Associate Professor David Berg

2024

Journal - Research Article

Berg, D. A. G., Ingram, N., Asil, M., Ward, J., & Smith, J. K. (2024). Self-efficacy in teaching mathematics and the use of effective pedagogical practices in New Zealand primary schools. Journal of Mathematics Teacher Education. Advance online publication. doi: 10.1007/s10857-024-09623-9

2023

Journal - Research Article

Wass, R., Rogers, T., Brown, K., Smith-Han, K., Tagg, J., Berg, D., & Gallagher, S. (2023). Pedagogical training for developing students’ metacognition: Implications for educators. International Journal for Academic Development, 2246442. Advance online publication. doi: 10.1080/1360144X.2023.2246442

Burnell, K., Pratt, K., Berg, D. A. G., & Smith, J. K. (2023). The influence of three approaches to feedback on L2 writing task improvement and subsequent learning. Studies in Educational Evaluation, 78, 101291. doi: 10.1016/j.stueduc.2023.101291

Berg, D. A. G., Skaalvik, E. M., Asil, M., Hill, M. F., Uthus, M., Tangen, T. N., & Smith, J. K. (2023). Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand. Teaching & Teacher Education, 125, 104041. doi: 10.1016/j.tate.2023.104041

Commissioned Report for External Body

NMSSA Project Team, including Asil, M., Berg, D., Ward, J., White, J., & Young, S. (2023). Mathematics and statistics 2022: Contextual findings [National Monitoring Study of Student Achievement (NMSSA) Report 31]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 28p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Asil, M., Berg, D., Ward, J., White, J., & Young, S. (2023). Mathematics and statistics 2022: Achievement findings [National Monitoring Study of Student Achievement (NMSSA) Report 30]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 14p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Asil, M., Berg, D., Lancaster, D., Morrison, C., Ward, J., White, J., & Young, S. (2023). Health and physical education 2022: Contextual findings [National Monitoring Study of Student Achievement (NMSSA) Report 29]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 40p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Asil, M., Berg, D., Lancaster, D., Morrison, C., Ward, J., White, J., & Young, S. (2023). Health and physical education 2022: Achievement findings [National Monitoring Study of Student Achievement (NMSSA) Report 28]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 16p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Renner, S., Wells, T., Ferrier-Kerr, D., Berg, D., Young, S., Ward, J., Asil, M., White, J., & Lancaster, D. (2023). Exemplars for teachers: The arts [National Monitoring Study of Student Achievement (NMSSA) Report 25-EX]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 63p. Retrieved from https://nmssa.otago.ac.nz/reports-and-resources/the-arts-resources/

2022

Chapter in Book - Research

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

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

Commissioned Report for External Body

NMSSA Project Team, including Berg, D., Ward, J., Asil, M., White, J., & Young, S. (2022). Learning languages 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 24]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 74p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Berg, D., Ward, J., Asil, M., White, J., Lancaster, D., & Young, S. (2022). The Arts 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 25]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 66p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Ward, J., Berg, D., Asil, M., White, J., Lancaster, D., & Young, S. (2022). Technology 2021: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 26]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 58p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Asil, M., Berg, D., Ward, J., White, J., Lancaster, D., & Young, S. (2022). NMSSA Technical information 2021: Technology, learning languages, and the arts [National Monitoring Study of Student Achievement (NMSSA) Report 27]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 66p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

2021

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D., & Darr, C. (2021, February). Contextual factors and achievement in English in New Zealand primary classrooms: Findings from the 2019 National Monitoring Study of Student achievement (NMSSA). Verbal presentation at the 13th Educational Psychology Forum, Dunedin, New Zealand.

Commissioned Report for External Body

NMSSA Project Team, including Young, S., Berg, D., Jones, L., White, J., Darr, C., Gilmore, A., Liau, A., Asil, M., & Lancaster, D. (2021). Insights for teachers: English 2019: Multimodal texts and critical literacy [National Monitoring Study of Student Achievement (NMSSA) Report 22-IN-3]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 40p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Young, S., Berg, D., Jones, L., White, J., Darr, C., Gilmore, A., Liau, A., Asil, M., & Lancaster, D. (2021). Insights for teachers: English 2019: Writing for an audience [National Monitoring Study of Student Achievement (NMSSA) Report 22-IN-4]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 26p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Young, S., Berg, D., Jones, L., White, J., Darr, C., Gilmore, A., Liau, A., Asil, M., & Lancaster, D. (2021). Insights for teachers: English 2019: Making meaning [National Monitoring Study of Student Achievement (NMSSA) Report 22-IN-2]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 38p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Young, S., Berg, D., Jones, L., White, J., Darr, C., Gilmore, A., Liau, A., Asil, M., & Lancaster, D. (2021). Insights for teachers: English 2019: Creating meaning [National Monitoring Study of Student Achievement (NMSSA) Report 22-IN-1]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 54p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

