Research publications for the University of Otago College of Education

Chapter in Book - Research

Denston, A., Martin, R., Fickel, L. H., & O'Toole, V. (2023). Re-engaging a culturally and linguistically holistic approach to education in Aotearoa New Zealand: How teachers' noticing fosters children's socio-emotional development. In A. Kamp, C. Brown, T. McMenamin & V. O'Toole (Eds.), Wellbeing: Global policies and perspectives: Insights from Aotearoa New Zealand and beyond. (pp. 101-122). Oxford, UK: Peter Lang. doi: 10.3726/b18360

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. (Online ed.) Singapore: Springer. doi: 10.1007/978-981-16-2327-1_85-1

Lipnevich, A. A., Khorramdel, L., & Smith, J. K. (2023). Assessment, evaluation, and accountability: A brief introduction. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.), International encyclopedia of education. (4th ed.) (pp. 228-237). Amsterdam, The Netherlands: Elsevier. doi: 10.1016/B978-0-12-818630-5.09004-7

Rutherford, G. (2023). "First you have to see me as a human being”: Disabled students' experiences of schooling. In R. J. Tierney, F. Rizvi & K. Erkican (Eds.), International encyclopedia of education. (4th ed.) (pp. 228-237). Amsterdam, The Netherlands: Elsevier. doi: 10.1016/B978-0-12-818630-5.12059-7

Sandretto, S., & Davis, S. (2023). Listening and responding to the voices of tamariki and rangatahi in research. In F. Meyer & K. Meissel (Eds.), Research methods for education and the social disciplines in Aotearoa New Zealand. (pp. 321-327). Wellington, New Zealand: NZCER Press.

Sandretto, S., Shafer, D., & Locke, T. (2023). The fate of critical literacy in an age of standards based hegemonies: The New Zealand context. In A. Goodwyn, J. Emanuel, R. Roberts, L. Scherff, W. Sawyer, C. Durrant & D. Zancanella (Eds.), International perspectives on English teacher development: From initial teacher education to highly accomplished professional. (pp. 226-240). Abingdon, UK: Routledge. doi: 10.4324/9781003168140-21

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

Berg, D. A. G. (2022). Over 40 years of teacher self-efficacy research: Theory, measurement, and application. In A. O'Donnell, N. C. Barnes & J. Reeve (Eds.), Oxford handbook of educational psychology. Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.30

Campbell-Price, M. (2022). Sustaining learning from a long duration outdoor education experience in a remote landscape. In T. A. Smith, H. Pitt & R. A. Dunkley (Eds.), Unfamiliar landscapes: Young people and diverse outdoor experiences. (pp. 59-82). Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-030-94460-5_3

Denston, A., Fickel, L. H., Martin, R., & O'Toole, V. (2022). Laying the foundation for wellbeing in young in New Zealand: Developing socio-emotional understandings in students, families, and teachers through a co-constructed culturally and linguistically sustaining framework. In R. McLellan, C. Faucher & V. Simovska (Eds.), Wellbeing and schooling: Cross cultural and cross disciplinary perspectives. (pp. 121-133). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-95205-1_8

Gunn, A. C. (2022). Young children's learning dispositions. In S. C. Faircloth (Ed.), Oxford bibliographies: Education. Oxford University Press. doi: 10.1093/OBO/9780199756810-0290

Martin, R., & Denston, A. (2022). Challenging existing spaces: Deconstructing indigenous power imbalances within Aotearoa New Zealand. In L. C. Assaf, P. Sowa & K. Zammit (Eds.), Global meaning making: Disrupting and interrogating international language and literacy research and teaching: Advances in research on teaching (Vol. 39). (pp. 101-116). Bingley, UK: Emerald. doi: 10.1108/S1479-368720220000039007

Sandretto, S., Tilson, J., & Shafer, D. (2022). Critical literacy praxis in Aotearoa New Zealand. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden & R. S. de Roock (Eds.), The handbook of critical literacies. (pp. 117-124). New York, NY: Routledge. doi: 10.4324/9781003023425-13

