routledge
McLay, L., Emerson, LM., Waddington, H., van Deurs, J., Hunter, J., Blampied, N., . . . Rispoli, M. (2023). Telehealth-delivered naturalistic developmental behavioural intervention with and without caregiver acceptance and commitment therapy for autistic children and their caregivers: protocol for a multi-arm parallel group randomised clinical trial. BMJ Open. 13(5), e071235
Miller, H., Bourke, R., & Dharan, V. (2023). Fostering success: young people’s experience of education while in foster care. International Journal of Inclusive Education. 27(6), 689-703
Paken, J., Govender, CD., Pillay, M., Feyasa, M., & Sewram, V. (2023). Cisplatin-associated ototoxicity amongst cervical cancer patients: A prospective cohort study in south Africa. PLoS ONE. 18(4 April)
Pillay, M., Quigan, E., & Kathard, H. (2023). Questions of suitability: The Sustainable Development Goals. International Journal of Speech-Language Pathology. 25(1), 162-166
Pillay, T., & Pillay, M. (2023). The power struggle: exploring the reality of clinical reasoning. Health (United Kingdom). 27(4), 559-587.
Qi, G. Y., Sun, S. Y. H., & Carvalho, L. (2023). Designing for diversity in Aotearoa / New Zealand Chinese language classrooms. Language Teaching Research, 0(0). https://doi-org/10.1177/13621688231167933
Sutton, D., Kearney, A., & Ashton, K. (2023). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education. 27(6), 671-688.
Vilanova Miranda De Oliveira, G., & Wood, B. (2023). Social Sciences Education in New Zealand Schools. Oxford Research Encyclopedia of Education.
Vilanova Miranda De Oliveira, G., Te Maro, P., & Tweed, B. (2023). He waka eke noa: Indigenising initial and teacher education in Aotearoa New Zealand. In P. Singh, D. Heck, S. Heimans, & A. Ambrosetti (Eds.) Beyond Southern Theory and Teacher Education. Springer/ATEA.
Walker, S., Clendon, S., Paynter, J., Flückiger, B., Bowen, R., Sullivan, R., . . . Westerveld, M. (2023). Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms. Australian Journal of Education. 67(1), 28-45.
Wang, Z., Wang, L., Gao, X., & Zhu, L. (2023). Cognitive flexibility moderates the association between theory of mind and children’s offer in the Ultimatum Game (La flexibilidad cognitiva modera la relación entre la teoría de la mente y las ofertas de los niños en el Juego del Ultimátum). Infancia y Aprendizaje. 46(2), 264-284.
Xu, H., Wang, Z., Gao, X., Wang, X., & Wu, Q. (2023). Psychometric validation of the sibling inventory of behavior in three- to six-year-old Chinese children. Frontiers in Psychology, 14.
Young, A., Clendon, S., & Doell, E. (2023). Exploring augmentative and alternative communication use through collaborative planning and peer modelling: a descriptive case-study. International Journal of Inclusive Education. 27(6), 755-770.
2022
Bourke, R., O’Neill J., & Loveridge, J. (2022). Children’s rights, student voice, and partnerships in learning and teaching. In M. A. Peters (Ed.), Encyclopaedia of teacher education. Springer. https://doi.org/10.1007/978-981-13-1179-6_426-1
Bowden, N., Gibb, S., Audas, R., Clendon, S., Dacombe, J., Kokaua, J., Milne, B., Mujoo, H., Murray, S., Smiler, K., Stace, H., van der Meer, L., & Taylor, B. (2022). Association between high need education-based funding support and school suspension for autistic students. Journal of the American Medical Association.
