Section outline
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Hauora & PE | Languages | Literacy | Mathematics | Science | Social Sciences | Technology | The Arts | Learning & Teaching
Mathematics
Anthony, G., & Eden, R. (2021). Mathematics teacher education in Aotearoa New Zealand. In D. R. Thompson, C. Suurtamm, & M. A. Huntley (Eds.), International Perspectives on Mathematics Teacher Education. Information Age Publishing.
Eden, R. (2019). Restructuring mathematics teaching| learning: Co-teaching as a designed approach to teachers' collaborative inquiry. https://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/8685/thesis_access.pdf?sequence=1
Eden, R. (2022). Co-Teaching to Develop Reform-Based Practices in Mathematics: Classrooms as Shared Spaces for Teacher Learning. In O. Kartal, G. Popovic, & S. Morrissey (Eds.), Global Perspectives and Practices for Reform-Based Mathematics Teaching (pp. 273-292). IGI Global. https://doi.org/10.4018/978-1-7998-9422-3.ch013
Eden, R. (2020). Learning together through co-teaching mathematics: The role of noticing in teachers’ collaborative inquiry. Proceedings of the 25th International Commission on Mathematical Instruction (ICMI) Study: Teachers of mathematics working and learning in cooperative groups, 300-308. https://www.mathunion.org/fileadmin/ICMI/Publications/ICMI%20Study%2025/updated%20DD/201114%20ICMI25Proceedings6.13.2020.pdf
Eden, R. (2017). Co-teaching to support pedagogical shifts to raise achievement in mathematics—Teacher-Led Innovation Fund Final Project Report (Final). Ministry of Education. https://www.researchgate.net/publication/349026301_Co-teaching_to_support_pedagogical_shifts_to_raise_achievement_in_mathematics_-_Teacher-Led_Innovation_Fund_Final_Project_Report
Eden, R. (2018). Opening Classroom Practice to Challenge: The Role of Trust in Mathematics Teachers' Collaborative Inquiry Involving Co-Teaching. Mathematics Education Research Group of Australasia. https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2018%20Annual%20Conference%20Proceedings/Eden.pdf
Eden, R. (2015). Teachers’ collaborative inquiry featuring co-teaching: An adaptive professional learning design to support equitable mathematics achievement. 2015 AARE Conference, Freemantle, W.A. http://www.aare.edu.au/data/2015_Conference/Full_papers/273_Raewyn_Eden.pdf
Fitzgerald, L., Hunter, J., & Hunter, R. (2021). Shifting Teacher Practices in Relation to Grouping: Gap Gazing or Strengths Focused Approaches. Mathematics Teacher Education and Development, 23(3), 97-110.
Higgins, J., & Eden, R. (2015). Practice-based inservice teacher education: Generating local theory about the pedagogy of group work. Mathematics Teacher Education and Development, 17(2), 84–97.
Hunter, J., Hunter, R., Tupiouniua., J & Fitzgerald, L. (2020). Implementing localised curriculum drawing on a funds of knowledge perspective: Teacher perceptions and challenges. New Zealand Annual Review of Education, 26: 153-161
Hauora & PE
top Learning Languages
top Literacy
top Science
top Carpendale, J., & Hume, A. C. (2022). Collaborative content representation design to support out-of-field teachers’ pedagogical content knowledge in science. In L. Hobbs & R. Porsch (Eds.), Out-of-field teaching across teaching disciplines and contexts (pp. 191-220). Springer. https://doi.org/10.1007/978-981-16-9328-1_10
Cooper, R., Fitzgerald, A., & Carpendale, J. (2022). A reading group for science educators: An approach for developing personal and collective pedagogical content knowledge in science education. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10260-y
Carpendale, J., Stanner, C., & Cooper, R. (2021). Understanding highly accomplished science teachers' professional development experiences. LabTalk. 65(4)
Carpendale, J., Stanner, C., & Cooper, R. (2021). Content representations: Supporting science teachers' professional learning. LabTalk. 65(3), 15-17
Carpendale, J., Berry, A., Cooper, R., & Mitchell, I. (2021). Balancing fidelity with agency: Understanding the professional development of highly accomplished teachers. Professional Development in Education. https://doi.org/10.1080/19415257.2021.1972436
Carpendale, J., & Cooper, R. (2021). Conceptual understanding procedure to elicit metacognition with pre-service physics teachers. Physics Education, 56(2), 1-10. https://doi.org/https://dx.doi.org/10.1088/1361-6552/abc8fd
