Senior Lecturer (Science Education)
BSc(Penn State) MTeach PhD(Sydney)
Dunedin Campus
Tel +64 3 479 4285
Email steven.sexton@otago.ac.nz
Biography
I am a primary school teacher now working at the University of Otago. I completed my PhD in teacher cognition in 2007 which investigated how those who are entering their initial teacher education programme see themselves as the teacher and how this role-identity was formed by their prior experiences in the classroom. My research interest areas are in teacher cognition, heteronormativity in the classroom and science education.
Publications
Sexton, S. S. (2024). New Zealand student teachers’ reflections on planning, preparing, and delivery for effective and culturally responsive teaching practice. Education 3-13, 52(4), 465-475. doi: 10.1080/03004279.2022.2100441 Journal - Research Article
Sexton, S. S. (2023). Nature of science and nature of technology. In B. Akpan, B. Cavas & T. Kennedy (Eds.), Contemporary issues in science and technology education. (pp. 13-23). Cham, Switzerland: Springer. doi: 10.1007/978-3-031-24259-5_2 Chapter in Book - Research
Sexton, S. S. (2021). Case studies in preparing future teachers: A gay educator in New Zealand's initial teacher education. In L. Murti & G. M. Flores (Eds.), Gender, race, and class in the lives of today's teachers: Educators at intersections. (pp. 187-202). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-73551-7_18 Chapter in Book - Research
Sexton, S. S. (2020). Meaningful learning: David P. Ausubel. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory. (pp. 163-175). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-43620-9_12 Chapter in Book - Research
Sexton, S. (2023). Three Male Primary Student Teachers' Intersections of Languaging and Teaching. Journal of Language & Education, 9(4), 99-109. doi: 10.17323/jle.2023.14494 Journal - Research Article
Sexton, S. S. (2020). Never had it but now I have to teach it: A study into how primary teachers implemented a new curriculum requirement in teaching practice. Science Education International, 31(2), 172-178. doi: 10.33828/sei.v31.i2.6 Journal - Research Article
Sexton, S. S., & Williamson-Leadley, S. (2020). Initial teacher education in a neo-liberal system: Making one-size fit all. In C. Koh (Ed.), Diversifying learner experience: A kaleidoscope of instructional approaches and strategies. (pp. 157-171). Singapore: Springer. doi: 10.1007/978-981-15-9861-6_9 Chapter in Book - Research
Sexton, S. S. (2019). Indigenous knowledge. In B. Akpan (Ed.), Science education: Visions of the future. (pp. 447-461). Abuja, Nigeria: Next Generation Education. Chapter in Book - Research
Sexton, S. S. (2018). Enhancing primary science teaching: Interconnections of content, policy and practice in a New Zealand professional learning and development programme. London Review of Education, 16(1), 152-164. doi: 10.18546/LRE.16.1.13 Journal - Research Article
Sexton, S. S. (2017). The intersection of self and school: How friendship circles influence heterosexual and self-identified queer teenage New Zealand boys' views on acceptable language and behavior. Gender & Education, 29(3), 299-312. doi: 10.1080/09540253.2016.1140722 Journal - Research Article
Sexton, S. S. (2017). In The New Zealand Curriculum: Is it science education or education through science? One educator's argument. In B. Akpan (Ed.), Science education: A global perspective. (pp. 219-233). Springer. doi: 10.1007/978-3-319-32351-0_11 Chapter in Book - Research
Sexton, S. (2015). How are teenage male students redefining masculinity and heterosexuality? In A. C. Gunn & L. A. Smith (Eds.), Sexual cultures in Aotearoa New Zealand education. (pp. 67-81). Dunedin, New Zealand: Otago University Press. Chapter in Book - Research
Sexton, S. S. (2015). Student teachers learning to think, know, feel and act like a teacher: The impact of a Master of Teaching and Learning programme. Educational Alternatives, 13, 72-85. Journal - Research Article
Sexton, S. (2017). Meaningful intersections of social justice and contemporary cultural competencies in a New Zealand master’s level initial teacher education programme. Journal of Contemporary Educational Research, 1(1), 33-42. Retrieved from http://ojs.bbwpublisher.com/index.php/JCER/article/view/147 Journal - Research Article
Sexton, S. S., & Williamson-Leadley, S. (2017). Promoting reflexive thinking and adaptive expertise through video capturing to challenge postgraduate primary student teachers to think, know, feel and act like a teacher. Science Education International, 28(2), 172-179. Journal - Research Article
Kennedy, I., Smith, P., & Sexton, S. S. (2015). Ensuring New Zealand's future prosperity: A professional learning development initiative to bridge the gap between theory and practice. Science Education International, 26(1), 42-55. Journal - Research Article
Sexton, S. (2015). Teaching future teachers: A teacher educator's self-study in making science relevant, useful and meaningful for New Zealand pre-service teachers. Journal of Education in Science, Environment & Health, 1(1), 10-19. Journal - Research Article
Sexton, S. S. (2015). The feminisation of teacher education. Language, Individual & Society, 9, 173-182. Journal - Research Article