Smith, J. K., Berg, D. A. G., & Lipnevich, A. A. (2022). Formative assessment and assessment for learning: Distinctions, mileposts, and a view to the future. In A. O'Donnell, N. C. Barnes & J. Reeve (Eds.), Oxford handbook of educational psychology. Oxford University Press. doi: 10.1093/oxfordhb/9780199841332.013.27

Cowie, B., & Trevethan, H. (2021). Funds of knowledge and relations as a curriculum and assessment resource in multicultural primary science classrooms: A case study from Aotearoa New Zealand. In M. M. Atwater (Ed.), International handbook of research on multicultural science education. (Online ed.) Cham, Switzerland: Springer Nature. doi: 10.1007/978-3-030-37743-4_59-1

Gurr, D., Drysdale, L., Longmuir, F., McCrohan, K., McNae, R., Morrison, M., & Robertson, S. (2021). Leading successfully in high-needs contexts: Australian and New Zealand cases. In B. G. Barnett & P. A. Woods (Eds.), Educational leadership for social justice and improving high-needs schools: Findings from 10 years of international collaboration. (pp. 135-152). Charlotte, NC: Information Age Publishing.

Morrison, H. (2021). The South Pacific. In J. J. Hanciles (Ed.), Christianity worldwide: 1800 to 2000. (pp. 202-218). London, UK: SPCK.

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

Shiraani, F., Carr, N., & Rutherford, G. (2021). Disabled children as legitimate research participants: A topic omitted from tourism research? In J. Lima & C. Eusébio (Eds.), Social tourism: Global challenges and approaches. (pp. 96-108). Wallingford, UK: CABI. doi: 10.1079/9781789241211.0009

Waterworth, K., Nicholls, D. A., Burrows, L., & Gaffney, M. (2021). Physiotherapy for children and the construction of the disabled child. In D. A. Nicholls, K. S. Groven, E. A. Kinsella & R. L. Anjum (Eds.), Mobilizing knowledge in physiotherapy: Critical reflections on foundations and practices. Abingdon, UK: Routledge.

Anderson, V., & Johnson, H. (2020). Introduction. In V. Anderson & H. Johnson (Eds.), Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. (pp. 1-9). Abingdon, UK: Routledge. doi: 10.4324/9780429291159

Bell, D., & Smith, J. (2020). Learning beyond museum walls: Virtual excursions at Te Papa Tongarewa. In C. Koh (Ed.), Diversifying learner experience: A kaleidoscope of instructional approaches and strategies. (pp. 121-135). Singapore: Springer. doi: 10.1007/978-981-15-9861-6_7

Berry, J. R., Robertson, S., & Brooks, M. (2020). Components of linguistically and culturally responsive school leadership. In J. C. Veenis, S. Robertson & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools. (pp. 213-225). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-54750-9_12

Betts, R., & Gaches, S. (2020). Entering unknown spaces: Tamariki and whānau from refugee backgrounds. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 72-89). Wellington, New Zealand: NZCER Press.

Gaches, S., & Gallagher, M. (2020). Children as research consultants: The ethics and rights of no research about them without consulting with them. In J. Murray, B. B. Swadener & K. Smith (Eds.), The Routledge International Handbook of Young Children's Rights. (pp. 484-503). Abingdon, UK: Routledge.

Gordon-Burns, D., Gunn, A. C., Surtees, N., & Purdue, K. (2020). Introduction: Thinking differently about early childhood inclusive education in Aotearoa New Zealand and beyond. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 1-17). Wellington, New Zealand: NZCER Press.

Gunn, A. C., Bissenden, M., & Kroeger, J. (2020). Trans* affirmative practices in early childhood education: New gender questions for inclusion. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 196-213). Wellington, New Zealand: NZCER Press.