2020

Authored Book - Research

Gunn, A. C., Hill, M. F., Berg, D. A. G., & Haigh, M. (2020). The promise and practice of university teacher education: Insights from Aotearoa New Zealand. London, UK: Bloomsbury Academic, 208p. doi: 10.5040/9781350073517

Journal - Research Article

Beatson, N., Berg, D., & Smith, J. K. (2020). Facing failure. Accounting Research Journal, 33(2), 287-306. doi: 10.1108/ARJ-10-2018-0164

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2020). The influence of self‐efficacy beliefs and prior learning on performance. Accounting & Finance, 60, 1271-1294. doi: 10.1111/acfi.12440

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. A. G., Ingram, N., Asil, M., & Smith, J. K. (2020, November). NMSSA, teacher self-efficacy and effective practice in mathematics: Implications for ITE. Verbal presentation at the Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Research Hui, [Online].

Gunn, A. C., Hill, M. F., Berg, D. A. G., & Haigh, M. (2020, November). The work of teacher education: Insights and ongoing questions from the Aotearoa NZ study. Verbal presentation at the Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Research Hui, [Online].

Commissioned Report for External Body

NMSSA Project Team, including Young, S., Liau, A., Jones, L., White, J., Darr, C., Berg, D., Gilmore, A., Asil, M., & Lancaster, D. (2020). English 2019: Key findings [National Monitoring Study of Student Achievement (NMSSA) Report 22]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 106p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

NMSSA Project Team, including Young, S., Liau, A., Jones, L., White, J., Darr, C., Berg, D., Gilmore, A., Asil, M., & Lancaster, D. (2020). Technical information 2019: English [National Monitoring Study of Student Achievement (NMSSA) Report 23]. Dunedin, New Zealand: Educational Assessment Research Unit & New Zealand Council for Educational Research. 52p. Retrieved from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications

2019

Journal - Research Article

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). The Sheldon effect: Fixed mindset does not always mean fragile confidence. Accounting Education, 28(5), 532-552. doi: 10.1080/09639284.2019.1661858

Beatson, N. J., Berg, D. A. G., Smith, J. K., & Smith-Han, C. (2019). Progression to intermediate level courses; Is a “pass” enough? Pacific Accounting Review, 31(2), 275-287. doi: 10.1108/PAR-03-2018-0025

Conference Contribution - Published proceedings: Full paper

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). Where does confidence come from? A study of the sources of self-efficacy beliefs in accounting education. Proceedings of the Accounting & Finance Association of Australia and New Zealand (AFAANZ) Annual Conference. Retrieved from http://www.afaanzconference.com

Conference Contribution - Published proceedings: Abstract

Ingram, N., Berg, D., Asil, M., & Smith, J. (2019). Teacher self-efficacy: Impact on pedagogy. In G. Hine, S. Blackley & A. Cooke (Eds.), Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (MERGA): Mathematics Education Research: Impacting Practice. (pp. 806). Adelaide, Australia: Mathematics Education Research Group of Australasia (MERGA). Retrieved from https://www.merga.net.au

Berg, D., Brown, K., & Robertson, S. (2019). Metacognitive learning: Evaluating a teaching intervention. Proceedings of the British Education Research Association (BERA) Annual Conference. 4368628. Retrieved from http://www.bera.ac.uk

Rogers, T., Wass, R., Berg, D., Brown, K., Smith-Han, K., Beatson, N., & Tagg, J. (2019). Enhancing PASS through structured metacognitive awareness training. Proceedings of the Australasian PASS and Peer Learning Conference: Excellence and Innovation: The Future of Peer Learning. (pp. 10). Retrieved from https://www.uow.edu.au/engage/pass-centre/conference

2018

Chapter in Book - Research

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.