Carpendale, J., Delaney, S., & Rochette, E. (2020). Modelling meaningful chemistry teacher education online: Reflections from chemistry preservice teacher educators in Australia. Journal of Chemical Education, 97(9), 2534-2543. https://doi.org/10.1021/acs.jchemed.0c00718
Carpendale, J., & Hume, A. (2020). Content representations to support out-of-field physics teachers. Physics Education, 55(6), 065021. https://doi.org/10.1088/1361-6552/abaf16
Carlson, J., Daehler, K. R., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., Carpendale, J., … Wilson, C. (2019). The refined consensus model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers' knowledge of teaching science (pp. 77-92). Springer. https://doi.org/10.1007/978-981-13-5898-2
Carpendale, J., & Hume, A. (2019). Investigating practising science teachers’ pPCK and ePCK development as a result of collaborative CoRe design. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning pedagogical content knowledge in teachers’ knowledge for teaching science (pp. 223-250). Springer. https://doi.org/10.1007/978-981-13-5898-2_10
Social Sciences
top Oliveira, G; Wood, B. (2023). Social Sciences Education in New Zealand Schools. In George Noblit (Ed.), Oxford Research Encyclopedia of Education. New York: Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1851
Belgrave, M. Neill, C. Oliveira, G (2022). Consulting the Past: Creating a National History Curriculum in Aotearoa New Zealand. Public History Review. https://doi.org/10.5130/phrj.v29i0.8216
Oliveira, G., & Frey, A. (2022). Merata e Whakapapa: expandindo noções de (auto)biografias pelas lentes Maori. Esferas, 1(25), 313 - 333. https://doi.org/10.31501/esf.v1i25.14005
Oliveira, G, Kennedy, M. (2021) Learning in and from primary schools: Teaching Aotearoa New Zealand’s histories at Years 1 to 6. NZCER: Curriculum Matters, 17. https://mro.massey.ac.nz/handle/10179/16961
Oliveira, G., Tweed, B. (2020) Education crucial in overthrowing racism in New Zealand. The Stuff online https://www.stuff.co.nz/manawatustandard/opinion/300145821/education-crucial-in-overthrowing-racism-in-newzealand
Oliveira, G. (2020) A “Great priest of civilization”: Reinterpreting Victor Meirelles’ A Primeira Missa through newspapers. Brasiliana: Journal for Brazilian Studies, 9(1), 194–215. https://doi.org/10.25160/bjbs.v9i1.120083
Oliveira, G (2020). How to blunt the “Trump of the Tropics”. The Dominion Post 19 May. Print and online. https://www.stuff.co.nz/dominion-post/comment/121547994/coronavirus-bolsonaros-indifference-shocks-but-brazil-has-some-better-news
Technology
top The Arts
top Learning and Teaching
top Eden, R. (2022, November 30). Whakarongo mai: The power of listening. https://nzareblog.wordpress.com/2022/11/30/whakarongo-mai/
Eden, R. (2020). Powerful partnerships: Co-designing learning with ākonga and whānau—Teacher-Led Innovation Fund Final Project Report (Final). Ministry of Education.
Higgins, J., & Eden, R. (2018). Emerging understandings of mindfulness through experiential awareness. Learning: Research and Practice, 4(1), 102-111.
Higgins, J., & Eden, R. (2017). Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. The Journal of Educational Research, 1–12. https://doi.org/10.1080/00220671.2017.1396438
Higgins, J., Eden, R., & Moeed, A. (2016). Mindfulness interventions in classroom learning environments. In M. Powietrzynska & K. Tobin (Eds.), Mindfulness and educating citizens for everyday life (pp. 59–72). Sense Publishers.
Higgins, J., Moeed, A., & Eden, R. (2018). Video as a mediating artefact of science learning: Cogenerated views of what helps students learn from watching video. Asia-Pacific Science Education, 4(1), 6. https://doi.org/10.1186/s41029-018-0022-7
Niwa, T. (2022). Problematizing Māori Achievement in Educational Policy: An Exploratory Mixed-Methods Study on Teacher Enactment of Ka Hikitia. [Unpublished doctoral thesis]. Massey University.
Carusi, F. T. & Niwa, T. (2020) Learning not to be poor: the impossible position of teachers in Aotearoa New Zealand education policy discourse, Asia-Pacific Journal of Teacher Education, 48:1, 30-44, DOI: 10.1080/1359866X.2019.1684434
Children’s informal learning at home during COVID-19 lockdown REPORT SUMMARY Roseanna Bourke, John O’Neill, Sue McDowall, Maria Dacre, Nicole Mincher, Vani Narayanan, Sinead Overbye, and Renee Tuifagalele (2021). https://www.nzcer.org.nz/system/files/NZC_Children%27s%20informal%20learning%20Summary%20Final%2023-08-21.pdf
Dacre, M. (2021). Self-Determination, Influence of Student Voice, Agency, and Context. In: Peters, M.A. (eds) Encyclopedia of Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1179-6_427-1