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
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.
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
There is limited research in New Zealand and overseas that examines the experiences of gifted learners in like-minded groups, though, anecdotally, we know that a primary argument for specialist programmes is a purported benefit for gifted learners to engage in such like-minded groupings. There is very little research to substantiate these claims and the hope is that this study will provide us with a greater understanding of..... Read More
The research aimed to examine how secondary school leaders and teachers interpreted and used this term as part of their disciplinary processes to determine the removal of students from their regular learning contexts, for periods of time. Read More
Student Teacher Self-Efficacy with Linguistically and Culturally Diverse Learners in Low SES Practica
This project aimed to develop a scale to measure the self-efficacy of student teachers in the context of practicum placements in low socioeconomic schools with culturally and linguistically diverse learners, and to identify the factors which impact on this. Read More
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.