Carvalho, L., Martinez-Maldonado, R., Tsai, Y. S., Markauskaite, L., De Laat, M. (2022). How can we design for learning in an AI world? Computers & Education: Artificial Intelligence. https://doi.org/10.1016/j.caeai.2022.100053
Carvalho, L., & Freeman, CG. (2022). Materials and Places for Learning: Experiences of Doctoral Students in and around University Spaces. Postdigital Science and Education.https://doi.org/10.1007/s42438-022-00328-x
Czerniewicz, L., & Carvalho, L. (2022). Open, Distance, and Digital Education (ODDE) – An Equity View. In O. Zawacki-Richter & I. Jung (Eds.). Handbook of Open, Distance and Digital Education. Singapore: Springer. https://doi.org/10.1007/978-981-19-0351-9_93-1
Dharan, V. (2022). Autistic learners and Education – Multiple ‘maskings’. Kairaranga, 23, 1, 106-109.
Dharan, V., Pond, R., & Mincher, N. (2022). Teacher student well-being in the COVID-19 pandemic. Research Report. Massey University. Palmerston North
Dharan, V., & Mincher, N. (2022). Continual disobedience: A term perpetuating exclusive practices in schools. International Journal of Inclusive Education, Online, 1-14. https://doi.org/10.1080/13603116.2022.2092657
Eden, R. (2022). Co-teaching to develop reform-based practices in mathematics: Classrooms as shared spaces for teacher learning. In O. Kartal, G. Popovic, & S. Morrissey (Eds.), Global perspectives and practices for reform-based mathematics teaching (pp. 273-292). IGI Global. https://doi.org/10.4018/978-1-7998-9422-3.ch013
Everatt, J., Arrow, A., Denston, A., & Sleeman, M. (2022). Dyslexia in Aotearoa New Zealand: An issue both old and new. In G. Elbeheri & L. Siang (Eds.), The Routledge international handbook of dyslexia in education. https://doi.org/10.4324/9781003162520-29
Fawns, T., Markauskaite, L., Carvalho, L., & Goodyear, P. (2022). H2m pedagogy: Designing for hybrid learning in medical education. In E. Gil, Y. Mor, Y. Dimitriadis, & C. Köppe (Eds.), Hybrid learning spaces (pp.61-76). Springer. https://doi.org/10.1007/978-3-030-88520-5_5
Green, J., Carvalho, L., & Sheriddan, N. (2022). Hybrid learning environments: It’s all about ecology! In Jaldemark, J., Håkansson Lindqvist, M., Mozelius, P., Öberg, L.M., De Laat, M., Dohn, N.B., & Ryberg, T. (Eds.), Proceedings for the Thirteenth International Conference on Networked Learning 2022. https://www.networkedlearning.aau.dk/digitalAssets/1159/1159061_nlc2022_contribution_45.pdf
Harris, C., & Bourke, R. (2022). Students’ experiences of decision-making at school. International Journal of Student Voice. https://ijsv.psu.edu/article/students-experience-of-decision-making/
Lamb, J., Carvalho, L., Gallagher, M., & Knox, J. (2022). The postdigital learning spaces of higher education. Postdigital Science and Education, 1-12. https://doi.org/10.1007/s42438-021-00279-9
Makker, L., Clendon, S., & Doell, E. (2022). Speech language pathologists’ perspectives of communication strategies for young people in the New Zealand youth justice system. International Journal of Speech-Language Pathology.
Owen, A., & Bourke, R. (2022). Young persons’ rights to influence learning in their everyday lives. International Journal of Student Voice. https://ijsv.psu.edu/article/young-persons-rights-to-influence-learning/
Rawlins, P., Butler, P., & Lilley, S. (2022). What can organisations learn from kaupapa Māori research? In S. Dhakal, R. Cameron, J. & Burgess (Eds.), A field guide to managing diversity, equality and inclusion in organisations (pp. 207-221). Edgar. https://doi.org/10.4337/9781800379008.00027
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). Evaluation of the “three steps in screening for dyslexia” assessment protocol designed for New Zealand teachers. New Zealand Journal of Educational Studies. Advance online publication. https://doi.org/10.1007/s40841-022-00254-3
Sleeman, M., Everatt, J., Arrow, A., & Denston, A. (2022). The identification and classification of struggling readers based on the simple view of reading. Dyslexia, 28(3), 256-275. https://onlinelibrary.wiley.com/doi/10.1002/dys.1719
Te Maro, P., & Averill, R. (Eds.). (2022). Ki te hoe! Education for Aotearoa. NZCER Press.