Gunn, A. C., Surtees, N., Gordon-Burns, D., & Purdue, K. (2020). Puzzling over inclusion: Concluding remarks. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 232-247). Wellington, New Zealand: NZCER Press.

Ingram, N., Hatisaru, V., Grootenboer, P., & Beswick, K. (2020). Researching the affective domain in mathematics education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in mathematics education in Australasia 2016-2019. (pp. 147-175). Singapore: Springer. doi: 10.1007/978-981-15-4269-5_7

Inoue, N., & Anderson, V. (2020). English language teaching as a pathway to university employment for native English-speaking migrants to Japan. In V. Anderson & H. Johnson (Eds.), Migration, education and translation: Cross-disciplinary perspectives on human mobility and cultural encounters in education settings. (pp. 105-116). Abingdon, UK: Routledge. doi: 10.4324/9780429291159

Lineham, P., & Morrison, H. (2020). New Zealand. In T. M. Johnson & G. A. Zurlo (Eds.), World Christian encyclopedia. (3rd ed.) (pp. 577-582). Edinburgh, Scotland: Edinburgh University Press. [Encyclopaedia/Dictionary Entry].

McAnelly, K., & Gaffney, M. (2020). Producing an understanding of autistic tamariki in early childhood settings: The case for a new materialist approach. In A. C. Gunn, N. Surtees, D. Gordon-Burns & K. Purdue (Eds.), Te aotūroa tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. (2nd ed.) (pp. 109-125). Wellington, New Zealand: NZCER Press.

Notman, R. (2020). Epilogue: A metaphoric approach to leading diversity in schools. In J. C. Veenis, S. Robertson & J. R. Berry (Eds.), Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, policy, and practice for diverse schools. (pp. 227-229). Cham, Switzerland: Springer. doi: 10.1007/978-3-030-54750-9_13

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

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

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

Smith, J. K., & Smith, L. F. (2020). Studying the aesthetic experience in museum contexts. In M. Nadal & O. Vartanian (Eds.), The Oxford handbook of empirical aesthetics. Oxford University Press. doi: 10.1093/oxfordhb/9780198824350.013.44

Bell, D. (2019). White Rabbit, contemporary Chinese arts and soft power in Sydney's Chippendale. In J. Beattie, R. Bullen & M. Galikowski (Eds.), China in Australasia: Cultural diplomacy and Chinese arts since the Cold War. (pp. 133-150). Abingdon, UK: Routledge.

Gaffney, M., & McAnelly, K. (2019). The Aotearoa New Zealand curriculum Te Whāriki as a basis for developing dispositions of inclusion: Early childhood student teachers partnering with families as part of their pedagogical practice. In B. M. Rice (Ed.), Global perspectives on inclusive teacher education. (pp. 181-195). Hershey, PA: IGI Global. doi: 10.4018/978-1-5225-7703-4.ch011

Gunn, A. C. (2019). Foucauldian discourse analysis and early childhood education. In Oxford Research Encyclopedia of Psychology. Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.333

Gunn, A. C. (2019). Initial teacher education in early childhood education (New Zealand). In Bloomsbury education & childhood Studies. London, UK: Bloomsbury. doi: 10.5040/9781350996274.0016

Gunn, A. C., & Reeves, D. (2019). Click, drag, drop, resize, omit: An activity theory view of how technology is mediating the production of learning in early childhood education. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. (3rd ed.) (pp. 149-161). Wellington, New Zealand: New Zealand Council for Educational Research.

Gurr, D., Murakami, E., & Notman, R. (2019). Making world connections: Educational leadership in high-needs schools. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. 185-194). Charlotte, NC: Information Age.

MacArthur, J., McLaughlan, T., & Gaffney, M. (2019). Special education needs and disabilities in early childhood education (New Zealand). In C. Mutch (Ed.), Bloomsbury education and childhood studies. London, UK: Bloomsbury Academic. doi: 10.5040/9781350996298.0008

May, H. (2019). Networking at the Wellington preschool “Sunday club”. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald. (pp. 101-110). Wellington, New Zealand: NZCER Press.

