Name



Name |School |Interest Areas |Research Methods Used |Selected Publications |Doctoral Supervisor | |

|ANTHONY, GLENDA |Curr & Ped |Mathematics Education. |Action/design Research; |Anthony, G., & Hunter, R. (2005). A window into mathematics classrooms: |Y |

|G.J.Anthony@massey.ac.nz | |Teacher education |Case Study; |Traditional to reform. New Zealand Journal of Educational Studies, 40 (1 | |

| | | |Survey and mixed methods |&2), 25-43. | |

| | | | |Anthony, G., & Walshaw, M. (2007). Effective pedagogy in | |

| | | | |Mathematics/Pangarau: Best | |

|BALL, TERESA |Curr & Ped |Teacher Education; |Qualitative; | | |

|T.Ball@massey.ac.nz | |Thinking and Metacognition; |Historical; | | |

| | |History of Education |Case Study | | |

|BEVAN-BROWN, JILL |Curr & Ped |Māori Education; |Kaupapa Māori Research; |Bevan-Brown, J. (1996/2003 update in press). Special Abilities: A Māori |Y |

|J.M.Bevan-Brown@massey.ac.nz | |Māori Research; Gifted |Action Research; |Perspective. In D. McAlpine & R. Moltzen (Eds.) Gifted and talented. New | |

| | |Education; |Qualitative |Zealand perspectives. Palmerston North: Massey University, ERDC Press. | |

| | |Special Education/ Inclusion | |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. | |

| | | | | | |

|BICKNELL, BRENDA |Curr & Ped |Mathematics Education. |Qualitative |Bicknell, B. (2006). Investigating parental roles of mathematically | |

|B.A.Bicknell@massey.ac.nz | |Gifted Education | |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, vocal |Qualitative, case study, narrative|Boyack, J.E. (2000). “Sing? Not Me!” A study of Student Teachers’ |N |

|J.E.Boyack@massey.ac.nz | |development, music leadership, | |Self-efficacy. Unpublished Masters’ Thesis, Massey University, Palmerston| |

| | |primary and early childhood | |North, New Zealand. | |

| | |education, professional | | | |

| | |development | | | |

|BROWN, MARK |Curr & Ped |Educational computing; ICT and |Survey; Case Study; |Brown, M., & Murray, F. (2006). ICT and young children: Laying the |Y |

|M.E.Brown@massey.ac.nz | |e-Learning; Learning and |Ethnography; Narrative; |foundations for the digital future. Computers in New Zealand Schools, 18 | |

| | |Educational Technologies; |Policy Analysis |(2), 43-48. | |

| | |Educational Change; Innovations| |Brown, M. (2005). Telling tales out of school: The political nature of | |

| | |in Teaching; Distance | |the digital landscape. In K-W Lai (ed.), e-Learning communities: Teaching| |

| | |Education; Teacher Education | |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. | |

|BROWN, SETH |ADHE |Gender and education, |Ethnographic research/document |Brown, S. (2003). Elite athletes and masculinities: Physical Recreation |Y |

|S.Brown.1@massey.ac.nz | |biculturalism, critical |analysis/case study/survey |in Queensland secondary schools. In J. A. Vadeboncoeur & S. Rawolle | |

| | |pedagogy, physical education | |(Eds.), Educational Imaginings (pp. 241-268). Brisbane, Queensland, | |

| | | | |Australia: Australian Academic Press. | |

|CARROLL-LIND, JANIS |Curr & Ped |Inclusive Education; |Quantitative and Qualitative |Carroll-Lind, J., Chapman, J., Gregory, J., & Maxwell, G. (2006, Nov). |Y |

|J.Carroll-Lind@massey.ac.nz | |Early Intervention; |Methodologies |The key to the gatekeepers: Addressing the ethical issues surrounding the| |

| | |Violence/Bullying; | |rights of children to speak on issues that concern them. Child Abuse and | |

| | |Behaviour Diversity | |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 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, JAMES |PVC’s Office|Learning disabilities; |Quantitative: |Chapman, J.W., Tunmer, W.E., & Prochnow, J.E. (2004). Repressed |Y |

|J.Chapman@massey.ac.nz | |reading disabilities/ dyslexia:|Experimental; quasi-experimental; |resilience? A longitudinal study of reading, self-perceptions, and | |

| | |Academic self-concept; |single-subject |teacher behaviour ratings of poor and average readers in New Zealand. | |

| | |Cognitive and | |Thalamus, 22, 9-15. | |

| | |social-motivational processes | |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 | |