2021
Adams, N., & Bourke, R. (2021). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education. DOI: 10.1080/13603116.2020.1867380
Aspden, K., McLaughlin, T., & Clarke, L. (2021). Specialized pedagogical approaches to enhance quality for infants and toddlers: Some thoughts from Aotearoa New Zealand. In S. Garvis (Ed.) Quality improvement in early childhood.
Busch, R. & Dharan, V. (2021). The Impact of Innovative Learning Environments on Sensory Processing Difficulties: Students’ Perspectives. International Journal of Student Voice, 7 (1).
Carvalho, L. (2021). (Re)Shaping spaces for learning: Experiences from Aotearoa New Zealand. The New Zealand Annual Review of Education, 26, 52-59. https://doi.org/10.26686/nzaroe.v26.6858
Carvalho, L., & Yeoman, P. (2021). Performativity of materials in learning: The learning-whole in action. Journal of New Approaches in Educational Research, 10 (1), 43-56. https://doi.org/10.7821/naer.2021.1.627
Carvalho, L., Yeoman, P., & Carvalho, J. (2021). It’s your turn! Supporting social change through networked learning and game playing. In N. Bonderup Dohn, S. Børsen Hansen, J. Jørgen Hansen, M. de Laat, & T. Ryberg (Eds.), Conceptualizing and innovating education and work with networked learning (pp. 115-133). Springer. https://doi.org/10.1007/978-3-030-85241-2_7
Clarke, L., McLaughlin, T., Aspden, K., & Riley, T. (2021). Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education? Australasian Journal of Early Childhood. 46(1), 66-79
Dharan V.M. (2021). Autistic Students and Learning Partnerships. In: M.A. Peters (Eds.) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_430-1
Franklyn, R., & Dharan, V. (2021). Perspectives of Students with Attention Deficit Hyperactivity Disorder. International Journal of Student Voice, 7 (1).
Goodyear, P., Carvalho, L., & Yeoman, P. (2021). Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments. Educational Technology Research & Development, 69, 445–464. https://doi.org/10.1007/s11423-020-09926-7
Gourlay, L., Rodríguez‑Illera, JL., Barberà, E., Bali, M., Gachago, D., Pallitt, N., . . . Knox, J. (2021). Networked Learning in 2021: A community definition. Postdigital Science and Education, 3, 326–369. https://doi.org/10.1007/s42438-021-00222-y
Maccann, V., & Carvalho, L. (2021). Teachers use of public makerspaces to support students’ development of digital technology competencies, New Zealand Journal of Educational Studies. https://doi.org/10.1007/s40841-020-00190-0
McDowell, N. (2021). A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI). International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1867381
McDowell, N. (2021). Power is knowledge: empowering parents of children with cerebral visual impairment. Disability and Society, 36(4), 596-617. https://doi.org/10.1080/09687599.2020.1751586
Miller, H., Bourke, R., & Dharan, V. (2021). Fostering success: young people’s experience of education while in foster care. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1867378
Muralidharan, V. (2021). Autistic students and Learning Partnerships. Encyclopedia of Teacher Education.
Smith, D., Beaton, M., Harju-Luukkainen, H., Vilanova Miranda De Oliveira, G., Jannok Nutti, Y., Basha, T., . . . Aàrelà, RIA. (2021). The Impact of a Global Pandemic on University Teaching: a cross-national comparative study. Research and Change.
Snyder, P., Shannon, D., Bishop, C., & McLaughlin, T. (2021). Putting it all together: Implement Pyramid Model practices to make a difference for children. In ML. Hemmeter, M. Ostrosky, & L. Fox (Eds.) Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers.
Sutton, D., Kearney, A., & Ashton, K. (2021). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education. , 1-18 https://www.tandfonline.com/doi/full/10.1080/13603116.2020.1867377
Thibaut, P., & Carvalho, L. (2021). Language not just as words”: Supporting new literacies through a design project in disadvantaged schools in Chile". E-Learning and Digital Media.
