RESEARCH ACHIEVEMENTS
Congratulations to
Professor Viviane Robinson. Her article, “The impact of leadership on student outcomes: An analysis
of the differential effects of leadership types”, co-authored with Claire Lloyd and Kenneth Rowe, was
published in the December, 2008, issue of Educational Administration Quarterly, and has been chosen
to receive the Davis Award for the outstanding article in this journal for 2008.
The William J. Davis Award is given annually to the author(s) of the most outstanding article published
in the Educational Administration Quarterly (EAQ) during the preceding year. The Davis Award was
established with contributions in honour of the late William J. Davis, a former associate director of
UCEA and Assistant Professor at the University of Wisconsin-Madison. Viviane will be honoured along
with her co-authors at the upcoming AERA Convention that is to be held in San Diego, CA, April 1317.
Congratulations to
Dr Wayne Smith on the successful completion of his PhD.
But wait there’s more…
Congratulations to those successful in the last Teaching and Learning Research Initiative funding
applications: Dr Caroline Yoon (Designing learning environments that encourage a wide range of
mathematical abilities and understandings), and Dr Iris Duhn and Jean Rockel (Infants and toddlers as
learners: Pedagogy in the first years).
2009 FACULTY RESEARCH SEMINARS
Professor Peter Davis (Department of Sociology and Director, COMPASS)
28th April (J2)
Five Rules for the Public Practice of Professional Social Science.
A Case Study.
Abstract: This seminar grows out of a talk I gave in August 2008 on social mobility in Treasury’s
“Guest Lecture” series. Treasury is interested in inter-generational mobility because of what this might
tell them about skills development policies, economic efficiency, and productivity. In particular they are
interested in identifying policy-relevant barriers that prevent people reaching their full potential. In the
course of reflecting on this experience of sharing core academic social science knowledge with a
1
powerful state entity I came up with a set of guidelines for something I call “the public practice of
professional social science”.
The first across-School seminar will be held on May 5 in J3 at 4.15 following the Faculty meeting.
Dr Iris Duhn, Dr Sandy Farquhar and Dr Adrienne Sansom will present:
“‘Strangers to Ourselves’: The role of philosophy in early childhood education”
Offers of further seminars for the first Tuesday of the month to Helen Hedges please –we still have
spaces …
Starpath seminars N451
Date
Tues, 24 March
Time
12.30 – 1.30pm
Wed, 8 April
12.30 – 1.30pm
Tues, 21 April
12.30 – 1.30pm
Presenter
Karena Lyons:
Pasifika Academic
Coordinator.
(Law School, The
University of
Auckland)
Mo’ale Otunuku
(Teaching, Learning
and Development)
Melinda Webber
(Teaching, Learning
and Development)
Topic
PASS - Pasifika Academic
Support Strategies at Law School.
Tongan parents conceptions of
schooling.
Contesting stereotypes
School of Critical Studies in Education seminars N355 or N356 4 – 6 ish; wine and nibbles
April 3
Dr Bill Smith
“All You Ever Wanted to Know about Repertory Grids”
Dr Smith received his doctorate from the University of British Columbia. He has over forty years
experience in social, economic, and environmental research, policy development, strategic planning,
program analysis, audit and evaluation. Dr Smith has worked in a Canadian context, in bilateral
relations with the United States and European Community, and in international settings. With a proven
track record in applied research that has improved social, economic, and environmental outcomes
nationally and internationally, Dr Smith’s expertise includes:





Survey and attitudinal research
Applied quantitative and qualitative statistical analysis
Cross cultural, demographic, immigration and migration studies and labour market studies
Socio-economic analysis and impact assessment
Training and curriculum development
Dr Smith is currently a Visiting Research Scholar with Critical Studies in Education. With Dr Airini he
is co-researching quality teaching in Higher Education. Dr Smith’s research and teaching interests
include education for effective corporate decision making and sustainable business practices.