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

|CLARK, JOHN |Ed Studs |Philosophy of Education; |Philosophical |Clark, J.A. (2006) Social justice, education and schooling: some |Y |

|J.A.Clark@massey.ac.nz | |Willing to consider any topic, | |philosophical issues. British Journal of Educational Studies 35(2), | |

| | |but preference given to those | |272-287 | |

| | |related to my teaching and | |Clark, J.A. (2006)Dogmas of ethnicity. In Rata, E. & Openshaw, R. (eds) | |

| | |research interests | |Public Policy and Ethnicity. London: Palgrave Macmillan, 170-184. | |

|CLARK, H. PI’IKEA |Te UM |Indigenous Education, Visual |Profile, |Clark, H.P. (2006) Distinction without Diversity: The 2006 New Zealand |Y |

|H.P.Clark@massey.ac.nz | |Art Education, Biculturalism/ |Qualitative/interpretive methods |Draft Curriculum and Pasifika Art, Aotearoa/ New Zealand Association | |

| | |Multiculturalism | |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). | |

|COURT, MARIAN |Ed Studs |Educational leadership; |Case Study; |Court, M. (2007) Changing and/or Re-inscribing Gendered Discourses of |Y |

|M.R.Court@massey.ac.nz | |Feminist theory; Gender & |Narrative; |Team Leadership in Education? Gender and Education, 19:5. | |

| | |education; Biculturalism |Discourse Analysis |Court, M. (2005) Crossing Cultural Boundaries or Caught in Political | |

| | | | |Crossfire? New Zealand Journal of Educational Leadership, 20:1, pp.47-61.| |

|DAVIES, JANET |Curr & Ped |Education for sustainability; |Programme evaluation; |Davies, J. (2007) Learning to lead in global action, Dominion Post, May |Y |

|J.R.Davies@massey.ac.nz | |Science education; |Case study; |9: B7. | |

| | |Technology education; |Survey; |Davies, J. (2005) Revising the national technology curriculum through | |

| | |Gender issues; |Phenomenography |action research: Practical and political action in New Zealand. Design | |

| | |Understanding | |and Technology Education: An International Journal, 10 (3), 22-36. | |

|EDWARDS, WAYNE |Ed Studs |Educational Administration; |Qualitative; |Edwards, W.L. (2001). Ethical Issues in Principal Appraisal: A New |Y |

|W.L.Edwards@massey.ac.nz | |Evaluation; Leadership & |Ethnography; |Zealand Perspective. Middlewood, D, & Cardno, C. (Eds). In Managing | |

| | |Principalship; |Observation & interview |teacher appraisal performance. London: Routledge Falmer. | |

| | |Professional Development; | |Edwards, W.L. (1999) Evaluating the Management Team’s Performance: One | |

| | |Organisational Evaluation; | |School’s Approach. New Zealand Journal of Educational Administration, 14.| |

| | |Organisational Culture and | | | |

| | |improvement | | | |

|FINCH, BRIAN |Ed Studs |Children's writing; Visual |Case study |Finch, B. & Jackson, W. (2002). Young film-makers: what understandings do| |

|B.T.Finch@massey.ac.nz | |Language | |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, MARG |Ed Studs |Theory, research, culture, |Qualitative, interpretive, people |Research: the art of juggling (2000). Massey University. |Y |

|M.Gilling@massey.ac.nz | |feminist research; family; |research; innovative, creative, | | |

| | |veterinary/ |holistic | | |

| | |professional education | | | |

|GRAHAM, JAMES |Te UM |Maori education, matauranga |Qualitative: Maori-centred |Graham, J. (2007). Kia ū, kia mau ki tō Māoritanga: A Whakapapa |N |

