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Dr Mira Peter

Mira Peter

Senior Research Fellow

Keywords

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

Threshold Concepts

Qualifications:
Ph.D. in Experimental Psycholinguistics, University of Connecticut, USA
B.A. (Hons) in Psychology, University of Belgrade, Yugoslavia
Certified English Teacher (TESOL), Australia


Contact Details

Name  Extn.  Username  Room  Department
Peter, Dr Mira 6443 mpeter TW.G.08 Wilf Malcolm Institute of Educat

You can contact staff by:
  • Calling +64 7 838 4466  select option 1, then enter the extension
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    • For extensions starting with 8: dial +64 7 557 extension (TAURANGA exts only)
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About Mira

Mira is a highly trained and experienced human behaviour researcher with a background in experimental psychology, cognitive psycholinguistics, human development and learning, the phonological and gestural basis 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. Mira's research on the phonological basis of reading at the leading Haskins Speech Labs in the US and at the University of Connecticut provided a foundation for her subsequent investigations into the complex mechanisms underlying language learning and reading. She 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.

Upcoming Conference Presentations:

Digital Campus & Blended Learning Innovation conference, 27-29 Nov 2017, Auckland

Selected Publications:

Scott, J., Khoo, E., Peter, M., & Round , H. (2017). Flipped classroom learning in a large introductory undergraduate engineering course. In 27th Annual Conference of the Australian Association for Engineering Education – AAEE 2016. Coffs Harbour, Australia.

White, E.J., Peter, M., Sims, M., Rockel, J., & Kumeroa M. (2017). First-year practicum experiences for preservice early childhood education teachers working with birth-to-3-year-olds: An Australasian experience. Journal of Early Childhood Education, 37(4).

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.

Harlow, A., Cowie, B., McKie, D., & Peter, M. (2016). Threshold concept theory as an enabling constraint: a facilitated practitioner action research study. Educational Action Research, online, 1-15. doi:10.1080/09650792.2016.1165130

White, E.J., Ranger, G., & Peter, M. (2016). Two-year-olds in ECE: A policy issue for New Zealand? Early Childhood Folio, 20 (2).

Fisher, A., Carlyon, T., & Peter, M. (2016). Regaining teacher time: Students achieve when teachers have time to do what they know works best. Teacher Development.

Crocket, K., Kotzé, E., & Peter, M. (2015). Young people’s perspectives on school counselling. New Zealand Journal of Counselling, 35(1), 22–43.

Khoo, E. G. L., Peter, M., & Scott, J. (2015). “I could replay the videos”: Evaluating the effectiveness of instructional videos in a threshold concept-based flipped classroom in electronic engineering”. In 26th Annual Conference of the Australian Association for Engineering Education – AAEE 2015 (pp. 422-431). Geelong, Victoria, AU: School of Engineering, Deakin University.

Khoo, E., Peter, M., & Cowie, B. (2015). Re-engineering an Engineering Course: Exploring the Affordance of Flipped Classrooms for Transformative Teaching, Learning, and Workplace Competency. Journal of Research in STEM Education, 1(1), 71–76.

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., & Kleidon, M. (2008). Gestures and phases: The dynamics of speech-hand communication. Ecological Psychology, 20, 32-64.

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. (2002). Intentiontional and attentional dynamics of speech-hand coordination. Human Movement Science, 21, 641-697.

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

Attachments

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Recent Publications

  • Johnson, E. M., Khoo, E. G. L., & Peter, M. (2017). Research as a catalyst for cross-disciplinary partnerships amongst university lecturers. In R. McNae, & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research (pp. 97-108). Sense Publishers.

  • 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

  • Khoo, E. G. L., & Peter, M. (2016). Flipping an engineering class. In Teaching Network, University of Waikato, Hamilton, New Zealand.

Find more research publications by Mira Peter