April 17
2
Dr Kevin Moran
Parents, Pals, or Pedagogues? How Youth Learn About Water Safety
While investment in water safety education appears sound, little is known about how youth construct
their understanding of water safety principles and what formative influences impact on their beliefs and
practices. Year 11 students (n = 2,202) from 41 high schools took part in a nationwide survey on youth
water safety knowledge, attitudes, and behaviors. The self-completion written questionnaire was
undertaken in school time in the second term of 2003. Data were analyzed using a range of
sociodemographic variables including gender, socioeconomic status, and ethnicity. The formative
influence of peers, family, and schooling on the water safety of youth who took part in the study varied
considerably. Several key findings suggest that males construct their understanding of water safety and
drowning risk differently from that of females. Notably, ten times as many male youth identified peers
as the primary source of water safety understanding. However, males reported observing much higher
incidence of unsafe practice among their friends. Females were more likely to identify parents and
schools as their primary source of water safety knowledge. Ways of addressing these differences are
discussed.
RESEARCH FUNDS AVAILABLE
Faculty Small Scale Research Grant SSRG
Round 2 – Friday 24th July
Details available at: (note as Guidelines and application forms are updated as a result of feedback,
it is wise to check these again closer to the closing date)
http://www.education.auckland.ac.nz/uoa/education/about/research/foedresearch/researchguide.cfm
Faculty Research Development Fund (FRDF)
Round 2 – Friday 14th August
Details available at: (hard copies of all documentation will be available from School Research
Committee Chairs)
http://www.education.auckland.ac.nz/uoa/education/about/research/foedresearch/researchfund.cfm
Cross-Faculty Research Initiatives
1. Cross-Faculty Seeding Funds
Four awards of up to $25,000 each for one year.
Investigators must be from at least two faculties, but applications from more than two faculties will
receive higher priority for funding. Funding is for concept development or to support the initial phase of
a project e.g., bringing together disciplines to develop a new approach to a research question, or
developing a project to the point that external funding can be sought. Applications must describe the
anticipated next step in the research that would be achieved with this funding.
2. Major Cross-Faculty Research Awards
One award of up to $100,000 over two years.
Investigators must be from at least three faculties. Funding is for research addressing a substantial issue
for which a multidisciplinary approach is essential. It is anticipated that projects will address
3
transformational research and focus on novel approaches to addressing current and future problems.
Projects must have high strategic relevance and high potential for external funding. Applications must
outline the strategic relevance of the project, the expected research outcomes, and include a plan for
how additional external funding has been or will be obtained.
Closing date 31 July, 2009.
As we are unable to add material to the website at present, if you want a CFRA application form please
contact Helen Hedges
Ongoing
Royal Society of New Zealand: ISAT Conference Funding— Applications will be treated on an ad hoc
basis and will be subject to assessment and evaluation and dependent on the availability of funding.
Refer:
http://www.rsnz.org/funding/int_conf/
Asia NZ: There are two Asia-NZ research grant deadlines approaching.
 International Relations grant
 Conference support grant
International Relations grant
Asia:NZ is offering a grant of $5,000 will be awarded to enable emerging researchers to examine
contemporary issues in the Asia-Pacific region, with a specific focus on New Zealand’s relations with
the region, or its relations with a particular Asian country. The research may cover topics such as
regional security, economic integration, Asian development, cultural diplomacy, interfaith issues,
defense and policing, international politics, anti-terrorism cooperation, or regional environmental issues.
Preference will be given to post-graduate researchers, new academics and applicants who have not
already received significant funding from other sources.
Visit http://www.asianz.org.nz/opportunities/track-2 for further information
Conference Support grant
Asia:NZ is offering a grant of $2,500 each will be awarded in April 2009 to assist New Zealand
institutions in hosting a New Zealand-based conference on a theme related to the work of Asia:NZ.
Preference will be given to applications where the grant is to support costs associated with bringing
international speakers to New Zealand. The grant will be awarded to an organisation or the host
institution, not an individual. It is a requirement that Asia:NZ be acknowledged in all conference
materials and publicity.
Visit http://www.asianz.org.nz/opportunities/knowledge-research for further information
The deadline for both of these Asia:NZ grants is Friday April 17th 2009.