|J.Graham@massey.ac.nz | |Maori |research: research methods derived|(genealogical) Approach to Research. The International Journal of | |

| | | |from indigenous knowledge |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 School and Maori Communities. SET Research | |

| | | | |Information for Teachers, 2, 8-12. | |

|GREANEY, KEITH |Ed Studs |The development of early |Quantitative and Qualitative; case|Greaney, K. (2004), First to Fourth to Thirteenth and (in all |Y |

|K.T.Greaney@massey.ac.nz | |literacy skills; |study; |Probability) Still Dropping. New Zealand’s International Literacy | |

| | |The evaluation of literacy |quasi-experimental designs; |Results; some personal thoughts about the reasons for the gap. Delta, 56,| |

| | |programmes in schools; |programme evaluations |2, 53-64. | |

| | |Spelling. Literacy assessment | |Greaney. K & Ryder, J. (2005). Evidence of Phonological-Based Word | |

| | |issues in primary schools | |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. | |

|HANSEN, SALLY |Ed Studs |Literacy; Boys and Literacy |Quantitative and Qualitative |Hansen, S. (2002). Boys and Writing. SET No 1. Writing in the year 11 |Y |

|S.E.Hansen@massey.ac.nz | |Achievement; Teacher Efficacy; | |secondary English classroom: What do boys and girls believe? English in | |

| | |Self-Efficacy Beliefs; Teacher | |Aotearoa, 46, June. | |

| | |Education | |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. | |

| HAWORTH, PENNY |Ed Studs |Teaching and Learning English |Qualitative, collaborative, |Haworth, P., Cullen, J., Mepham, J., Simmons, H., Schimanski, L., |Y |

|P.A.Haworth@massey.ac.nz | |as an Additional Language; |participatory, action research, |McGarva, P. & Woodhead, E. (2006). The flight of our kite: The Wycliffe | |

| | |intercultural teaching; teacher|case study, ethnographic |Nga Tamariki Kindergarten story. Final Report on Centre of Innovation | |

| | |and learner beliefs and |approaches |Research to Ministry of Education. Napier: Napier Kindergarten | |

| | |perceptions | |Association, ISBN 0-478-13561-0. ISBN 0-478-13562-9 on t.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 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, GRAHAM |Ed Studs |History and Social Studies |Historical |Hucker, G. (2003). Defying Those Who Would | |

|G.J.Hucker@massey.ac.nz | |Education in New Zealand; | |Forget - A Hall of Remembrance and Its Narrative. History Now, 9(2), | |

| | |secondary schools | |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, BARBARA |ADHE |Early Childhood Education; |Action; |Jordan, B. (2004). Scaffolding and co-construction; is there a |Y |

|B.J.Jordan@massey.ac.nz | |Professional development. |Qualitative; |difference that matter? In A. Anning, J. Cullen, & M. Fleer. (Eds.). | |

| | |Critical Analysis of |Sociocultural |Early childhood education – Society and Culture. UK: Sage. | |

| | |programming and teaching | |Jordan, B. (2004). Professional development making a difference for | |

| | | | |children. Unpublished doctoral dissertation. Palmerston North: Massey | |

| | | | |University. College of Education. | |

|JORGENSEN, LONE |Curr & Ped |Teacher Education; |Qualitative; Quantitative |Jorgensen, L., & Bhattacharya, M. (2007). Integrated Approach to Learning|Y |

|L.M.Jorgensen@massey.ac.nz | |Science Education; | |Environment Design for Secondary Science Teachers. Journal of Interactive| |

| | |Access to Higher Education; | |Learning Research, 18(1), 123-133. | |

| | |Values; | |Jorgensen, L.M. (2004). To be or not to be? The question of producing | |

| | |Technology Education | |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, ALISON |Curr & Ped |Inclusive education; Exclusive |Action research; |Kearney, A., &Kane, R. (2006). Inclusive education in New Zealand: | |

|A.C.Kearney@massey.ac.nz | |education; |Qualitative |Reality or Ruse? International Journal of Inclusive Education, 10 (2-3), | |

