51本色

Professor Alison Kearney staff profile picture

Contact details +6469517416

Professor Alison Kearney AdvDipTchg, MEd, PhD

Head of Institute of Education

Doctoral Supervisor
Institute of Education

I am the Head of the Institute of Education at 51本色 and past Co-Director of the Equity Through Education Centre.  My research focuses on issues associated with equity in and through education. I  have always been interested in equity and issues of social justice, and this stems from growing up with a brother with an intellectual disability who was institutionalised from an early age. I am particularly interested in the reasons why some students are excluded and marginalised from and within school.

Prior to taking up my position at 51本色, I was a primary school teacher, a Guidance and Learning Teacher and a Teacher of Special Needs. I currently teach in the areas of inclusive education and educational psychology.  I have been the past  coordinator of the following programmes:

  • Post Graduate Diploma in Specialist Teaching (Learning & Behaviour)
  • Post Graduate Diploma (Teaching & Learning)
  • M.Ed (Teaching & Learning)
  • M. Specialist Teaching
  • Diploma in Education Support Workers

I have supervised numerous Masters and PhD students.

I am the Head of the Institute of Education at 51本色 and past Co-Director of the Equity Through Education Centre. 

My research focuses on issues associated with equity in and through education. 

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Professional

Contact details

  • Ph: 063569099 ext 84416
    Location: 4.08, Social Science Tower
    Campus: Turitea, Manawatu

Qualifications

  • Advanced Diploma of Teaching - Palmerston North College of Education (1993)
  • Master of Education - 51本色 (2000)
  • Doctor of Philosophy - 51本色 (2009)

Research Expertise

Research Interests

My major research interests are in the area of Inclusive education as a vehicle for equity. I am particularly interested in the factors that act to marginalise and exclude students from and within school and how this exclusion can be overcome. Chidrens' rights form an important part of this agenda.

A secondary research strand focuses on learners exercising personal agency and taking charge of their learning. 

Research Opportunities

  • Childrens Rights  (01/05/2016) As part of the new Equity Through Education Research Centre, a research strand focused childrens' rights is proposed.

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Education (130000)

Keywords

inclusive, education, equity, social justice, human rights, learning, teaching, resource teaching

Research Outputs

Journal

Sutton, D., Kearney, A., & Ashton, K. (2023). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education. 27(6), 671-688
[Journal article]Authored by: Ashton, K.
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Carvalho, L., Freeman, CG., Kearney, A., Mentis, M., & Martinez-Maldonado, R. (2018). Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university. Australasian Journal of Educational Technology. 34(6), 41-52
[Journal article]Authored by: De Carvalho, L., Mentis, M.
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Kearney, AC., Mentis, M., & Holley-Boen, W. (2017). Informal, non-formal, and formal networking: Ensuring autonomy and flexibility for special needs coordinators. New Zealand Journal of Teachers' Work. 14(2), 114-135
[Journal article]Authored by: Holley-Boen, W., Mentis, M.
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Riley, T., Mentis, M., & Kearney, A. (2016). Editorial: Equity and Diversity. New Zealand Journal of Educational Studies. 51(2), 139-142
[Journal article]Authored by: Mentis, M., Riley, T.
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Mentis, M., Holley-Boen, W., Butler, P., Kearney, A., Budd, J., Riley, T., . . . Bevan-Brown, J. (2016). M膩whai: Webbing a professional identity through networked interprofessional communities of practice. Teaching and Teacher Education. Volume 60(November), 66-75
[Journal article]Authored by: Butler, P., Holley-Boen, W., Mentis, M., Muralidharan, V., Riley, T.
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Mentis, M. (2016). Jenna Gillett-Swan and Vicki Coppock (eds.): Children’s rights, educational research and the UNCRC: Past, present and future. NZ Journal of Educational Studies. 51(2), 275-277Retreived from http://link.springer.com/article/10.1007/s40841-016-0063-y
[Book Review]Authored by: Mentis, M.
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Mentis, M., Holley-Boen, W., Butler, P., Kearney, A., Budd, J., Riley, T., . . . Bevan-Brown, J. (2016). M膩whai: Webbing a professional identity through networked interprofessional communities of practice. Teaching and Teacher Education. 60, 66-75
[Journal article]Authored by: Butler, P., Holley-Boen, W., Mentis, M., Muralidharan, V., Riley, T.
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Kearney, A., & Hartnett, M. (2016). Students taking charge of their learning: What are the issues?. International Journal of Pedagogy and Curriculum. 23(3), 35-51
[Journal article]Authored by: Hartnett, M.
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O'Neill, J., Bourke, R., & Kearney, A. (2009). Discourses of inclusion in initial teacher education: Unravelling a New Zealand 'number eight wire' knot. Teaching and Teacher Education. 25(4), 588-593
[Journal article]Authored by: Bourke, R., O'Neill, J.
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Steed, C., Poskitt, J., & Kearney, A. (2007). Students' perspectives on teacher questioning in the secondary classroom. SET Research Information for Teachers. set 2007(2), 40-44 Retrieved from http://www.nzcer.org.nz/nzcerpress/set/articles/students-perspectives-teacher-questioning-secondary-classroom
[Journal article]Authored by: Poskitt, J.
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Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., & Mentis, M. (2012). Essential elements in a professional learning and development programme: A New Zealand case study of autism professional development to promote collaborative practices. Professional Development in Education. 38(4), 631-646
[Journal article]Authored by: Bourke, R., Butler, P., Mentis, M.
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Bourke, R., Kearney, A., & Bevan-Brown, J. (2004). Stepping out of the classroom: Involving teachers in the evaluation of national special education policy. British Journal of Special Education. 31(3), 150-156
[Journal article]Authored by: Bourke, R.
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Kearney, AC., & Poskitt, JM. (2001). Special Education 2000 professional development: A catalyst for change?. New Zealand Principal. 16(1), 18-20
[Journal article]Authored by: Poskitt, J.