More Funding Opportunities available on Key Dates Calendar.
http://www.auckland.ac.nz/uoa/for/staff/key_dates/event-types/research.cfm
4
RESEARCH OPPORTUNITIES / COLLABORATIONS
Teaching and Learning Research Initiatives www.tlri.org.nz
Initial expressions of interest are due with Jeff Nikoia by April 3rd. This will be followed by a briefing
session on April 9 and later, a workshop with research partners. Note that there are some changes to
previous rounds.
VISITING RESEARCH FELLOWSHIPS
New Round of International Fellowships Opened
The European Commission has launched the 2009 call for proposals for Marie Curie Incoming and
Outgoing International Fellowships.
Incoming Fellowships allow non-European researchers to travel to Europe for a 1-2 year research post,
with salary and research costs paid by the EC.
Outgoing Fellowships allow a European researcher to travel to a third country (NZ is a third country)
to carry out a 1-2 year research project, and then return for a mandatory year to Europe to transfer
knowledge. Salary and research costs paid by the EC.
University of Auckland currently has one Marie Curie Fellow (IOF, Outgoing Fellow) at the University
of Auckland and another coming next year.
These fellowships cover the whole research spectrum: Chemistry, Social and Human Sciences,
Economic Sciences, Information science and Engineering, Environment and Geosciences, Life
Sciences, Mathematics, Physics.
For more info click on the links below:
Marie Curie Incoming Fellowships IIF - (Incoming to Europe)
http://cordis.europa.eu/fp7/dc/index.cfm?fuseaction=UserSite.FP7DetailsCallPage&call_id=199
Marie Curie Outgoing Fellowships IOF - (Outgoing from Europe)
http://cordis.europa.eu/fp7/dc/index.cfm?fuseaction=UserSite.FP7DetailsCallPage&call_id=200
The deadline set for this round of Marie Curie Fellowship calls is the 18th of August 2009.
If you are interested in attending a workshop on these fellowships please email Emma Kelly,
International Fund Specialist, Research Office. We will hold workshops in the coming months on
these opportunities based upon interest levels.
To receive information and updates on Marie Curie Fellowships and other European Commission
funding please go to http://www.frenz.org.nz and sign up for newsletters and the RSS feed. Director of
FRENZ Carole Glynn is an expert on European Commission funding and is based in Rotorua. If there is
enough interest from University of Auckland she will present workshops in Auckland for us on Marie
Curie.
DOCTORAL NOTICE
5
Doctoral Symposium : Saturday 4 April 2009
Following the success of the Doctoral Symposium in April last year it has been decided to hold another
Doctoral Symposium on April 4, 2009. Programme and registration details are available from Keitha
Shalley, extn. 48870 k.shalley@auckland.ac.nz
ETHICS CLOSING DATES – 2009
All Ethics Applications from the Faculty of
Education must reach the Faculty Research
Unit Office no later than the closing dates below
For Ethics Committee
Meeting Rounds
Wednesday, 15 April 2009
May
Monday, 11 May 2009
June
Monday, 8 June 2009
July
Monday, 13 July 2009
August
Monday, 10 August 2009
September
Monday, 14 September 2009
October
Tuesday, 12 October 2009
November
Monday, 2 November 2009
December
Any applications received after the closing date will automatically be included in the following month.
Applications to be in both electronic and hard copy to the Faculty Research Unit (foedresearch@auckland.ac.nz. Room N 502)
WORKSHOPS
Advance notice of a workshop on the ethics application process for Human Participants Ethics
Committee. This will be useful for staff (both as applicants and School/Faculty advisors), post-graduate
students and their supervisors:
Wednesday, July 22, 1-2.30 pm R202 or Wednesday November 4, 1-2.30 pm R202
For registration, please contact Rimmi Kothari (Email: r.kothari@auckland.ac.nz or Tel: 3737599 extn:
87830).