| | |School culture | |201-219. | |

| | |Learning | |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, PETI |Te UM |Maori Education |Content Analysis | |N |

|P.Kenrick@massey.ac.nz | | | | | |

|KIRKLAND, JOHN |ADHE |Lifespan development; Learning |Mostly number-related research |Kirkland, J., Bimler, D., Drawneek, A, McKim, M., & Schölmerich, A. |Y |

|J.Kirkland@massey.ac.nz | |Recovery; Socio-emotional; |  |(2004). An alternative approach for the analyses and interpretation of | |

| | |attachment; designing/applying | |attachment sort items. Early Child Development and Care, 174, 701-719. | |

| | |sorting methods to social | |Bimler, D., Kirkland, J., Yuhara, N., Kurosaki, M., Coxhead. E. (2005). | |

| | |science/ education | |“Trilemmas”: characterizing the Japanese concept of “amae” with a | |

| | | | |three-way forced-ranking technique. Quality and Quantity, 39, 779-800. | |

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|LANG, STEVE K.W |ADHE |Working with Maori; |Qualitative and quantitative, |Lang, S.K.W. (2005). Decolonialism and the Counselling Profession. |N |

|S.K.Lang@massey.ac.nz | |Biculturalism, multiculturalism|grounded theory, autoethnography |International Journal for the Advancement of Counselling 27,(4) 557-572 | |

| | |counselling, spirituality | |Lang, S.K.W. (2007) Tikanga and ethics. New Zealand Journal of | |

| | | | |Counselling 27 (1) 33-42 | |

|MENTIS, MANDIA |Albany |Assessment; Teaching for |Qualitative, action research, |Mentis, M. & Dunn-Bernstein, M. (2007). Mediated Learning: Teaching, |N |

|M.Mentis@massey.ac.nz | |diversity; |case-study |Tasks, and Tools to Unlock Cognitive Potential, 2nd ed. Corwin Press, A | |

| | |e-Learning | |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. | |

|MACINTYRE, BILL |Curr & Ped |Science Education; Astronomy |Quantitative; Qualitative; |MacIntyre, B. (in press). A model of teaching astronomy to pre-service | |

|W.R.MacIntyre@massey.ac.nz | |Education; Integrated Science &|Action Research; |teachers that allows for creativity in communicating students’ | |

| | |Technology; |Case Study Vignettes |understanding of seasons. In Jay Pasachoff, Rosa M. Ros and Naomi | |

| | |Pedagogical Content Knowledge; | |Pasachoff (Eds). Innovation in Astronomy Education. (ISBN-10: | |

| | |Investigating in Science; | |0521880157). | |

| | |Assessment; | |MacIntyre, B., Brears, L. and Bhattacharya, M. (2006). Preparing | |

| | |School Programmes | |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, LESIELI |Ed Studs |Pacifika learning & teaching; |Qualitative Research | |N |

|L.I.MacIntrye@massey.ac.nz | |Bilingual learners in New | | | |

| | |Zealand contexts; | | | |

| | |Parent’s education | | | |

|MCLACHLAN, CLAIRE |ADHE |Early years education; |Qualitative; quantitative |McLachlan, C. J. (2006). Emergent literacy. In Makin, L., Jones Diaz,|Y |

|C.J.Mclachlan@massey.ac.nz | |cognition, learning and | |C & McLachlan, C. (Eds). Literacies in childhood: Challenging views, | |

| | |literacy in early childhood; | |changing practice. Sydney: Elsevier. | |

| | |physical activity; open, | |Makin, L., Jones Diaz, C & McLachlan, C. (Eds). (2006). Literacies in | |

| | |distance and flexible learning;| |childhood: Challenging views, changing practice. Sydney: Elsevier. | |

| | |teacher education | |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. | |

|NAIDOO, KOGI |TDU |Curriculum development; |Quantitative; Qualitative; Case |Naidoo, K. (1999). New Faculty: Catalyst for Change in Academic |Y |

|K.Naidoo@massey.ac.nz | |Professional/staff development;|study |Departments: Clearing House on Higher Education, ERIC, Resources in | |