2020
Annan, J., Mentis, M., Somerville, M. P., & Holley-Boen, W. (2020). The Learning Theories Profile: A metacognitive tool for reflecting on professional practice. Kairaranga: New Zealand Journal of Education Practice, 21(2), 15-27.
Carvalho, L., Nicholson, T., Yeoman, P. & Thibaut, P. (2020). Space matters: Framing the New Zealand learning landscape. Learning Environments Research, 23(3), 307–329. https://doi.org/10.1007/s10984-020-09311-4
Cochrane, T., Narayan, V., & Birt, J. (2020). Special collection on mobile mixed reality 2019 update. Research in Learning Technology. 28
Dharan, V. (2020). It is not THEM and US – Sustainable outcomes for children and young people on the autism spectrum.. Kairaranga. 21(1), 17-28
Goodyear, P., Carvalho, L., Yeoman, P., Castañeda, L., & Adell, J. (2020). Una herramienta tangible para facilitar procesos de diseño y análisis didáctico: Traducción y adaptación transcultural del Toolkit ACAD. Pixel-Bit. Online first.
Green, J., Burrow, M., & Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education. https://doi.org/10.1007/s42438-020-00185-6
Fields, A., & Hartnett, M. (2020). Raranga te kete aronui, weaving the basket: Continuing with open, flexible and distance learning. Journal of Open, Flexible and Distance Learning. 24(2), 1-3 Retrieved from http://jofdl.nz/index.php/JOFDL/article/view/467/287
Fields, A., & Hartnett, M. (2020). Online teaching and learning: COVID-19 special issue. Journal of Open, Flexible and Distance Learning. 24(1), 1-2 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/399/285
Hartnett, M. (2020). Relationships between online motivation, participation, and achievement: More complex than you might think. Journal of Open, Flexible and Distance Learning Special Issue: Best of Online Teaching and Learning: COVID-19. 24(1), 28-41 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/415
Irons, J., & Hartnett, M. (2020). Computational thinking in junior classrooms in New Zealand. Journal of Open, Flexible and Distance Learning. 24(2), 28-42 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/425
Kearney, A., Alghamdi, Y., & Hansen, S. (2020). The Value high school teachers place on CPD for their professional development. International Journal of Scientific Research Engineering & Technology (IJSRET). 11(5), 741-764
McDowell, N. (2020). A pilot study of the Austin Playing Card Assessment: A tool to detect and find the degree of visual perceptual difficulties related to clutter. British Journal of Visual Impairment. 38(2), 118-136
McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2020). Building a data culture to enhance quality teaching and learning.. New Zealand Council for Educational Research: Early Childhood Folio. 24, 3-18
Oliveira, G. (2020). A “great priest of civilization”: Reinterpreting Victor Meirelles’ A Primeira Missa through newspapers. Brasiliana : Journal for Brazilian Studies. 9(1), 194-215 Retrieved from https://tidsskrift.dk/bras/article/view/120083
Pretorius, E., Clendon, S., & McLaughlin, T. (2020). Parent perspectives on receiving support for enhancing parent–child interactions. Journal of Clinical Practice in Speech-Language Pathology, 22, 74-78
Rouse, B., McLaughlin, T., & Sandall, S. (Eds.) (2020). DEC Recommended Practices Monograph: Transition. Lawrence KS: Allen Press
Rowan, Y., & Hartnett, M. (2020). How have MOOCs been portrayed in the New Zealand public media? Journal of Open, Flexible and Distance Learning. 23(2), 25-41 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/367
Thrupp, M., O’Neill, J., Powell, D., & Butler, P. (2020). Private actors in New Zealand schooling: the path to saturation. Journal of Educational Administration and History, 52(4), 385-402
Tyler-Merrick, G., Cherrington, S., McLaughlin, T., McLachlan, C., Aspden, K., & Phillips, J. (2020). Aotearoa/ New Zealand early childhood education: Moving forward with intention.. In S. Garvis, S. Phillipson, & H. Harju Luukainnen (Eds.) Volume III Early Childhood Education in the 21st Century: An international perspective.