Journal - Research Article

Berg, D. A. G., & Smith, L. F. (2018). The effect of school-based experience on preservice teachers' self-efficacy beliefs. Issues in Educational Research, 28(3), 530-544.

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2018). The impact of mastery feedback on undergraduate students’ self-efficacy beliefs. Studies in Educational Evaluation, 59, 58-66. doi: 10.1016/j.stueduc.2018.03.002

Conference Contribution - Published proceedings: Full paper

Beatson, N., Berg, D. A. G., & Smith, J. K. (2018). Facing failure: Insights and reflections from six students repeating a first-year accounting course. Proceedings of the Accounting & Finance Association of Australia and New Zealand (AFAANZ) Conference. Retrieved from https://www.afaanz.org/

Conference Contribution - Published proceedings: Abstract

Berg, D., Parackal, M., Anakin, M., & Casey, B. (2018). The value of optimising academic self-efficacy for students and its impact on curricula development: A panel discussion. Proceedings of the Higher Education Development Centre (HEDC) Symposium: Celebrating Higher Education. (pp. 19). Retrieved from https://www.otago.ac.nz/hedc

Berg, D., Gunn, A., Hill, M., & Haigh, M. (2018). Putting out fires, spinning plates, ... and doing research: A CHAT analysis of the day-to-day work of university-based teacher educators. Proceedings of the British Educational Research Association (BERA) Conference. Retrieved from https://www.bera.ac.uk/beraconference-2018/programme

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D., Brown, K., & Robertson, S. (2018, October). Thinking about thinking: Empowering learners by Scaffolding Metacognitive Awareness. Workshop presentation at the Teaching and Learning Symposium: Rebuilding Your Ship at Sea: Cultivating Identity, Integrity, Community and Collegiality in Times of Change, Dunedin, New Zealand.

Gunn, A., Hill, M. F., Berg, D., & Haigh, M. (2018, July). What might tools from teacher education classrooms tell us about teacher education for un(certain) times? Verbal presentation at the Australian Teacher Education Association (ATEA) & Teacher Education of Aotearoa New Zealand (TEFANZ) Conference: Teacher Education In and For Uncertain Times, Melbourne, Australia.

Berg, D., Brown, K., & Robertson, S. (2018, June). Empowering learners by scaffolding metacognition. Verbal presentation at the SERGE Symposium 2018, Dunedin, New Zealand.

2017

Chapter in Book - Research

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.

Journal - Research Article

Price, D., Smith, J. K., & Berg, D. A. G. (2017). Personalised feedback and annotated exemplars in the writing classroom: An experimental study in situ. Assessment Matters, 11, 122-144. doi: 10.18296/am.0027

Conference Contribution - Published proceedings: Full paper

Beatson, N., Berg, D., & Smith, J. (2017). Confidence matters: Self-efficacy beliefs in accounting education. Proceedings of the Accounting and Finance Association of Australia and New Zealand (AFAANZ) Conference. Retrieved from https://www.afaanz.org/conferences

Conference Contribution - Published proceedings: Abstract

Smith, J., Beatson, N., & Berg, D. (2017). Course performance feedback as a source of university students' sense of self-efficacy. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 646). Retrieved from https://earli.org/earli-2017

Berg, D., & Skaalvik, E. (2017). Preservice teachers' self-efficacy and choice of teacher education in Norway and New Zealand. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 292). Retrieved from https://earli.org/earli-2017

Ingram, N., Asil, M., & Berg, D. (2017). The impact of mathematics teaching efficacy on teachers' pedagogical practices. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 291). Retrieved from https://earli.org/earli-2017

Berg, D., & Smith, L. F. (2017). The effect of school-based experience on preservice teachers' self-efficacy beliefs. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 5). [Abstract]

Gunn, A., Berg, D., Hill, M. F., & Haigh, M. (2017). Reforming and reifying educational practice through teaching and learning activities in teacher education classrooms: (Un)conscious resistance to imperatives for change. Proceedings of the European Conference on Educational Research (ECER). Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40365/

Price, D., Berg, D. A. G., & Smith, J. K. (2017). Personalized feedback and annotated exemplars in the writing classroom: An experimental study in situ. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from https://convention2.allacademic.com/one/aera/aera17/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1186170&PHPSESSID=q45otgca82c541f0ujuha3q404

Conference Contribution - Verbal presentation and other Conference outputs

Beatson, N., Berg, D., Smith, J., & Smith-Han, C. (2017, November). Progression to intermediate level courses: Is a 'pass' enough? Verbal presentation at the Accounting Educators’ Conference, Melbourne, Australia.