| | |Academic Quality assurance; | |Education, February. | |

| | |Mentoring; Teaching skills | | | |

| | |development; Student feedback; | | | |

| | |Evaluation and Assessment; | | | |

| | |Education Policy development | | | |

|O’NEILL, ANNE-MARIE |Ed Studs |NZCF Curriculum sociology; |Qualitative; Ethnography; |O’Neill, A., Clark, J., & Openshaw, R. (2004). Reshaping Culture, | |

|A.M.ONeill@massey.ac.nz | |Policy analysis and policy |Critical policy analysis |Knowledge and Learning Policy and Content in The New Zealand Curriculum | |

| | |sociology; Critical social; | |Framework. Palmerston North: Dunmore Press. | |

| | |educational and feminist | |Olsen, M., Codd, J., & O’Neill, A-M. (2004). Education and Society: | |

| | |theory; | |Governmentality, Democracy and Policy. London: Sage. | |

| | |Gender and education | | | |

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|O’NEILL, JOHN |ADHE |Teachers’ work, teacher |Socially Critical; |O’Neill, J. (2004). Change and constancy: Half a century of secondary |Y |

|J.G.ONeill@massey.ac.nz | |education, community-based |Hermeneutic |schooling in New Zealand. History of Education Review, 33 (1), 44-59. | |

| | |teaching/learning | |O’Neill, J. (2004). Knowing how to ‘just do it’: The politics of | |

| | | | |professional development for teachers. Access, 23 (1), 43-50. | |

| | | | |O’Neill, J. (2005) ‘Getting Started’: Shaping social studies teachers’ | |

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| | | | |O’Neill, J. (2005). Policies on teachers and teaching: More of the same? | |

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|OPENSHAW, ROGER |Ed Studs |Curriculum history; |Historical |Openshaw, R., Lee, H., & Lee, G. (1993). Challenging the Myths. |Y |

|R.Openshaw@massey.ac.nz | |Oral history; | |Rethinking New Zealand’s Educational History, Palmerston North, Dunmore | |

| | |Secondary education since the | |Press. | |

| | |Thomas Report; Theory and | |Benson, P. & Openshaw, R. (eds.). (1998). New Horizons for New Zealand | |

| | |educational history; | |Social Studies. ERDC Press. | |

| | |Document analysis relevant to | | | |

| | |the history of New Zealand | | | |

| | |education; Social Studies | | | |

|O'SULLIVAN, GARY |Curr & Ped |Technology Education; School |Qualitative |O'Sullivan, G. C. (2000). E.T. Phone Home: Let's Resolve the Confusion. | |

|G.C.OSullivan@massey.ac.nz | |Industry Links; | |Computers in New Zealand Schools. | |

| | |Creativity and Innovation in | |O'Sullivan, G. C. (2001). A framework for conceptualizing teacher | |

| | |Education | |professional knowledge. Third International Primary Design and | |

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|POSKITT, JENNY |PVC’s Office|Professional development; |Action research; |Poskitt, J., & Taylor, K. (2007). Evaluation of Assess to Learn |Y |

|J.M.Poskitt@massey.ac.nz | |teacher learning, Assessment; |Ethnography; Case study |professional development: end of year 2006 report. Palmerston North: | |

| | |Research methods | |Massey University, College of Education. | |

| | | | |Poskitt, J., & Taylor, K. (in press). Sustaining professional | |

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| | | | |Poskitt, J., & Taylor, K. (in press) AToL professional development: | |

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| | | | |Poskitt, J., & Taylor, K. (2006). Evaluation of Assess to Learn | |

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| | | | |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 | |

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| | | | |Poskitt, J. (2001). School doing it for themselves: successful | |

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|PROCHNOW, JANE |Ed Studs | |Experimental and Quasi |Raskauskas, J., & Prochnow, J. E. (2006). Text-bullying in New Zealand: |Y |

|J.E.Prochnow@massey.ac.nz | | |Experimental, Group and Single |A mobile twist on traditional bullying. New Zealand Annual Review of | |

| | | |Subject Designs, Survey, |Education, 16, 89-104. | |

| | | |Correlational Analysis |Prochnow, J.E., (2004). The PIRLS 2001 Study: What does it say about | |