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Book

Mentis, M., & Kearney, A. (2018). Equity through individualised and interconnected teacher education. In Teacher Education for Diversity Conversations from the Global South. (pp. 103 - 120).
[Chapter]Authored by: Mentis, M.
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Mentis, M., & Kearney, A. (2017). Networked teaching and learning for life-long professional development. In A Companion to Research in Teacher Education. (pp. 253 - 268).
[Chapter]Authored by: Mentis, M.
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Kearney, AC., & Bevan-Brown, J. (2014). Inclusive education: Addressing the challenge of equity in education. In A. St George, S. Brown, & J. O'Neill (Eds.) Facing the big questions in teaching: Purpose, power and learning. (pp. 97 - 103). Auckland: Nelson Cengage Learning New Zealand
[Chapter]Edited by: O'Neill, J.
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Mentis, M., Kearney, A., & Bevan-Brown, J. (2012). Interprofessional learning and its contribution to inclusive education. In S. Carrington, & J. MacArthur (Eds.) Teaching in inclusive school communities. (pp. 295 - 312). Australia: John Wiley & Sons Australia, Ltd
[Chapter]Authored by: Mentis, M.
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Kearney, AC., Bevan Brown, JM., Haworth, PA., & Riley, TL. (2008). Inclusive education: Looking through the kaleidoscope of diversity. In A. St. George, S. Brown, & J. O'Neill (Eds.) Facing the Big Questions in Teaching: Purpose, Power and Learning. (pp. 109 - 120). Melbourne, Australia: Cengage Learning
[Chapter]Authored by: Riley, T.Edited by: O'Neill, J.

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Riley, TL., Bevan Brown, JM., Bicknell, BA., Carroll Lind, J., & Kearney, AC.(2004). Gifted and Talented Education in New Zealand. Wellington, NZ: Ministry of Education
[Authored Book]Authored by: Riley, T.

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Thesis

McDowell, N. (2020). The CVI practice framework: an effective approach to supporting children with cerebral visual impairment (CVI): a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at 51本色, Manawat奴, Aotearoa New Zealand. (Doctoral Thesis, 51本色, Palmerston North, New Zealand) McDowell, N. (2020). The CVI practice framework: an effective approach to supporting children with cerebral visual impairment (CVI): a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at 51本色, Manawat奴, Aotearoa New Zealand. (Doctoral Thesis)
[Doctoral Thesis]Authored by: McDowell, N.
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Roberts, JR. (2020). An investigation into the preparedness for and experiences in working with M膩ori nursing students among New Zealand tertiary institutes, schools and nurse educators: a thesis presented in partial fulfilment for the requirements for the degree of Doctor of Education, 51本色, Manawat奴, Aotearoa New Zealand. (Doctoral Thesis, 51本色, Palmerston North, New Zealand) Roberts, JR. (2020). An investigation into the preparedness for and experiences in working with M膩ori nursing students among New Zealand tertiary institutes, schools and nurse educators: a thesis presented in partial fulfilment for the requirements for the degree of Doctor of Education, 51本色, Manawat奴, Aotearoa New Zealand. (Doctoral Thesis)
[Doctoral Thesis]Edited by: Carryer, J., Erueti, B.