2016

Chapter in Book - Research

Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. (pp. 169-185). New York: Routledge.

Berg, D. A. G., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate "good research" in the Asia-Pacific region. In S. Garvis & D. Pendergast (Eds.), Asia-Pacific perspectives on teacher self-efficacy. (pp. 1-17). Rotterdam, The Netherlands: Sense.

Journal - Research Article

Gunn, A. C., Hill, M. F., Berg, D., & Haigh, M. (2016). The changing work of teacher educators in Aotearoa New Zealand: A view through activity theory. Asia-Pacific Journal of Teacher Education, 44(4), 306-319. doi: 10.1080/1359866X.2016.1174815

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2016). Research in the work of New Zealand teacher educators: A cultural-historical activity theory perspective. Higher Education Research & Development, 35(6), 1125-1138. doi: 10.1080/07294360.2016.1149694

Conference Contribution - Published proceedings: Abstract

Gunn, A., Berg, D., Haigh, M., & Hill, M. F. (2016). Teacher educators' research: Whose counts? Whose does not? And what questions arise for the professions? Proceedings of the European Conference on Educational Research (ECER): Leading Education: The Distinct Contributions of Educational Research and Researchers. Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/36903/

Berg, D., Pratt, K., & van der Meer, J. (2016). Crossing boundaries to transform: Using CHAT to re-imagine professionally-orientated post-graduate qualifications. Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Gunn, A., Berg, D., Hill, M., & Haigh, M. (2016). The work of teacher educators in Aotearoa NZ: An overview. Proceedings of the Teacher Education Forum of Aotearoa New Zealand - Te Rauika Titohu Kaiako o Aotearoa (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Hill, M. F., Gunn, A., Berg, D. A. G., & Haigh, M. (2016). Making accommodations: Policy tensions and research as an object of university-based teacher educators' work. Proceedings of the American Educational Research Association (AERA) Conference. Retrieved from http://www.aera.net/tabid/10208/Default.aspx

Conference Contribution - Verbal presentation and other Conference outputs

Beatson, N., & Berg, D. (2016, July). Mind-set and self-efficacy beliefs: A study of repeating students taking a first year accounting course. Verbal presentation at the Accounting & Finance Association of Australia and New Zealand (AFAANZ) Accounting Education Special Interest Group (SIG), Gold Coast, Australia.

Working Paper; Discussion Paper; Technical Report

Gunn, A., Berg, D., Haigh, M., & Hill, M. (2016). Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education. Wellington, New Zealand: Teaching & Learning Research Initiative. 17p. Retrieved from http://www.tlri.org.nz/home

Other Research Output

Gunn, A. & Berg, D. (2016, September). Contradictions over teacher educators' research: Insights from a study of university based teacher educators in NZ. College of Education, Research Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

2015

Journal - Research Article

Gunn, A. C., Berg, D., Hill, M. F., & Haigh, M. (2015). Constructing the academic category of teacher educator in universities' recruitment processes in Aotearoa, New Zealand. Journal of Education for Teaching, 41(3), 307-320. doi: 10.1080/02607476.2015.1041288

van der Meer, J., Berg, D., Smith, J., Gunn, A., & Anakin, M. (2015). Shorter is better: Findings of a bite-size mobile learning’ pilot project. Creative Education, 6(3), 273-282. doi: 10.4236/ce.2015.63026

Conference Contribution - Verbal presentation and other Conference outputs

Haigh, M., Gunn, A., Berg, D., & Hill, M. (2015, September). The role of recruitment processes in defining teacher educators’ work in Aotearoa New Zealand. Verbal presentation at the European Conference on Educational Research (ECER): Education and Transition, Budapest, Hungary.

Berg, D., Gunn, A., Haigh, M., & Hill, M. (2015, November). Planning to teach: Universities, teacher educators, and workforce planning for initial teacher education in Aotearoa New Zealand. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference: Emancipation Through Education, Whakatāne, New Zealand.

Gunn, A. C., Berg, D., Haigh, M., & Hill, M. (2015, August-September). Work of teacher educators (WoTE): NZ. Invited presentation at the National Project Fund &Teaching & Learning Research Initiative Projects in Progress Colloquium V, Wellington, New Zealand.

