Practice Theme - Research

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.

Current Research


Complex Needs

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.


Early Childhood

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.


Learning Stories

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.

Past Research

Learners and mobile devices

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.

Student Teacher Self-Efficacy with Linguistically and Culturally Diverse Learners in Low SES Practica

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.