College of Education
The University of Otago College of Education was formed in January 2007, upon the merger of the University of Otago and the Dunedin College of Education.
The University of Otago College of Education is dedicated to the enhancement of educational practice through high quality teaching, scholarship, research, professional leadership and community service, to benefit children, other learners, educators and the wider community (local, national and international).
Recent Deposits
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An exploratory study into the consistency and effectiveness of written feedback provided by markers in a tertiary education programme
Although consistency and effectiveness of feedback have been alluded to in literature, there has been little research that has specifically looked at these issues. Very few studies have quantified feedback types or looked ... -
Skateboarding beyond the limits of gender? Strategic interventions in Sweden
Sweden prides itself as a country where young women can enjoy gender equality. Yet many young women skateboarders still experience discomfort when skateboarding in public spaces. We argue that diverse strategies are required ... -
Achieving citizenship for all: How can a kindergarten community of practice support the active participation of a disabled child and their family?
This dissertation explores the ways in which one kindergarten community of practice supports the active participation of a disabled child and their family. It gives a full explanation of active participation as being ... -
“Critical literacy seems really interesting, but why talk about menstruation?” A critical literacy approach to teaching and learning about menstruation
For the majority of young people, puberty and sexuality education is an important source of information about menstruation. Menstruation is part of the Positive Puberty unit, Year Six to Eight in the New Zealand Health ... -
The lived experience of high achieving Year 13 boys using silent in-school individual study time during timetabled study periods
This human science research investigates the phenomenon of silent study in a high performing, highly regarded school was in a high decile socio-economic area New Zealand. It constructs a phenomenological description of ... -
Improving Student Achievement Through Feedback
Ever since the groundbreaking work of Black and Wiliam (1998a), the question of how best to present feedback to students has been an international concern. Recent works by Andrade, (2005) and Lipnevich, McCallen, Miles, ... -
Social moderation: Assessment for teacher professional learning
This thesis addresses New Zealand’s unmet need for additional teacher professional learning opportunities in assessment. It reports on a yearlong, multi-case study involving the teachers at three New Zealand primary schools. ... -
Mathematics as a secondary subject: the girls' view
Mathematics evokes a range of negative emotions from many girls as they struggle to see its worth. Many girls hate mathematics, they view it as unimportant and boring, and they enjoy their other school subjects far more. ... -
Becoming aware: A study of student teachers' personal and professional values
Student teachers’ personal and professional values have received passing attention in the educational literature, despite assertions that their values influence their perceptions, pedagogical decisions and actions. This ... -
"Getting it": Successful intercultural teaching practicum
New Zealand’s population is becoming increasingly diverse, particularly with new arrivals from the Asian continent. With this, comes the increased need for early childhood education professionals to respond authentically ... -
Constructing the academic category of teacher educator in Aotearoa New Zealand university recruitment processes.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education reveals three constructions of ... -
Research in the Work of New Zealand Teacher Educators: A CHAT Perspective
In this article we use Cultural Historical Activity Theory (CHAT) to explore the place of research in the work of New Zealand university-based teacher educators (TEs). We consider how aspirations for a research-informed ... -
The changing work of teacher educators in Aotearoa New Zealand: A view through activity theory
The study of recruitment practices for teacher educators in Aotearoa New Zealand (NZ) universities reveals the academic category of teacher educator (TE) constituted along three related trajectories: a professional expert ... -
Children's Use of Objects in Their Storytelling
Children’s academic achievements are often measured by their levels of literacy and numeracy where a considerable amount of interest has been given to these specific learning domains. Narrative skills feature prominently ... -
Using Insights from Interactions Research to Improve Policy and Practice in Early Childhood Education
The study of human development and learning in the West has broadened its focus across the twentieth century from a position that largely privileged the individual human subject as separated from the world and effected by ... -
Research work as curriculum work in NZ early childhood settings: What should be taught and learned?
This article draws from experiences in an ongoing study of children’s narrative competence in the early years across early childhood education and school settings. Focusing on the research as it is being conducted in the ... -
Shaping gender relations in early childhood education: Children's interactions and learning about gender
There are many theories about how one gets their gender and what this may mean for how people live their lives. Developmental texts typically present a range of psychological theories for sex differences, gender, or sex ... -
The spectre of standards in Aotearoa New Zealand early childhood education and care.
In this chapter we argue that the New Zealand early childhood curriculum Te Whāriki, and its subsequent mandating in law negates any imposition of standards upon child learning outcomes of New Zealand early childhood ...