Report

Mentis, M., Bevan-Brown, JM., Kearney, AC., & Sutherland, S. (2010). Postgraduate diploma in specialist teaching milestone 1 report.
[Commissioned Report]Authored by: Mentis, M.
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Bevan Brown, JM., Bourke, R., Butler, PJ., Carroll Lind, J., Kearney, AC., & Mentis, M. (2010). Evaluation of the 'tips for autism' professional learning and development programme: Final report. 51本色.
[Commissioned Report]Authored by: Butler, P., Mentis, M.
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Bevan Brown, JM., Bourke, R., Butler, PJ., Carroll Lind, JL., Kearney, AC., & Mentis, M. (2009). Evaluation of the 'tips for autism' professional learning and development programme. Education Report Year Two. 51本色.
[Commissioned Report]Authored by: Butler, P., Mentis, M.
Bevan Brown, JM., Butler, PJ., Carroll Lind, J., Kearney, AC., Mentis, M., & Bourke, R. (2008). Evaluation of the 'tips for autism' professional learning and development programme. Child Youth and Family Evaluation Report. 51本色.
[Commissioned Report]Authored by: Butler, P., Mentis, M.
Maw, N., Kearney, AC., & Butler, PJ.(2008). Taranaki integrated services project evaluation: Final report June 2008. Palmerston North, New Zealand: Liminal Research and Consultancy Ltd
[Technical Report]Authored by: Butler, P.

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Riley, TL., Bevan Brown, JM., Bicknell, BA., Carroll Lind, J., & Kearney, AC. (2004). The extent, nature and effectiveness of planned approaches in New Zealand schools for providing for gifted and talented students. Ministry of Education.
[Commissioned Report]Authored by: Riley, T.
Riley, TL., Bevan Brown, JM., Bicknell, BA., Carroll Lind, J., & Kearney, AC. (2004). Gifted and talented education in New Zealand schools: A summary of the research on the extent, nature, and effectiveness of planned approaches in New Zealand schools for identifying and providing for gifted and talented students. Ministry of Education.
[Commissioned Report]Authored by: Riley, T.
Bourke, R., Bevan Brown, J., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final report - Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final report. 51本色, College of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special education 2000: Monitoring and evaluation of the policy: Final report - Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final Report - Phase 2. Ministry of Education, Research Division.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Chapman, JW., Kearney, AC., . . . Maw, N. (2002). Special education 2000: Monitoring and evaluation of the policy: Final report summary: Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Kearney, AC., Poskitt, JM., & McAlpine, D. (2001). Special Education 2000: Monitoring and evaluation of the policy - The resource teacher: Learning and behaviour initiative. Ministry of Education.
[Commissioned Report]Authored by: Poskitt, J.
Bourke, R., Bevan Brown, J., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special education 2000: Monitoring and evaluation of the policy: Phase two final report. 51本色, College of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special Education 2000 Monitoring and Evaluation of the Policy. 51本色.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Prochnow, JE. (2001). Special Education 2000: Monitoring and Evaluation of the Policy, Phase Two: Ch 11: Early Childhood. IPDER: 51本色.
[Commissioned Report]Authored by: Mentis, M., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special Education 2000: Monitoring and evaluation of the policy: Phase two final report. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2000). Special Education 2000: Monitoring and evaluation of the policy. Final Report - Phase 2. 51本色, College of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2000). Special education 2000: Monitoring and evaluation of the policy. Summary of phase 2: final report. Ministry of Education.
[Commissioned Report]Authored by: Mentis, M., O'Neill, J., Poskitt, J.

