Dr Kerry Earl Rinehart
Qualifications: BEd Cant, MEd Waik, PhD, Waik
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|Earl Rinehart, Dr Kerry||4506||kearl||TL.3.12||Te Hononga Curriculum and Pedagogy|
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After qualifying as a primary teacher in Christchurch I taught for 15 years mostly in New Zealand primary settings. I have also worked in eEducation research and development.
Currently I am a senior lecturer in the Faculty of Education and teach undergraduate compulsory papers in professional practice, curriculum and assessment, and optional papers on eEducation and curriculum integration. I also, at times, teach papers on digital learning, research methods, and Middle Schooling at graduate level.
My research has looked at innovative practices and changes to teachers’ work. My PhD study was based on an interest in how people’s work is judged formally, by others and by ‘self’, titled Judging what they do: Formal, Informal and Self Appraisal of New Zealand (Rural) Primary School Principals. To date I have supervised directed studies and masters theses on feedback, enhancing learning in innovative ways (teachers and school leaders), student voice, personalised learning, online learning, teachers’ beliefs about technology use in classrooms, and teacher appraisal.
Swanson, C., Earl Rinehart, K., & Mills, J. (2018). Focusing on teachers as learners in professional learning communities. Teachers and Curriculum, 18(1), 1-5. doi:10.15663/tandc.v18i1.322 Open Access version: https://hdl.handle.net/10289/11932
Earl, K., & Kidd, J. (2018). In 'Our Place' at this time: Sense-making of identity, community and future(s). In R. Rinehart, J. Kidd, & A. Quiroga (Eds.), Southern Hemisphere Ethnographies of Space, Place and Time (pp. 83-102). Peter Lang Ltd, Germany: Peter Lang. doi:10.3726/b11664
Earl Rinehart, K. (2018). On the table: Four tenets of (Deweyan) contemporary pragmatism. In Fourteenth International Congress of Qualitative Inquiry. University of Illinois at Urbana-Champaign, Illinois, USA.
Mills, J., Earl Rinehart, K., & Swanson, C. (2018). Introduction to papers in this issue. Teachers and Curriculum, 18(1), 7-8. doi:10.15663/tandc.v18i1.323 Open Access version: https://hdl.handle.net/10289/11919