Sexton, S. (2015). Embracing diversity in science education. New Zealand Science Teacher, 134, 48-50. Journal - Research Article
Haig, B., & Sexton, S. S. (2014). Primary students' perceptions of good teachers. Set: Research Information for Teachers, 3, 22-28. Journal - Research Article
Williamson-Leadley, S., & Sexton, S. (2017). Initial teacher education: Partnership in practice. In M. J. Harkins, Z. Barchuk & R. Collister (Eds.), International conversations of teacher educators: Collaborations in education. (pp. 137-154). Halifax, Canada: Mount Saint Vincent University. Chapter in Book - Research
Sexton, S. S. (2013). Science education or education through science: Which is it in the New Zealand curriculum? In B. Akpan (Ed.), Science education: A global perspective. (pp. 146-161). Abuja, Nigeria: Next Generation Education. Chapter in Book - Research
Sexton, S., Atkinson, J., & Goodson, R. (2013). Narratives of place: Provisional teachers' experiences in science. Science Education International, 24(3), 361-376. Journal - Research Article
Sexton, S., & Penrice, G. (2013). Engaging primary students through science action research. New Zealand Science Teacher, 132, 59-61. Journal - Research Article
Sexton, S. S., Facer, R., & Ross, C. (2013). Relevant, useful, and meaningful learning opportunities in science using Building Science Concepts. Curriculum Matters, 9, 82-101. Journal - Research Other
Sexton, S. (2013). Education through science. New Zealand Science Teacher, 132, 30-35. Journal - Research Article
Sexton, S. (2012). Queer Otago secondary students' views of their schooling environment. New Zealand Journal of Educational Studies, 47(1), 93-106. Journal - Research Article
Sexton, S. S. (2012). The other side of the chalk face: Students' perceptions of teachers. Global Education Review, 1(1), 59-68. Journal - Research Article
Sexton, S. S. (2011). Transformative praxis in teacher practice: One tauira finds her place in education. Compare, 41(1), 59-74. doi: 10.1080/03057925.2010.517662 Journal - Research Article
Sexton, S. (2015, September). Student teachers learning to think, know, feel and act like a teacher: The impact of a Master of Teaching and Learning programme. Verbal presentation at the Education, Research & Development Sixth International Conference, Elenite, Bulgaria. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S. (2015, September). The feminisation of teacher education. Verbal presentation at the Language, Individual & Society 9th International Conference, Elenite, Bulgaria. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S. (2014). Realistic teacher education in New Zealand: A master of teaching and learning degree's influence in teacher efficacy. In G. T. Papanikos (Ed.), Proceedings of the Sixteenth Annual International Conference on Education. (pp. 151). Athens, Greece: Athens Institute for Education and Research. [Abstract] Conference Contribution - Published proceedings: Abstract
Sexton, S. (2014). Teaching the future teachers: Making science relevant, useful and meaningful for New Zealand pre-service teachers. Proceedings of the International Conference on Education in Mathematics, Science & Technology (ICEMST). Retrieved from http://www.icemst.com/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2014). Three sides of the same coin! How the New Zealand Curriculum's nature of science and the nature of science pedagogy support and reflect the curriculum's effective pedagogy. Proceedings of the New Zealand Association of Science Educators (NZASE) Science Conference (SciCon). Retrieved from http://wired.ivvy.com/event/AKB002/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2014). How male Otago teenage students are redefining masculinity and heterosexuality. Proceedings of the Gender and Education in the Asia Pacific: possibilities and Provocations. (pp. 64). Retrieved from http://education.unimelb.edu.au/news_and_activities/events/upcoming_events/conferences/GEA2014#papers Conference Contribution - Published proceedings: Abstract
Sexton, S. (2013). Overcoming barriers to teaching science in primary education. Proceedings of the World Conference on Science and Technology Education. (pp. 265). Retrieved from http://worldste2013.org/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2013). Publishing with students: Getting their voice out there. In J. McDonald, S.-K. Loke, A. McLean & M. Rajoo (Eds.), Proceedings of the Spotlight on Teaching and Learning Colloquium. (pp. 36). Dunedin, New Zealand: HEDC, University of Otago. [Abstract] Conference Contribution - Published proceedings: Abstract
Sexton, S. (2013). Exploring the ‘wow’, the what and the why in primary science [Promoting primary level STEM education: ICASE Symposium]. Proceedings of the World Conference on Science and Technology Education. (pp. 306). Retrieved from http://worldste2013.org/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2013). Relevant, useful and meaningful science for primary/ECE/elementary schools on a minimal budget. Proceedings of the World Conference on Science and Technology Education. (pp. 266). Retrieved from http://worldste2013.org/ Conference Contribution - Published proceedings: Abstract