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Conference

Mentis, M., & Kearney, A. (2019, November). Purposeful, Personalised Pathways of Life-Long Professional Learning. Presented at 28th ICDE world conference on online learning. Dublin, Ireland..
[Conference Oral Presentation]Authored by: Mentis, M.
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Roberts, J., Carryer, J., & Kearney, A. (2019, November). Cultural Safety- Can we decolonise the classroom?. Presented at Australasian Nurse Educators Conference. Dunedin, New Zealand.
[Conference Oral Presentation]Authored by: Carryer, J.
Roberts, J., Carryer, J., & Kearney, A. (2019, November). Kawa Whakaruruhau - Cultural Safety the original model of decolonisation in Nursing. Presented at Australasian Nurse Educators Conference. Dunedin, New Zealand.
[Conference Oral Presentation]Authored by: Carryer, J.
Kearney, A., Mentis, M., Hartnett, M., Butler, P., & Carvalho, L. (2019, July). The library as a space for digital inclusion: Connecting communities through technology. Presented at Higher Education Research and Development Society of Australasia (HERDSA) conference. Auckland, New Zealand.
[Conference Oral Presentation]Authored by: Butler, P., Hartnett, M., Mentis, M.
Kearney, A., Mentis, M., Carvalho, L., Hartnett, M., & Butler, P. (2019, November). The library as a space for digital inclusion.. Presented at 28th ICDE world conference on online learning,. Dublin, Ireland.
[Conference Oral Presentation]Authored by: Butler, P., Hartnett, M., Mentis, M.

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Hartnett, M., Mentis, M., Kearney, A., Carvalho, L., & Butler, P. (2019, October). The library as a space for digital inclusion. Presented at Digital Inclusion Research Forum @ NetHui 2019. Wellington, New Zealand.
[Conference Oral Presentation]Authored by: Butler, P., Hartnett, M., Mentis, M.
Mentis, M., & Kearney, A. (2018, April). Changing the pace, place and face of Professional Learning through Networked Learning Hubs. Presented at Flexible Learning Association (FLANZ) 2018 conference. 51本色, Palmerston North.
[Conference Oral Presentation]Authored by: Mentis, M.
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Kearney, A., Mentis, M., Carvalho, L., Hartnett, M., & Erueti, B. (2018). ThreadED: A networked learning initiative. Proceedings of the 11th International Conference on Networked Learning. (pp. 318 - 321). : 11th International Conference on Networked Learning
[Conference Paper in Published Proceedings]Authored by: De Carvalho, L., Erueti, B., Hartnett, M., Mentis, M.
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Holley-Boen, WR., mentis, M., & Kearney, A. (2018, May). Networked mentoring: a natural extension of self-directed learning. Presented at Networked Learning 2018. Zagreb, Croatia.
[Conference Oral Presentation]Authored by: Holley-Boen, W., Mentis, M.
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Mentis, M., Kearney, A., & Holley-Boen, W. (2017, October). Life-long, life-wide and life-deep professional learning: What do open badging and eportfolios have to offer?. Presented at ePIC 2017 - Alternative Credentials, Credentialing Alternatives. Bologna, Italy.
[Conference Oral Presentation]Authored by: Holley-Boen, W., Mentis, M.
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Holley-Boen, WR., Mentis, M., Kearney, A., Butler, P., McLay, L., & Teschers, C. (2017, November). Lifelong learning and practice journeys: Career pathways of former students on the specialist teaching programme. Presented at New Zealand Association for Research in Education Conference. Hamilton, New Zealand.
[Conference Oral Presentation]Authored by: Butler, P., Holley-Boen, W., Mentis, M.
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Hartnett, M., Kearney, A., & Mentis, M. (2019). A blended learning ecosystem: What are the motivational issues for students?. Ascilite 2015 Australasian Society for Computers in Learning and Tertiary Education Conference Proceedings. (pp. 476 - 480).
[Conference Paper in Published Proceedings]Authored by: Hartnett, M., Mentis, M.
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Kearney, AC., & Hartnett, M. (2015, July). Learners taking charge of their learning: What are the challenges?. Presented at The Learner. Madrid Spain.
[Conference Oral Presentation]Authored by: Hartnett, M.
Hartnett, M., Kearney, A., & Mentis, M. (2015, November). A blended learning ecosystem: What are the motivational issues for students?. Presented at Australasian Society for Computers in Learning and Tertiary EducationAscilite. Curtin University, Perth, Australia.
[Conference Oral Presentation]Authored by: Hartnett, M., Mentis, M.
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Mentis, M., Kearney, A., Riley, T., Bevan-Brown, J., Holley-Boen, WR., Butler, PJ., . . . Budd, J. (2013). Webbing a professional identity within a networked community of practice. Poster session presented at the meeting of Higher Educational Research and Development Society of Australasia. Auckland, New Zealand
[Conference Poster]Authored by: Butler, P., Holley-Boen, W., Mentis, M., Riley, T.
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O'Neill, JG., Bourke, R., & Kearney, AC.(2007). Discourses of inclusion in initial teacher education: Unravelling a New Zealand 'number eight wire' knot. . University of Aberdeen, Scotland, UK
[Conference Paper]Authored by: O'Neill, J.
Riley, TL., Bicknell, BA., Bevan Brown, JM., Carroll lind, J., & Kearney, AC. (2003, August). Taking stock of New Zealand's provisions for gifted and talented students. Presented at Gifted 2003: A Celebration Downunder, 15th World Conference. Adelaide, SA.
[Conference Oral Presentation]Authored by: Riley, T.