McAnelly, K., & Gaffney, M. (2019). Achieving citizenship for all: Theorising active participation for disabled children and their families in early childhood education. In A. Guerin & T. McMenamin (Eds.), Belonging: Rethinking inclusive practices to support well-being and identity. (pp. 56-72). Leiden, The Netherlands: Brill. doi: 10.1163/9789004388420_005

Middleton, S., & May, H. (2019). Introduction. In S. Middleton & H. May (Eds.), For women and children: A tribute to Geraldine McDonald. (pp. 1-18). Wellington, New Zealand: NZCER Press.

Murakami, E., Notman, R., & Gurr, D. (2019). Educational leadership, culture and success in high-need schools: Introduction from the editors. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. xi-xix). Charlotte, NC: Information Age.

Notman, R., & Jacobson, S. (2019). School leadership practices in early childhood education: Three case studies from New Zealand. In E. Murakami, D. Gurr & R. Notman (Eds.), Educational leadership, culture, and success in high-need schools. (pp. 169-184). Charlotte, NC: Information Age.

O'Toole, V., & Martin, R. (2019). The role of emotions in education in Aotearoa. In A. Kamp (Ed.), Education studies in Aotearoa: Key disciplines and emerging directions. (pp. 179-200). Wellington, New Zealand: NZCER Press.

Sexton, S. S. (2019). Indigenous knowledge. In B. Akpan (Ed.), Science education: Visions of the future. (pp. 447-461). Abuja, Nigeria: Next Generation Education.

Smith, J. K., & Smith, L. F. (2019). Grading in Higher Education. In T. R. Guskey & S. M. Brookhart (Eds.), What we know about grading: What works, what doesn't, and what's next. (pp. 195-213). Alexandria, VA: ASCD.

Wells, C., & May, H. (2019). Advocacy and collaboration in the kindergarten movement of Aotearoa New Zealand: Some Froebelian legacies. In T. Bruce, P. Elfer, S. Powell & L. Werth (Eds.), The Routledge international handbook of Froebel and early childhood practice: Re-articulating research and policy. (pp. 79-82). London, UK: Routledge. doi: 10.4324/9781315562421

Bell, D. (2018). Finding Iki: Iki and the floating world. In M. Nguyen (Ed.), New essays in Japanese aesthetics. (pp. 369-381). Lanham, MD: Lexington Books.

Bell, D. (2018). Katsushika Hokusai and a poetics of nostalgia. In E. M. Grierson (Ed.), Activating aesthetics. (pp. 75-91). Abingdon, UK: Routledge.

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2018). Using classical test theory in higher education. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (2nd ed.) (pp. 178-190). Abingdon, UK: Routledge.

Costa Camoes Rabello, R., Anderson, V., & Nairn, K. (2018). An exploration of social investment discourses in the oil and gas sector. In D. Crowther, S. Seifi & A. Moyeen (Eds.), The goals of sustainable development: Responsibility and governance. (pp. 139-154). Singapore: Springer. doi: 10.1007/978-981-10-5047-3_9

Costa Camoes Rabello, R., Nairn, K., & Anderson, V. (2018). Rethinking corporate social responsibility in capitalist neoliberal times. In D. Crowther & S. Seifi (Eds.), Redefining corporate social responsibility. (pp. 27-41). Bingley, UK: Emerald. doi: 10.1108/S2043-052320180000013005

Ingram, N., Pratt, K., & Williamson-Leadley, S. (2018). Using show and tell apps to engage students in problem-solving in the mathematics classroom. In N. Calder, K. Larkin & N. Sinclair (Eds.), Using mobile technologies in the teaching and learning of mathematics. (pp. 301-316). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-90179-4_17

Lai, K.-W. (2018). The learner and the learning process: Research and practice in technology-enhanced learning. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 127-142). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_8

Lai, K.-W., & Pratt, K. (2018). Section introduction: The learner and the learning process. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 123-125). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_97

Morrison, H. (2018). Colonial archives: Protestant missionary magazines, images, and children. In J. Becker & K. Stornig (Eds.), Menschen – Bilder – Eine Welt Ordnungen von Vielfalt in der religiösen Publizistik um 1900. (pp. 283-304). Göttingen, Germany: Vandenhoeck & Ruprecht.

