Networks Theme - 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 Education38(4), 631-646.