Practice Theme - Publications

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 FrameworkRetrieved 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.