Dr Mira Peter
Senior Research Fellow
Ph.D. in Experimental Psycholinguistics, University of Connecticut, USA
B.A. (Hons) in Clinical Psychology, University of Belgrade, Yugoslavia
Certified English Teacher (TESOL), Australia
Mira is a highly trained and experienced human behaviour researcher with a background in clinical psychology, the psychology of language, the ecological approach to human perception and action, and dynamical systems theory. With special skills in data analysis and statistics she is highly skilled at seeking the causes and sources behind data patterns. In the past Mira was a sole CI on two grants funded by a University of Queensland investigating the role of phonology and cross-modal information in reading. As a Senior Research Fellow at Griffith University, she collaborated on the design and writing of two consecutively supported nationally competitive grants (NCG) investigating non-verbal communication and gestural coordination, and learning in virtual environments. At present, Mira is the principal investigator (PI) on a two-year TLRI funded project that studies the effects of a flipped class on students' mastering technical and non-technical "threshold concepts" and capacities in an engineering course. Previously she investigated how students across disciplines discover and acquire "threshold concepts". Her extensive research experience gives Mira an excellent understanding of teaching and learning processes and ways of investigating them. As a statistician, Mira oversees analysis for research and evaluation projects. Mira is involved in a number of research projects as a researcher and statistical adviser including the Flipped class Threshold Concepts project, MARKITE project, CUPID project, and the University's Science Learning Hub project.
Harlow, A., Cowie, B., McKie, D., & Peter, M. (2017). Threshold concept theory as an enabling constraint: a facilitated practitioner action research study. Educational Action Research, 25(3), 438-452. doi:10.1080/09650792.2016.1165130
Fisher, A., Carlyon, T., & Peter, M. (2017). Students achieve more when teachers have time to do what they know works best. Teacher Development, 1-15. doi:10.1080/13664530.2017.1279682
Scott, J., Khoo, E., Peter, M., & Round, H. (2016). Flipped classroom learning in a large introductory undergraduate engineering course. In AAEE2016 Conference. Conference held at Novotel Pacific Bay Resort, Coffs Harbour, Australia.
White, J., Harrison, L., Mitchell, L., Wang, A., Peter, M., & Redder, B. (2016). Liberating longitudinal data sets for educational purposes: A GUINZ-LSAC investigation for the early years. In NZARE Anual Conference 2016: The politics of learning. Conference held at Victoria University, Wellington, New Zealand.
Find more research publications by Mira Peter
Data mining; Education Research; E-Education; Human Behaviour; Human Computer Interaction; Language/Literacy/Linguistics; Learning and Education; Psychology; Statistics; Te Kotahitanga; Teaching and Learning; Teaching English as a second language/English as an additional language; Tertiary Education
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Peter, Dr Mira||6443||mpeter||TW.G.08||Wilf Malcolm Institute of Educat|
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