Professor Claire J. McLachlan
Head of School, Te Hononga School of Curriculum and Pedagogy
Assessment and Evaluation in Education; Children; Early Childhood Learning; Early Childhood/Early Years Education; Education; Literacy Learning; Pedagogy; Teacher Education; Teacher Professional Learning/Development; Teaching and Learning
Qualifications: B.A., M.A. (Hons, 1st class), Ph.D
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|McLachlan, Prof Claire||9452||cmclachl||TC.3.29||Te Hononga Curriculum and Pedagogy|
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Professor Claire McLachlan is Head of School, Te Hononga School of Curriculum and Pedagogy in the Faculty of Education. In the Faculty of Education she is member of the Dean's Executive Group and the Research Committee, in addition to leading the largest school. She previously led the Early Years Education programmes at Massey University and at AUT. At Massey she was the Chair of the College Board and member of the Academic Programmes Committee for the College of Humanities and Social Sciences and a member of the university's Academic Board. Claire has a B.A. in English and Education, MA (Hons, 1st class) and PhD in Education from Massey. She has taught education at Massey University, University of Auckland, AUT and the University of Wisconsin-Madison.
- 1st supervisor, 2018 to present, Patricia Ong, Ph.D candidate, University of Waikato.
- 2nd supervisor, 2018 to present, Farzana Ahmad, Ph.D candidate, University of Waikato (with Wendy Fox)
- 1st supervisor, 2017 to present, Sela Teisana, Ph.D candidate, University of Waikato (with Lynne Parmenter and Timote Vaioleti).
- 1st supervisor, 2015 to present, Chandan Boohoo, Ph.D candidate, University of Waikato (with Prof John Williams).
- 1st supervisor, 2016 to present, Joanne Hayes, Ph.D candidate, University of Waikato (with Sally Peters).
- 2nd supervisor, Monica Cameron, 2015 to present. 1st supervisor 2014-2015, Ed.D candidate, Massey University (with Peter Rawlins & Tara McLaughlin).
Completed doctoral supervision
- Lisa Oldridge, Ed.D, Massey (with Mark Brown). Thesis title: “Digital foundations: a study of perceptions and practices surrounding the use of ICT in ECE centres”. 2nd supervisor, 2006-2010.
- Sue Stover, Ph.D, AUT University (with Andy Begg, AUT). Thesis title: “Play's progress? Locating play in the educationalisation of early childhood education in Aotearoa New Zealand”. 2nd supervisor 2007- 2011.
- Nicola Chisnall, Ph.D, AUT (with Nesta Devine, AUT). Thesis title: “Montessori education in Aotearoa New Zealand: a framework for peace and social justice”. 2nd supervisor, 2010 -2012.
- Karyn Aspden, Ph.D, Massey (with Kerry Bethell). Thesis title: “Illuminating the assessment of practicum in New Zealand early childhood initial teacher education”. 1st supervisor, 2009 - 2014.
- Te Makao Bowkett, Ed.D. Thesis title: “Towards collaborative pathways of leadership in education for Māori”. 1st supervisor January 2015 to 2016. Second supervisor 2nd supervisor, 2011-2014, with Marian Court and Wally Penetito.
- Raewyne Bary, Ed.D, Massey. Thesis title: “Whāriki for life: Weaving relationships with infants and toddlers in Aotearoa New Zealand early childhood settings.” 1st supervisor (2012-2015) and 2nd supervisor (2016-2017).
- Advisor, Timu Niwa, 2015, Ed.D candidate, Massey University.
- Advisor, Samantha Heath, 2015, Ed.D candidate, Massey University.
- Penny Smith, Ph.D, Massey. Thesis title: "Early childhood teachers’ beliefs and practices related to peer learning: a mixed methods study". 1st supervisor 2012-2015, 2nd supervisor 2016-2018 (with Alison Arrow, Massey).
Claire’s primary research interests are in early literacy, physical activity, early childhood curriculum, assessment and teachers’ beliefs about practice.
Claire’s research has predominantly been on literacy in the early childhood setting using mixed methods research, exploring how teachers can be supported to promote literacy understandings in young children, building on the platform of research started with her PhD, which examined teachers’ and parents’ literacy beliefs and practices with kindergarten children. The main research problem has focused on the role of teachers in promoting children’s literacy in the early childhood curriculum. An in-depth understanding of teachers’ beliefs and practices concerning literacy offers insights into how to strengthen early childhood teaching and improve outcomes for children and identifies implications for policy and professional learning.
Claire’s research has drawn the attention of UNESCO, the NZ Ministry of Education, the Education Review Office and the Education Council of NZ, who have sought advice and guidance on literacy in the early childhood curriculum. Claire was also a member of the writing team for the update of Te Whariki in 2016-2017. She has a strong and growing international reputation as an early literacy researcher.
Claire is experienced in a range of research methods, but is particulary interested in the use of mixed methods research designs for answering complex educational questions. She has successfully supervised more than 50 Masters and Ph.D/Ed.D students.
McLachlan, C. (2017). Promoting physical literacy in early childhood: Roles, rights and responsibilities. In Professional Learning Hui: Embracing our past looking to the future. Conference held at Rangi Ruru Girls' School, Merivale, Christchurch.
McLachlan, C. J., & Arrow, A. W. (2017). Conceptualising literacy in the early childhood setting. In C. McLachlan, & A. W. Arrow (Eds.), Literacy in the early years: reflections on international research and practice (pp. 1-19). Singapore: Springer. doi:10.1007/978-981-10-2075-9_1
McLachlan, C. J., & Arrow, A. W. (2017). Promoting the predictors of literacy in early childhood settings: An analysis of two studies in low SES settings. In C. J. McLachlan, & A. W. Arrow (Eds.), Literacy in the early years Reflections on international research and practice (Vol. 17, pp. 199-220). Springer. doi:10.1007/978-981-10-2075-9
Arrow, A. W., & McLachlan, C. J. (2017). The future of literacy research in the early childhood context. In C. J. McLachlan, & A. W. Arrow (Eds.), Literacy in the early years: reflections on international research and practice (1st ed., pp. 259-268). New York: Springer. doi:10.1007/978-981-10-2075-9_14