2019
Aiono, S., McLaughlin, T., & Riley, T. (2019). While they play what should I do? Strengthening learning through play and intentional teaching at primary school. Ke Kupu. 6(2), 59-68
Acer, S., Hix, H., & McLaughlin, T. (Eds.) (2019). Young Exceptional Children Monograph #18: International Perspectives on Early Intervention and Early Childhood Special Education. Lawrence, KS: Allen Press
Aspden, K., Baxter, SM., Clendon, S., & McLaughlin, TW. (2019). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education.
Aspden, K., McLachlan, C., Cherrington, S., Tyler-Merrick, G., McLaughlin, T., & Phillips, J. (2019). Partnership with families in ECE: New Zealand’s policy and professional context.. In S. Garvis, S. Phillipson, & H. Harju Luukainnen (Eds.) Volume II Early Childhood Education in the 21st Century: An international perspective.
Attwood, S., MacArthur, J., & Kearney, A. (2019). Beginner secondary teacher preparedness for inclusion. International Journal of Inclusive Education. 23(10), 1032-1048
Carvalho, L., & Yeoman, P. (2019). Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design. British Journal of Educational Technology, 50(3), 1104-1117. https://doi:10.1111/bjet.12761
Carvalho, L., Martinez-Maldonado, R., & Goodyear, P. (2019). Instrumental Genesis in the Design Studio. International Journal of Computer-Supported Collaborative Learning, 14, 77–107. https://doi.org/10.1007/s11412-019-09294-2
Carvalho, L, & Goodeyar, P. (2019). Productive learning networks. In M. Peters (Ed.) Encyclopaedia of Teacher Education. Springer
Clarke, L., McLaughlin, TW., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: teachers’ perspectives. Early Years. 39(4), 426-440
Fields, A., & Hartnett, M. (2019). Taking stock of our journal's journey: A statement of impact. Journal of Open, Flexible and Distance Learning. 23(1), 1-4 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/363
Hanrahan, V., Aspden, K., & McLaughlin, T. (2019). Playing safe: Factors that enable, or challenge teachers to support safe risk-taking for young children as they transition into or within an early childhood setting. Ke Kupu. 6(1), 26-37
Hartnett, M. (2019). Theories of motivation in open and distance education. In Briefs in Open and Distance Education (pp. 105 - 113). Springer
Hartnett, M. (2019). Digital divide and digital inclusion. In MA. Peters (Ed.) Encyclopedia of Teacher Education (pp. 1 - 5). Singapore: Springer
Hartnett, M. (2019). Digital divides. In A. Hynds (Ed.) Oxford Bibliographies in Education. New York: Oxford University Press
Hartnett, M. (2019). Theories of motivation in open and distance education. In I. Jung (Ed.) Open and Distance Education Theory Revisited Implications for the Digital Era (pp. 105 - 113). Singapore: Springer
Hartnett, M. (2019). Flexible and distance learning. In A. Tatnall (Ed.) Encyclopedia of education and information technologies (pp. 1 - 11). Cham, Switzerland: Springer.
Hartnett, M., & Rawlins, P. (2019). Reconceptualising Postgraduate Research: An Online Blended Learning Approach. In KN. Sim (Ed.) Enhancing the role of ICT in doctoral research processes (pp. 1 - 23). IGI Global
Hartnett, M., & Fields, A. (2019). Digital inclusion in New Zealand. Journal of Open, Flexible and Distance Learning. 23(2), 1-4 Retrieved from http://www.jofdl.nz/index.php/JOFDL/article/view/391
Heredia, J. de M., Carvalho, L., Viera, E. M. F. (2019). Designing for distance learning in developing countries: A case study. Journal of Open, Flexible and Distance Learning, 23(1), 5–16.
