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I began my career in education as a primary teacher. I have extensive classroom experience and have held school management roles. I have taught in New Zealand and the USA. I am committed to all children benefitting from high quality experiences in classrooms. Moving into initial teacher education has enabled me to be a standard bearer for this principle across a wider field.
My doctoral research reported on collaboration with parents to boost their children's reading. The parents were coached so that they could design and implement strategies which were aligned to both their child's assessment results and family values.
I recently completed my Doctoral thesis on an intervention with a group of parents who all had children who were struggling to read. I worked alongside the parents to develop and implement strategies that were congruent with the home culture and likely to boost their children's reading skills. During the study, parents were able to successfully implement a range of contextualised strategies to boost their child's reading skills.
21st Century Citizenship
Field of research codes
Education (130000): Education not elsewhere classified (139999): Other Education (139900)
Situated literacy, reading remediation, reading support
Teaching as inquiry, classroom inquiry, practitioner research
Qualitative research, mixed methods, participatory methods, photo voice, auto-ethnography,
I am the programme co-ordinator for the Graduate Diploma in Teaching (Primary) at Albany. Within this programme, I teach across a range of literacy and professional papers.
I have supervised a number of M Ed Psych students to complete their Masters theses and publish from their work.. I love supervising motivated graduate students. My favourite aspects of supervision are co-creating worthwhile and interesting projects and seeing students reflect on their growth and development at the end. I believe that supervision is a collaborative relationship where all parties are learners and teachers.