Murray, J., Gasson, R., & Smith, J. K. (2018). Towards a taxonomy of written feedback messages. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 79-96). Cambridge University Press. doi: 10.1017/9781316832134.006

Nikolov, R., & Lai, K.-W. (2018). Section introduction: Flexible, distance, and open learning in the twenty-first century. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 681-683). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_102

Nikolov, R., Lai, K.-W., Sendova, E., & Jonker, H. (2018). Distance and flexible learning in the twenty-first century. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 685-699). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_45

Rutherford, G., & MacArthur, J. (2018). What's wrong with 'special'? Thinking differently in New Zealand teacher education about disabled children and their lives. In K. Runswick-Cole, T. Curran & K. Liddiard (Eds.), Palgrave handbook of disabled children's childhood studies. (pp. 365-388). London, UK: Palgrave Macmillan. doi: 10.1057/978-1-137-54446-9_24

Smith, A., & May, H. (2018). Connections between early childhood policy and research in Aotearoa New Zealand: 1970s-2010s. In M. Fleer & B. van Oers (Eds.), International handbook of early childhood education. (pp. 531-549). Springer. doi: 10.1007/978-94-024-0927-7

Smith, J. K., & Lipnevich, A. A. (2018). Instructional feedback. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 591-603). Cambridge University Press. doi: 10.1017/9781316832134.029

van der Meer, J., & Dawson, P. (2018). Feedback in tertiary education: Challenges and opportunities for enhancing current practices. In A. A. Lipnevich & J. K. Smith (Eds.), The Cambridge handbook of instructional feedback. (pp. 264-288). Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781316832134

Voogt, J., Knezek, G., Christensen, R., & Lai, K.-W. (2018). Developing an understanding on the impact of digital technologies on teaching and learning in an ever-changing landscape. In J. Voogt, G. Knezek, R. Christensen & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education. (pp. 3-12). Cham, Switzerland: Springer. doi: 10.1007/978-3-319-71054-9_113

Bateman, A., Carr, M., & Gunn, A. C. (2017). Children's use of objects in their storytelling. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 37-53). Springer. doi: 10.1007/978-981-10-4879-1

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2017). Building professionals and elevating the profession? The work of university-based initial teacher educators in Aotearoa New Zealand. In P. M. Bamber & J. C. Moore (Eds.), Teacher education in challenging times: Lessons for professionalism, partnership and practice. (pp. 29-40). Abingdon, UK: Routledge.

Gaches, S. L. (2017). Time and relationship: Paternal and maternal tensions in teacher narrative. In K. Smith, K. Alexander & S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice. (pp. 121-133). Singapore: Springer. doi: 10.1007/978-981-10-3057-4_10

Gunn, A. C. (2017). Shaping gender relations in early childhood education: Children's interactions and learning about gender. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 69-80). Springer. doi: 10.1007/978-981-10-4879-1

Gunn, A. C. (2017). Using insights from interactions research to improve policy and practice in early childhood education. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 161-170). Springer. doi: 10.1007/978-981-10-4879-1

Gunn, A. C., & Gasson, N. R. (2017). The spectre of standards in Aotearoa New Zealand early childhood education and care. In M. Li, J. L. Fox & S. Grieshaber (Eds.), Contemporary issues and challenge in early childhood education in the Asia-Pacific region. (pp. 165-179). Singapore: Springer. doi: 10.1007/978-981-10-2207-4

Hruska, C. A., & Gunn, A. C. (2017). Interactions and learning: Overview and introduction. In A. C. Gunn & C. A. Hruska (Eds.), Interactions in early childhood education: Recent research and emergent concepts. (pp. 1-6). Springer. doi: 10.1007/978-981-10-4879-1

May, H. (2017). Documenting early childhood policy in Aotearoa New Zealand: Political and personal stories. In L. Miller, C. Cameron, C. Dalli & N. Barbour (Eds.), The SAGE handbook of early childhood policy. (pp. 151-164). London, UK: SAGE.