Kearney, A. (2019). Don't fix the child fix the system. Education HQ. July Retrieved from https://educationhq.com/news/dont-fix-the-child-fix-the-system-prof-alison-kearney-talks-inclusion-in-nz-schools-61610/
McDowell, N., & Dutton, GN. (2019). Hemianopia and Features of Bálint Syndrome following Occipital Lobe Hemorrhage: Identification and Patient Understanding Have Aided Functional Improvement Years after Onset. Case Reports in Ophthalmological Medicine. 2019, Retrieved from https://www.hindawi.com/journals/criopm/2019/3864572/
Mentis, M. (2019). Digital Equity and Education. In M. Peters (Ed.) Encyclopedia of Teacher Education. Springer.
Narayan, V., Herrington, J., & Cochrane, T. (2019). Design principles for heutagogical learning: Implementing student-determined learning with mobile and social media tools. Australasian Journal of Educational Technology. 35(3), 86-101
Narayan, V., Cochrane, T., Birt, J., Aguayo, C., Stretton, T., Hong, J., . . . Cowling, M.Mobile learning special interest group symposium: revisiting mobile mixed reality. ASCILITE 2019 - Conference Proceedings - 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart. (pp. 638 - 640).
O'Brien, R., Hartnett, M., & Rawlins, P. (2019). The centralisation of elearning resource development within the New Zealand vocational tertiary education sector. Australasian Journal of Educational Technology, 35(5), 95-110
Porter-Samuels, T., & Holley-Boen, W. (2019). Culturally-Responsive Relational Practice at the Chalk-Face: A Journey to Authenticity. Kairaranga, 20(1), 33-45.
Smith, J., McLaughlin, T., & Aspden, K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter? Australasian Journal of Early Childhood, 44(4), 408-422
Yeoman, P., & Carvalho, L. (2019). Moving between material and conceptual structure: Developing a card-based method to support design for learning. Design Studies, 64, 64-89. https://doi.org/10.1016/j.destud.2019.05.003
2018
Armstrong, H., MacArthur, J., & Holley-Boen, WR. (2018). Space, voice, audience and influence: Article 12 as a lens to consider Mandy’s school experience. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School - Informing Inclusive Practice. (pp. 55 - 71). Rotterdam, Netherlands: Brill Sense
Bourke, R. (2018). Self-assessment to incite learning in higher education: developing ontological awareness. Assessment and Evaluation in Higher Education. 43(5), 827-839
Bourke, R. (Ed.) (2018). Ethical and inclusive research with children. Routledge
Bourke, R., & Loveridge, J. (2018). Using student voice to challenge understandings of educational research, policy and practice. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 1 - 16).
Bourke, R., & Loveridge, J. (2018). Students’ voice shifting the gaze from measured learning to the point of learning. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 143 - 157).
Bourke, R., & Loveridge, J. (2018). Beyond the official language of learning: Teachers engaging with student voice research. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 159 - 177).
Bourke, R., O'Neill, J., & Loveridge, J. (2018). Children's conceptions of informal and everyday learning. Oxford Review of Education. 44(6), 771-786 Retrieved from https://www.tandfonline.com/doi/full/10.1080/03054985.2018.1450238
Bourke, R., O’Neill, J., & Loveridge, J. (2018). What starts to happen to assessment when teachers learn about their children’s informal learning?. Australian Educational Researcher, 45(1), 33-50
Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning. The challenges of assessment terminology. Early Education, 64, 18-23 https://www.aut.ac.nz/study/study-options/education/research/early-education-journal
Carvalho, L., & Yeoman, P. (2018). Framing learning entanglement in innovative learning spaces: Connecting theory, design, and practice. British Educational Research Journal, 44(6), 1120-1137.
Carvalho, L., Garduño Freeman, C., Kearney, A., Mentis, M., & Martinez-Maldonado, R. (2018). Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university. Australasian Journal of Educational Technology, 34(6), 41-52.
Carvalho, L., & Goodyear, P. (2018). Design, learning networks and service innovation. Design Studies, 55, 27-53. DOI: 10.1016/j.destud.2017.09.003
Carvalho, L., & Saunders, R. (2018). Coding, designing and networking: fostering learning through social connections. Research in Learning Technology, 26: 2006. DOI: http://dx.doi.org/10.25304/rlt.v26.2006
Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts.. The First Years: New Zealand Journal of Infant and Toddler Education. 20, 19-26
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