2014

Journal - Research Article

Berg, D. A. G., & Smith, L. F. (2014). Pre-service teachers' efficacy beliefs and concerns in Malaysia, England and New Zealand. Issues in Educational Research, 24(1), 21-40.

Conference Contribution - Published proceedings: Abstract

Berg, D., Gunn, A., Hill, M., & Haigh, M. (2014). Constructing the academic category of teacher educator in university recruitment processes in Aotearoa New Zealand. Proceedings of the Joint Australian Association for Research in Education and New Zealand Association for Research in Education (AARE-NZARE) Conference: Speaking Back Through Research. Retrieved from http://aare-nzare2014.com.au/

Berg, D., & Smith, J. (2014). Teachers-in-training definitions of the 'ideal' teacher. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Berg, D., & Smith, L. F. (2014). Assessment of teacher self-efficacy beliefs and concerns about teaching of graduating preservice teachers in New Zealand. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Berg, D. A. G., & Smith, L. F. (2014). Assessment of teacher self-efficacy beliefs and concerns about teaching of graduating preservice teachers in New Zealand. Proceedings of the European Association for Research on Learning and Instruction (EARLI) SIG1 Conference: Assessment and Evaluation. Retrieved from http://earli-sig1-conference.org/view-program.php

2013

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D., Kendall-Smith, M., Paris, J., & Smith, J. (2013, November). Relationship between university students study habits and achievement on differently structured assessments. 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.

Berg, D., Kendall-Smith, M., & Lipnevich, A. (2013, November). Receptivity to feedback: How we perceive what we receive. 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.

2012

Chapter in Book - Research

Schaughency, E., Smith, J. K., van der Meer, J., & Berg, D. (2012). Classical test theory and higher education: Five questions. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (pp. 117-131). New York: Routledge.

Journal - Research Article

Smith, J. K., Gilmore, A., Berg, D., Smith, L. F., & Jameson-Charles, M. (2012). What makes performance tasks motivating: Influences of task characteristics, gender and ethnicity. Assessment Matters, 4, 76-94.

Conference Contribution - Published proceedings: Abstract

Smith, J. K., Berg, D. A. G., Allan, R., & Gilmore, A. (2012). Practical and conceptual issues of dimensionality in writing assessment. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/

2011

Conference Contribution - Published proceedings: Abstract

Berg, D. A. G., & Smith, L. F. (2011). Preservice teachers' teacher efficacy beliefs and concerns about teaching in Malaysia, New Zealand, and England. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/

Awarded Doctoral Degree

Berg, D. A. G. (2011). An international comparative study of the teacher efficacy beliefs and concerns about teaching of preservice teachers in Malaysia, New Zealand and England (EdD). University of Otago, Dunedin, New Zealand. 229p.

2010

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. (2010, September). An international comparative study of the teacher efficacy beliefs and concerns about teaching of pre-service teachers in New Zealand, Malaysia, Hong Kong, and England. Verbal presentation at the British Education Research Association (BERA) Annual Conference, Coventry, UK.

Berg, D., & Smith, L. (2010, December). Preservice teachers' teacher efficacy beliefs and concerns about teaching in Malaysia, New Zealand, and England. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference, Auckland, New Zealand.

2009

Conference Contribution - Published proceedings: Abstract

Berg, D. (2009). An international comparative study of the teacher efficacy beliefs of pre-service teachers from New Zealand, Malaysia, Hong Kong and England: A Hong Kong case study. Proceedings of the New Zealand Association for Research in Education (NZARE) National Conference. [CD-ROM], (pp. 102). NZARE. [Abstract]

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. (2009, July). An international comparative study of the teacher efficacy beliefs and concerns about teaching of pre-service teachers in New Zealand, Malaysia, Hong Kong, and England. Verbal presentation at the Researching Professionals Symposium, Dunedin, New Zealand.

2008

Conference Contribution - Published proceedings: Full paper

Lai, K.-W., Berg, D., & McDonald, F. M. (2008). Establishing an online peer-support and mentoring community for international students: Some cultural and design considerations. Proceedings of the Joint Open and Working International Federation for Information Processing (IFIP) Conference: ICT and Learning for the Net Generation. Retrieved from http://cs.anu.edu.au/iojs/index.php/ifip/issue/view/417