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| | | | |Tunmer, W.E., Prochnow, J.E. & Chapman, J.W. (2003). Science in | |

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| | | | |Prochnow, J.E., Tunmer, W.E., Chapman, J.W., & Greaney, K.T. (2001). A | |

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|RAWLINS, PETER |Curr & PEd |Gifted and Talented. |Focus group interviews; |Rawlins, P. (2004). Students' perceptions of their experiences from | |

|P.Rawlins@massey.ac.nz | |Assessment; |Case Studies |within acceleration programs in mathematics. Australian Senior | |

| | |Mathematics Education | |Mathematics Journal, 18(1), 42-51. | |

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

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|RILEY, TRACY |Curr & Ped |Gifted and talented education |Survey; interview; case study |Riley, T., Bevan-Brown, J., Bicknell, B., Carroll-Lind, J. & Kearney, A. |Y |

|T.L.Riley@massey.ac.nz | | | |(2004). The extent, nature and effectiveness of planned approaches in New| |

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|SCOTT, ADELE |Curr & Ped |Japanese Language; Second |Qualitative Methods; |Scott, A.J., Butler, P., (2007). Evaluation of pilot programmes for | |

|A.J.Scott@massey.ac.nz | |Language Teaching; Teacher |Focus groups |effective teaching in languages, years 7 & 8: Final report. Massey | |

| | |Education: Professional | |University, College of Education, Palmerston North, NZ. | |

| | |/in-service Development; |Quantitative Methods: |Scott, A. J. (2007). Teachers as language learners: connecting | |

| | |Teaching; Professional |Questionnaires, |professional development to classroom practice. Australian Federation of| |

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| | |Assessment for Learning; | |Connection. July 11-14, Perth, WA | |

| | |Japanese Language; Second | |Scott, A. (Ed.).(2007). CLESOL 2006: Refereed conference proceedings of | |

| | |Language Teaching; Teacher | |the 10th community languages and English for speakers of other languages | |

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|SEWELL, ALISON |Ed Studs |Social Studies Education; |Qualitative methods; |Sewell, A.M. (2002). Creative problem solving: A means to authentic and |TBA |

|A.M.Sewell@massey.ac.nz | |Sociocultural theory and |Collaborative |purposeful social studies. The Social Studies. 93(4), (176-179). | |

| | |research; |Action Research |Sewell, A.M. (2001). Advance Australia Fair: Lessons for citizenship | |

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| | | | |Sewell, A., Sinnema, C., Ward, C., Taylor, R., Wynyard, J., Atkins, R & | |

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|a.m.stgeorge@massey.ac.nz | |cognition, and classroom |action research, interviews and |primary science curriculum in Malaysia: A case study of an experienced | |

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| | |self-efficacy, and developing | |Teachers’ beliefs about learning, teaching and literacy in New Zealand | |

| | |classrooms as communities of | |kindergartens. New Zealand Journal of Educational Studies, 35(1), 37-47. | |

| | |learners | |Parkinson, T.J. & St. George, A.M. (2003). Are the concepts of andragogy | |

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| | | | |Sewell, A. & St. George, A. (2000). Developing efficacy beliefs in the | |

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|TOWNSEND, MICHAEL |Albany |Classroom learning, literacy, |Methods that answer the question. |Townsend, M., Townsend, J., & Seo, J. (2001). Children’s motivation to |Y |

|m.townsend@massey.ac.nz | |motivation, social development,|I frequently use mixed method |read following Reading Recovery. National Reading Conference Yearbook, | |

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|TUNMER, WILLIAM |Ed Studs |Nature, prevention and |Experimental; Quasi-experimental; |Tunmer, W. E., Chapman, J. W., & Prochnow, J. E. (2003). Preventing |Y |

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|WEIR, KAMA |ADHE |Health education; teacher |Qualitative |Weir, K (2001). Sexuality education - the values education continues. New| |

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