UPCOMING CONFERENCES/ PRESENTATIONS
CONASTA 58 – Science Education – a Bridge to the Future
4 – 7 July 2009 – Launceston, Tasmania
Please see below, the registration brochure for CONASTA58, the annual conference of the Australian
Science Teachers Association. The 2009 conference is being hosted by the Science Teachers
Association of Tasmania (STAT) from 4 to 7 July in Launceston, Tasmania, Australia. The theme of
6
the conference is Science Education – A Bridge to the Future and it will cater to the interests of teachers
from all levels of education and include a full program each day for primary (K-6), secondary (7-10),
secondary college (11-12) and tertiary. CONASTA 58 is Australia’s most significant professional
learning experience for science education.
CONASTA Registration Brochure.pdf
For further information please see the conference website: www.cdesign.com.au/conasta58.
Registration is now available online. The full program, including workshops, seminars and field
trips will be available in March 2009 and will be posted on the website.
NEW PUBLICATIONS
Books
Davies, A., & Hill, M. (2009). Making classroom assessment work. Wellington: NZCER Press.
Rubie-Davies, C., & Rawlinson, C. (2008). Challenging thinking about teaching and learning. New
York: Nova Science.
Book Chapters
Bartley, A.J., Passells, V.M.H., Tipi, F.G. (2008). Bridges to tomorrow: Mapping the work/life/learning
histories of students in bridging education. In L.S. Woodcock, (Ed.), Change and Challenge in
Education (pp.441-454). Athens: Athens Institute for Education and Research.
King, J., Harlow, R., Watson, C., Keegan, P. J., & Maclagan, M. (2009). Changing pronunciation of the
Maori language: Implications for revitalization. In J. Reyhner & L. Lockard (Eds.), Indigenous
language revitalization: Encouragement, guidance and lessons learned (pp. 85-96). Flagstaff, AZ:
Northern Arizona University.
Contents list of “Challenging thinking about teaching and learning”
Foreword xi
Frances Langdon
Introduction xiii
Christine Rubie-Davies and Catherine Rawlinson
Part 1. Raising Achievement 1
Chapter 1 A Tail of Underachievement 3
Pam Millward
Chapter 2 Narrow the Gap, Fix the Tail, or Close
the Curves: The Power of Words 19
John Hattie
Chapter 3 Teacher Beliefs and Expectations:
Relationships with Student Learning 25
Christine M. Rubie-Davies
7
Chapter 4 Improving Motivation and Performance
in Secondary School Science 41
Wendell M. Jackman, Michael Townsend and Richard Hamilton
Chapter 5 What Children See as Mathematics
beyond the School Gate 53
Mark R. Kilpatrick
Chapter 6 Explanations and Young Children’s
Vocabulary Acquisition 63
Sandra Kunalan and Dennis Rose
Chapter 7 Some Correlates of Academic Performance
in New Zealand Schools: The AsTTle Database 75
John Hattie
vi Contents
Chapter 8 Essential Conditions for Effective
Critical Thinking in Schools 97
Irene Y. Fung, Michael A. R. Townsend and Judy M. Parr
Part 2. Recognizing Diversity 113
Chapter 9 The Role of Education in Ethnic Identity Development:
The Hybrid Maori/Pakeha Experience 115
Melinda Webber
Chapter 10 Key Competencies, Gifted Children and
Underachievement—What Is the Connection? 125
Gay Gallagher
Chapter 11 Inking the Pen: A Review of Significant Influences
on Young Gifted and Talented Writers 131
Lynda Garrett
Chapter 12 Educational Difficulties of Older Youth
in the United States Child Welfare System 137
Susan P. Farruggia
Chapter 13 Comparison of Fathers’, Mothers’, and Teachers’
Reports of Behaviour Problems in 4-Year-Old Boys 151
Louise J. Keown
Chapter 14 Quality Indicators for Alternative Education Programmes 157
Avril J. Thesing and Patricia M. O’Brien
Chapter 15 Turning Up the Volume: Young Adults Reflect