Morrison, H. (2017). Service, sacrifice and responsibility: Religion and Protestant settler childhood in New Zealand and Canada, c. 1860-1940. In H. Morrison & M. C. Martin (Eds.), Creating religious childhoods in Anglo-world and British colonial contexts, 1800-1950. (pp. 241-260). Abingdon, UK: Routledge. doi: 10.4324/9781315408781

Morrison, H., & Martin, M. C. (2017). Introduction: Contours and issues in children's religious history. In H. Morrison & M. C. Martin (Eds.), Creating religious childhoods in Anglo-world and British colonial contexts, 1800-1950. (pp. 1-19). Abingdon, UK: Routledge. doi: 10.4324/9781315408781

Morrison, M., Notman, R., & McNae, R. (2017). Transcending the personal and political: Provocations. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 159-173). Wellington, New Zealand: NZCER Press.

Notman, R. (2017). Holistic leadership in a high-needs early childhood centre. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 130-142). Wellington, New Zealand: NZCER Press.

Notman, R., Morrison, M., & McNae, R. (2017). Introduction: Leading for social justice and high needs in education. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 1-13). Wellington, New Zealand: NZCER Press.

Robertson, S. (2017). Leading a school merger in a high-needs setting. In R. McNae, M. Morrison & R. Notman (Eds.), Educational leadership in Aotearoa New Zealand: Issues of context and social justice. (pp. 143-158). Wellington, New Zealand: NZCER Press.

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

Smith, J. K., & Smith, L. F. (2017). Museum learning. In K. Peppler (Ed.), The SAGE encyclopedia of out-of-school learning. (pp. 512-516). Thousand Oaks, CA: SAGE. doi: 10.4135/9781483385198.n199

Smith, J. K., & Smith, L. F. (2017). The nature of creativity: Mayflies, octopi, and the best bad idea we have. In R. A. Beghetto & B. Sriraman (Eds.), Creative contradictions in education: Cross disciplinary paradoxes and perspectives. (pp. 21-35). Springer. doi: 10.1007/978-3-319-21924-0_2

Smith, J. K., Smith, L. F., & Smith, B. K. (2017). The reproducibility crisis in psychology: Attack of the clones or phantom menace. In M. C. Makel & J. A. Plucker (Eds.), Toward a more perfect psychology: Improving trust, accuracy, and transparency in research. (pp. 273-287). Washington, DC: American Psychological Association. doi: 10.1037/0000033-017

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Chapter in Book - Other

Morrison, H. (2021). 'It's really where you parents were': Differentiating and situating protestant missionary children's lives, c.1900-1940. In M. Frederiks & D. Nagy (Eds.), Critical readings in the history of Christian mission (Vol. 3). (pp. 1016-1046). Leiden, The Netherlands: Brill. doi: 10.1163/9789004399600_047

Gunn, A. C., & Nuttall, J. (2019). Introduction. In A. C. Gunn & J. Nuttall (Eds.), Weaving Te Whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. (3rd ed.) (pp. 1-3). Wellington, New Zealand: NZCER. [Contribution].

May, H., & Nawrotzki, K. (2016). Preface. In H. May, K. Nawrotzki & L. Prochner (Eds.), Kindergarten narratives on Froebelian education: Transnational investigations. (pp. xiv-xvi). London, UK: Bloomsbury Academic.