Networks

R e s e a r c h a n d A d v o c a c y a t t h e N e x u s o f E q u i t y a n d E d u c a t i o n

The research theme around NETWORKS AND PARTNERSHIPS explores the importance of agency, relational agency and the importance of creating spaces between diverse individuals and groups. The object of activity includes how partnerships with others (e.g. children and young people, professional groups, practitioners, staff and students, community members) involves sharing diverse ideas and understandings, intergenerational learning experiences and creates new ways of working. We are interested in how to facilitate innovation through creating networking possibilities across the education sector groups (EC, primary, secondary and tertiary) and beyond.

Current Research

Corrective Lenses

The impact of the provision of corrective lenses on the learning, behaviour and social outcomes of students in years 5 and 6. This study, carried out by Associate Professor Alison Kearney and Dr Julia Budd, is investigating the impact of corrective lenses on the learning, behaviour and social outcomes of students in years 5 and 6. Read More

Past Research

Coach and Guide: Facilitating Childrens' Literacy Development in ECE Contexts

The aim of this project was to examine ways in which professional learning in ECE contexts contributed to child outcomes in literacy development. This study included carrying pre- and post-test literacy assessments on 4 year old children and an analysis of the practices in which teachers engaged in through observation and interviews with teachers. Read More


Publications

Mentis, M., Holley-Boen, W., Butler, P., Kearney, A., Budd, J., Riley, T., MacArthur, J., Dharan, R & Bevan-Brown, J (2016). Māwhai: Webbing a professional identity through networked interprofessional communities of practice. Teaching and Teacher Education,

Mentis, M. & Kearney, A. (2016). Networked teaching and learning for life-long professional development. In Peters, M., Cowie, B. & Menter, I.(Eds). A Companion to Research in Teacher Education. Springer. UK

McLaughlin, T., Aspden. K, & McLachlan, C. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. New Zealand Council for Educational Research: Early Childhood Folio, 19, 31-38.

Dharan, V. M. (2014). Beginning teachers and diversity – Why the need for extended critical professional support. In Asia-Pacific Journal of Teacher Education. DOI: 10.1080/1359866X.2014.940840

Kearney, A. (2014). Parent-school relationships and the exclusion of disabled students from and within school. In R. Slee, R. Wills, M. McLean . M. Stephenson & M. Morton (Eds.). Tales from school: Learning disability and state education after administrative reform. Rotterdam: Sense Publishers.

Bourke, R., Mentis, M., & O’Neill, J. (2013). Analysing tensions within a professional learning and development initiative for teachers. Learning, Culture and Social Interaction. 2(4) 265-276

Bourke, R., Mentis, M., & O’Neill, J. (2013). Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment. Cambridge Journal of Education. 43(1), 35-50

Bevan-Brown, J., Bevan-Brown, R., Carroll-Lind, J., Kearney, A., Edwards, T., & Hayes, D. (2012). The evaluation of a multidisciplinary approach to training people who work with students with severe and challenging behaviours. The International Journal of Learning, 18(6) 359-370.

Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., & Mentis, M. (2012). Essential elements in a professional learning and development programme: A New Zealand case study of autism professional development to promote collaborative practices. Professional Development in Education, 38(4), 631-646.

Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional practice as a model for teacher and classroom support. In S. Carrington & J. MacArthur, J. (Eds.). Teaching in inclusive school communities. Australia: Wiley Publishers.

Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., & Mentis, M. (2012). Essential elements in a professional learning and development programme: A New Zealand case study of autism professional development to promote collaborative practices. Professional Development in Education, 38(4), 631-646.