on Their Secondary School Experience 169
Deborah Espiner and Diane Guild
Part 3. Challenging Pedagogy 187
Chapter 16 Reflecting from Multiple Perspectives in Multiple
Worlds: Drama as an Approach for Engaging
Student Teachers in Critical Reflection 189
Paul R. Heyward
Chapter 17 Gifted Education in Teacher Education:
Is It More than Just a One-off Lecture? 209
Tracy Riley and Catherine Rawlinson
Chapter 18 Web 2.0 in the Curriculum of the Future:
Exploring the Educational Potential of
New Developments in Web-Based Digital Tools 215
John Roder and Tony Hunt
Chapter 19 Who Were They? Where Did They Go? A Brief Analysis
8
of a Cohort of Graduating Teachers of the Deaf 231
Nanette L. Gardner
Contents vii
Chapter 20 Effective Mentoring of Student Teachers:
Attitudes, Characteristics and Practices of Successful
Associate Teachers within a New Zealand Context 239
Lyn McDonald
Chapter 21 The Practicum’s Contribution to Students Learning to Teach 251
Mavis Haigh, Heather Pinder
and Lyn McDonald
Part 4. Enhancing Pedagogy 269
Chapter 22 Ethical Issues in Practitioner Research:
Teaching and Learning Research Initiative Lessons 271
Mary Hill
Chapter 23 Assessment Literacy Training and Teachers’
Conceptions of Assessment 285
Gavin T. L. Brown
Chapter 24 Internal–External Locus of Control Beliefs and
Self-Pacing in Elementary School Children
Learning a Gross Motor Task 303
Elise Timmons Lawton, Richard Hamilton and Mary Rudisill
Chapter 25 “You Don’t Leave Babies on Their Own”:
Children’s Interests in Early Childhood Education 321
Helen Hedges
Chapter 26 Questioning for Higher Order Thinking 335
Annaline Flint
Chapter 27 Inquiry-Based Professional Development:
The Practice of Studying Oneself in Practice 343
Deidre M. Le Fevre
Chapter 28 It’s Not an “Either/or”: Pastoral Care and
Academic Achievement in Secondary Schools 357
Margaret Agee and Pauline Dickinson
Journal Articles
Baines, E., Rubie-Davies, C. M., & Blatchford, P. (2009). Improving pupil group work interaction and
dialogue in primary classrooms: results from a year-long intervention study. Cambridge Journal of
Education, 39, 95-117.
Beddoe, L. (2008). Professional supervision education: What does it offer principals and teachers?
SPANZ Journal: The Journal of the Secondary Principal's Association of New Zealand.
December, 7-10.
Davys, A., & Beddoe, L. (2008). Interprofessional learning for supervision: ‘Taking the blinkers off’.
Learning in Health and Social Care, 8(1), 58-69.
Keegan, P. J., King, J., Harlow, R., Maclagan, M., & Watson, C. (2008). Nga nekehanga o te whakahua
i te reo Maori i roto i te rautau kua hipa nei. AlterNative: An International of Indigenous Peoples,
5(2), 180-197.
Ladbrook, J. (2009). Teachers of digikids: Do they navigate the divide? Australian Journal of Language
9
and Literacy, 32(1), 68 - 82.
Openshaw, R., & Rata, E. (2008). Flax rope or iron fetter: How cultural essentialism threatens
intellectual freedom in the New Zealand tertiary education sector. New Zealand Journal of
Tertiary Education Policy, 3(1). Retrieved March 23, 2009 from http://www.teu.ac.nz/wpcontent/uploads/2008/12/oppenshawrata.pdf
Robinson, V.M.J., Lloyd, C.A., & Rowe. K.J. (2008). The impact of leadership on student outcomes:
An analysis of the differential effects of leadership types. Educational Administration Quarterly,
44(5), 635-674.
Shulruf, B., Turner, R., & Hattie, J. (2009). A dual admission model for equity in higher education: a
multi-cohort longitudinal study. Procedia - Social and Behavioral Sciences, 1(1), 2416-2420.
Sinkinson, M., & Hughes, D. (2008). Food pyramids, keeping clean and sex talks: Pre-service teachers’
experiences and perceptions of school health education. Health Education Research, 23(6), 10741084.