Penrice, G., & Sexton, S. (2012). Discourses of rural primary school science. Proceedings of the New Zealand Association of Science Educators (NZASE) Science Conference (SciCon): Making Connections. Retrieved from http://www.scicon2012.org.nz/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2013, November). How and why the New Zealand curriculum is education through science. Verbal presentation at the New Zealand Association for Research in Education (NZARE) National Conference: Creativity in Research: Generative Inquiries for Educational Futures, Dunedin, New Zealand. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S. S. (2015). [Review of the book Inequalities in the teaching profession: A global perspective]. Gender & Education, 27(5), 579-581. doi: 10.1080/09540253.2015.1019991 Journal - Research Other
Sexton, S. S. (2013). [Review of the book The declining significance of homophobia: How teenage boys are redefining masculinity and heterosexuality]. Gender & Education, 25(5), 661. doi: 10.1080/09540253.2013.816822 Journal - Research Other
Sexton, S. S. (2013). [Review of the books Changing gay male identities and Men speak out: Views on gender, sex, and power]. Gender & Education, 26(2), 188-192. doi: 10.1080/09540253.2013.847578 Journal - Research Other
Sexton, S. S. (2017). [Review of the books Men teaching children 3-11: Dismantling gender barriers and Men, masculinities and teaching in early childhood education: International perspectives on gender and care]. Gender & Education, 29(7), 952-954. doi: 10.1080/09540253.2016.1170326 Journal - Research Other
Gunn, A. C., Kelly, M., Offen, B., Ormond, A. P., & Sexton, S. (2023). He ara e rua he whāinga kotahi: Walking dual pathways toward shared goals in initial primary sector teacher education. In W. O. Lee, P. Brown, A. L. Goodwin & A. Green (Eds.), International handbook on education development in Asia-Pacific. (pp. 1603-1617). Singapore: Springer Nature. doi: 10.1007/978-981-19-6887-7_85 Chapter in Book - Research
Sexton, S. (2023, April). Maatauranga Maaori in Science to be Culturally Responsive. Verbal presentation at the SciCon Conference: He kautawa | Tributaries, Hamilton, New Zealand. Conference Contribution - Verbal presentation and other Conference outputs
Nemadziva, B., Sexton, S. S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1/2), 12819. doi: 10.17159/sajs.2023/12819 Journal - Research Article
Sexton, S. S. (2023). Student teachers’ self-study into culturally responsive teaching practice. Proceedings of the 7th International Council of Associations for Science Education (ICASE) World Science & Technology Education Conference. (pp. 9). Retrieved from https://www.buid.ac.ae/conferences/international-council-of-associations-for-science-education/programme/ Conference Contribution - Published proceedings: Abstract
Sexton, S. (2023, November). The future of education: Trends, challenges, and opportunities in education for sustainable development and global citizenship. Keynote presentation at the International Conference on Education 3.0 (INCOED), [Online]. Conference Contribution - Verbal presentation and other Conference outputs
Nemadziva, B., Cole, C., & Sexton, S. (2023). Using science communication strategies to close the resource gap in under-resourced schools. Proceedings of the Australian Conference on Science and Mathematics Education (ACSME). (pp. 57). Retrieved from https://openjournals.library.sydney.edu.au/IISME/article/view/17414 Conference Contribution - Published proceedings: Abstract
Altunoğlu, B. D., Kurnaz, M. A., & Sexton, S. S. (2022). Pre-Service primary school reachers' motivations for choosing the teaching profession and their self-efficacy beliefs in science teaching. Online Science Education Journal, 7(2), 58-71. Journal - Research Article
Sexton, S. (2021, April). Education under Covid-19: New Zealand. Verbal presentation at the International Symposium on Educational Trends During Covid 19 Pandemic, [Online]. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S. (2021, October). Myths, misconceptions, and misunderstandings in writing research articles. Invited presentation at the Japan Society for Science Education (JSSE) 1st Mini Conference Conducted in English: Science Education from International Perspectives, [Online]. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S. S. (2021, February). Policy, practice, and pedagogy: A study into how primary teachers implemented a new curriculum requirement in teaching practice. Verbal presentation at the XIX International Organization for Science and Technology Education (IOSTE) Symposium, [Online]. Conference Contribution - Verbal presentation and other Conference outputs
Sexton, S., & Trevethan, H. (2021). Te Reo Māori in initial teacher education. Proceedings of the Hui: Utaina! Ko ngā hua pūtaiao i te reo Māori. Retrieved from https://events.otago.ac.nz/2021-utaina Conference Contribution - Published proceedings: Abstract
Sexton, S. S. (2020). Gender/sexuality theory: Chris Beasley. In B. Akpan & T. J. Kennedy (Eds.), Science education in theory and practice: An introductory guide to learning theory. (pp. 437-449). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-43620-9_29 Chapter in Book - Research