Dr Mira Peter
Senior Research Fellow
(+64) 7 838 4466 ext 6443
|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 Senior Research Fellow in the Wilf Malcolm Institute of Educational Research since 2010.
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 exmines how "flipped class" teaching and learning affect students' learning of "threshold concepts" and workplace competencies. Previously Mira was investigating 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 data scientist, Mira oversees analysis for research and evaluation projects and provides data literacy workshops for postgraduate students and staff. Currently Mira is also involved in a number of other research projects as a researcher and statistical adviser including CUPID down under: An Australasian collaborative for understanding the pedagogy of infant/toddler development; Mathematical Thinking Proficiency of university students who are studying to become teachers; and the University’s Science Learning Hub project. In the past she was also working on the the Evaluation of literacy and mathematics additional learning programmes for students, the Te Kotahitanga Maori pedagogy project, and the Survey of Kindergarten Provision.
Peter, M., & Harlow, A. (2014). Threshold concepts: Impacts on teaching and learning at tertiary level. Retrieved from http://www.tlri.org.nz/sites/default/files/projects/TLRI_Peter%26Harlow_Summary%28v3%29.pdf
Harlow, A., Peter, M., Scott, J., & Cowie, B. (2014). Students’ perceptions of travel through the liminal space: Lessons for teaching. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference held at Trinity College, Dublin, Ireland on 27–29 June 2012.
Scott, J., Harlow, A., & Peter, M. (2014). Towards a TCT-inspired electronics concept inventory. Proceedings of the National Academy’s Sixth Annual Conference and the Fourth Biennial Threshold Concepts Conference held at Trinity College, Dublin, Ireland on 27–29 June 2012, 113–117.
Scott, J., Balsom, T., Round, H., Peter, M., & Harlow, A. (2013). Threshold-concept inspired eTutorials in electronics. In Proceedings of the 20th Electronics New Zealand Conference, Auckland.
Peter, M., Harlow, A., Scott, J., Balsom, T., & Round, H. (2013). On the threshold: Affordances of online tutorials in the learning of threshold concepts. In Proceedings of the International Conference on Perception and Action (ICPA). Lisbon, Portugal.
Harlow, A., Scott, J., & Peter, M. (2012). Students’ perceptions of travel through the liminal space: Lessons for teaching. Proceedings of the 4th Biennial Threshold Concepts Conference and the 6th NAIRTL Annual Conference, Dublin, Ireland.
Harlow, A., Scott, J., & Peter, M. (2012). Towards a TCT-Inspired Electronics Concept Inventory. Proceedings of the 4th Biennial Threshold Concepts Conference and the 6th NAIRTL Annual Conference, Dublin, Ireland.
Scott, J., Peter, M., & Harlow, A. (2012). An Electronics Threshold-Concept Inventory.
Proceedings of IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Hong Kong.
Bishop, R., Wearmouth, J., Berryman, M., Peter M., & Clapham S. (2012). Professional development, changes in teacher practice and improvements in Indigenous students’ educational performance: A case study from New Zealand. Teaching and Teacher education, 28(5), 694-705.
Bishop, R., Berryman, M., Wearmouth, J., Peter M., & Clapham S. (2012). Developing an effective education reform model for indigenous and other minoritised students. School Effectiveness and School improvement, 23(1), 1-22.
Harlow, A., Peter, M., Scott, J., & Cowie, B. (2011). “Getting stuck” in analogue electronics: Threshold concepts as an explanatory model. European Journal of Engineering Education, 36(5), 1-13.
Bishop, R., Wearmouth, J., Berryman, M., Peter M., & Clapham S. (2011). Te Kotahitanga: Improving the educational achievement of Māori students in English-medium schools. Report for Phase 3 and Phase 4: 2008-2010 [Report to Ministry of Education]. Wellington, New Zealand: Ministry of Education.
Bishop, R., Wearmouth, J., Berryman, M., Peter M., & Clapham S. (2011). Summary report: Te Kotahitanga: Improving the educational achievement of Māori students in English-medium schools: Phase 3 and Phase 4: 2007-2009.Wellington,New Zealand: Ministry of Education.
Davison, C., Mitchell, L., & Peter, M. (2011). Survey of kindergarten provision: Results of a 2010 survey of New Zealand Kindergartens Inc. kindergarten associations. Wilf Malcolm Institute of Educational Research, 1-45.
Scott, J., Harlow, A., &Peter, M. (2010). Impact of running first year and final year electronics laboratory classes in parallel. Proceedings of the 2010 AaeE Conference. Australia, AaeE, Sydney, Australia, 403-408.
Scott, J., Harlow, A., Peter, M., & Cowie, B. (2010). Threshold concepts and introductory electronics. Proceedings of the 2010 AaeE Conference. Australia, AaeE, Sydney, Australia, 409-416.
Scott, J., Harlow, A., Peter, M., & Cowie, B. (2010). Exploring threshold concepts in electronics engineering. Paper presented at the Third Biennial Threshold Concepts Symposium: Exploring transformative dimensions of threshold concepts, Sydney, Australia.
Wall, M., Peter, M., You, R., Mavoa, S., & Witten, K. (2010). Problem gambling research: A study of community level harm from gambling. Phase one final report. Report to New Zealand Ministry of Health, New Zealand Ministry of Health, 1-69.
Treffner, P. J., & Peter, M. (2002). Intentiontional and attentional dynamics of speech-hand coordination. Human Movement Science, 21, 641-697.
Treffner, P. J., & Peter, M. (2003). Intention and attention in gestural coordination: Asymmetric HKB model. In S. Rogers and J. Effken (Eds.), Studies in perception and action VII (pp. 73-78). Mahwah, NJ: Erlbaum.
Treffner, P. J., Peter, M., & Kleidon, M. (2008). Gestures and phases: The dynamics of speech-hand communication. Ecological Psychology, 20, 32-64.
Oney, B., Peter, M., & Katz, L. (1997). Phonological processing in printed word recognition: Effects of age and writing system. Scientific Studies of Reading, 1, 65-83.
Lukatela, G., Carello, C., Peter, M., Lukatela, K., & Turvey, M.T. (1996). Visual and associative factors in processing Serbo-Croatian words. European Journal of Congitive Psychology, 8 (4), 321-339.
Carello, C., Lukatela, G., Peter, M., & Turvey, M.T. (1995). Effects of association, frequency, and stimulus quality on naming words in the presence or absence of pseudowords.Memory & Cognition, 23, 289-300.
Katz, L., Rexer, K., & Peter, M. (1995). Case morphology and thematic role in word recognition. In L. Feldman (Ed.), Morphological Aspects of Language Processing, (pp. 79-107). Hillsdale, NJ: Erlbaum.
Peter, M., & Turvey, M.T. (1994). Phonological codes are early sources of constraint in visual semantic categorisation. Perception & Psychophysics, 55, 497-504.
Pugh, K., Rexer, K., Peter, M., & Katz, L. (1994). Neighbourhood effects in visual word recognition: Effects of letter delay and nonword context difficulty. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 639-648.
Peter, M., Lukatela, G., & Turvey, M. T. (1990). Phonological priming: Failure to replicate in the rapid naming task. Bulletin of the Psychonomic Society,28, 389-392.
View the animations and try the gestures experiment: metaffordance.com
Mira Peter's Projects
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Research Institute Scholarships
University of Waikato Research Institute scholarships: Applications are closed for 2015.