Stephenson, M. (2009). Setting the record straight: the selection, subordination and silencing of Maata
Patene, teacher. Journal of Educational Administration and History, 4 (1) 11-27.
Stephenson, M., Anderson, H., Rio, N. & Millward, P. (2009). Investigating location effects in a
multicultural teacher education programme. Asia Pacific Journal of Education, 29(1) 87-99.
Timperley, H.S., & Parr, J.M. (2009). What is this lesson about? Instructional processes and student
understandings in writing classrooms. The Curriculum Journal, 20(1), 43-60.
Webber, N. (2009). Ngā haerenga: The bumpy road to research insight. Critical Literacy: Theories and
Practices, 3(1), 5-11.
Conference Presentations/Proceedings
Alencastre, M., Kalai, K., Housman, A., Kimura, L., & Keegan, P. (2009). Resourcing school systems.
Paper presented at He Olelo Ola (Living Languages Conference), Hilo, Hawaii, 16-17 March.
Backshall, B., & Parsonage, N. (2009). Bang for your buck? How the Graduate Diploma in Teaching
(ECE) is influencing the early childhood education profession. Paper presented at 12th New
Zealand Research in Early Childhood Education conference, Wellington, January 21-23.
Hedges, H. (2009). “Funds of knowledge”: A conceptual framework for children’s interests. Paper
presented at 12th New Zealand Research in Early Childhood Education conference, Wellington,
January 21-23.
Keegan, P., King, J., Harlow, R., Maclagan, M., Watson, C. (2009). How documentation needs to
change as language revitalization progresses. Paper presented at 1st International Conference on
Language Documentation and Conservation, Honolulu, Hawaii, 12-14 March.
Mawson, B. (2009). Dictators and directors: Leadership roles in children’s collaborative play. Paper
presented at 12th New Zealand Research in Early Childhood Education conference, Wellington,
10
January 21-23.
Rockel, J. (2009). The state of play in research-based infant toddler pedagogy. Paper presented at 12th
New Zealand Research in Early Childhood Education conference, Wellington, January 21-23.
Shulruf, B., Turner, R., & Hattie, J. (2009). A dual admission model for equity in higher education: A
multi-cohort longitudinal study. Paper presented at the World Conference on Educational
Sciences, Nicosia, February 4-7.
Thwaites, T.M. Music Education in a digitized world: Embodied knowing and understanding in the
information society. Globally refereed proceedings of the Australian and New Zealand Association
for Research in Music Education annual conference: Innovation and Tradition: Music Education
Research. Melbourne 3-5 October 2008. Published March 2008 ISBN978-0-9803116-5-5
NEWS FROM THE RESEARCH UNIT
Staff in the Research Unit
Welcome to Claire Morrison who joins us Research Manager (.3). Claire will be located in N503 and
the part-time administrator (hopefully to be appointed shortly) in N 502. Claire will be working on
policy and strategic matters with the Associate Dean Research (Judy Parr) and Assistant Deans (Helen
Hedges and Margie Hohepa).
We have been without a research administrator following Sue Hamblyn’s departure for the delights of
Katikati. Thank you to everyone for “muddling” along and supporting Claire, Judy and Helen,
especially to Maree Ferens who has meantime cheerfully acted as repository and courier of ethics and
FRDF applications.
Formative PBRF evaluation
Reiterating a message sent to staff by the Dean last Wednesday, please note that this year there will be a
formative evaluation of the current PBRF position of all academic staff in the Faculty who have a
workload allocation for research. The intention of this exercise is to strengthen the information base
around our progress towards an improved PBRF performance in 2012. The evaluation will be a staged
and supported process. Details of this process are being planned by the research team and will be
circulated by the Associate Dean (Research) Judy Parr to Heads of School. It will involve a timeline of
sections of a portfolio to be completed and accompanying workshops and RIMS support to enable staff
to undertake this with minimal disruption.
Newsletter
Please continue to send items for the monthly newsletter to foed-research@auckland.ac.nz
11