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Other

Mentis, M., Kearney, A., & Holley-Boen, W. (2018). 2018 FLANZ Award.
[Other]Authored by: Holley-Boen, W., Mentis, M.
Kearney, A., & Mentis, M. (2018). Thousands of students with special needs but not data.
[Other]Authored by: Mentis, M.Edited by: Holley-Boen, W.
Riley, TL., Bevan Brown, JM., Bicknell, BA., Carroll Lind, J., & Kearney, AC. (2004). A summary of research on the extent, nature, and effectiveness of planned approaches in New Zealand schools for identifying and providing for gifted and talented students. (pp. 1 - 38). Ministry of Education
[Other]Authored by: Riley, T.

Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 5 5
Co-supervisor 2 6

Current Doctoral Supervision

Main Supervisor of:

  • Max Liu - Doctor of Philosophy
    Queering the Mainstream - Potential Strategies for Queering EFL College Classrooms in China
  • Kayleen Clark-Howard - Doctor of Philosophy
    Reimagining human development within an inclusive paradigm.
  • Sally Jackson - Doctor of Philosophy
    Inclusive education in Aotearoa, New Zealand 1985-2021; stories of key decision makers and influencers
  • Julie Houghton - Doctor of Philosophy
    Social and emotional development of tamariki in the context of early childhood in Aotearoa New Zealand
  • Nicole Mincher - Doctor of Philosophy
    Understanding and Re-imagining Disciplinary Processes in NZ Schools

Co-supervisor of:

  • Ashlie Brink - Doctor of Philosophy
    Who Shall Be In, Who Shall Be Out, And Who Says So? Exploring children's (pre-teen) social worlds and sense of belonging in and outside of the classroom.
  • Veronica Grondona - Doctor of Philosophy
    Post-school experiences of autistic parents of autistic children and how these experiences influence their hopes for their children post-school

Completed Doctoral Supervision

Main Supervisor of:

  • 2020 - Nicola McDowell - Doctor of Philosophy
    The CVI PracticeFramework: An Effective Approach for Supporting Children with Cerebral Visual Impairment (CVI)
  • 2020 - Jennifer Roberts - Doctor of Education
    An investigation into the preparedness for and experiences in working with M膩ori nursing students among New Zealand tertiary institutes, schools and nurse educators
  • 2019 - Yahya Alghamdi - Doctor of Philosophy
    High School Teacher Motivation to Engage in Continuing Professional Development (CPD): A Mixed Method Research Study
  • 2017 - Anil Kaushik - Doctor of Philosophy
    Computer-based Collaborative Concept Mapping: Motivating Indian Secondary Students to Learn Science
  • 2015 - Karen Khayat - Doctor of Education
    Inclusive Education Policy, Practice and Progress: A Transformative Analysis of Three Middle East Countries

Co-supervisor of:

  • 2021 - Vicky Lawson - Doctor of Philosophy
    Maori Catholic Education in Aotearoa New Zealand
  • 2021 - Kathryn Rowe - Doctor of Education
    Learning to Lead Student Achievement: A Mixed Methods Study on the Leadership Practices of New Zealand Primary School Principals
  • 2015 - Lalida Sasai - Doctor of Philosophy
    The Relationship between Self-Regulated Learning and the Use of Online Portfolios in an Online Learning Environment
  • 2015 - Marie-Pierre Fortier - Doctor of Philosophy
    Inclusion and behavioural difficulties in secondary schools: representations and practices
  • 2014 - Julia Budd - Doctor of Philosophy
    A design-based research study to promote cross-disciplinary collaboration using a case study from the New Zealand disability field
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  • 2014 - Adele Scott - Doctor of Philosophy
    Teachers of additional languages in New Zealand schools: A national survey and case studies
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