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.
Practice Theme - Research
Jude MacArthur & Wendy Holley-Boen (Massey University), Dr Laurie McLay & Jo Robinson (Canterbury University)
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.
Dr Tara McLaughlin (PI), Dr Karyn Aspden and Professor Claire McLachlan
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.
Dr Tara McLaughlin (PI), Monica Cameron, Dr Karyn Aspden, Jo Dean and Massey Child Care.
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.
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.
Dr. Jane Prochnow; Dr. Vijaya M. Dharan
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.
Associate professor Mandia Mentis
A two year national project funded by Ako Aotearoa in partnership with six New Zealand tertiary institutions, led by the Auckland University of Technology (AUT).The project investigated ways in which teachers could use mobile devices for the benefit of learners.
Assoc Prof Penny Haworth, Assoc Prof Sally Hansen, Prof John O'Neil, Prof James Chapman, Dr Tara McLaughlin
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.