Associate Professor Sally A. Peters
Head of School - Te Oranga School of Human Development and Movement Studies
Children; Early Childhood/Early Years Education; Education; Human Development; Learning; Teaching and Learning
Qualifications: BEd MEd PhD Waik DipNZFKU DipT
Personal Website: https://education.waikato.ac.nz/about/faculty-staff/?user=speters
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Peters, AProf Sally||8386||speters||TT.5.03C||Te Oranga Human Development and Movement|
You can contact staff by:
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My main research interests relate to transitions, key competencies and children’s thinking (working theories). These interests interweave, with a central focus on the ways in which learning can be fostered within and across settings, and some of the dilemmas associated with this. I have grown increasing interested in transitions across different aspects of the lifespan and transitions in thinking. Currently, I am fascinated by the notions of liminal spaces, borders and borderlands. This has extended into exploring cultural borders, and I am privileged to be working in partnership with Māori researchers on a number of projects.
Current and recent projects
2013-2016 IRSES Counterpart Fund administered by the Royal Society of New Zealand
Pedagogies of Educational Transitions [POET] Marie Curie International Research Staff Exchange Scheme [IRSES] project: New Zealand team leader for a four year IRSES involving teams of researchers from Sweden, Iceland, Scotland, Australia and New Zealand.
2015-2016 Teaching & Learning Research Initiative (TLRI)
Nurturing and encouraging young children’s identity, language and culture in the early years: Research associate on a project with CORE Education exploring how young children express and develop working theories about identity, language and culture.
2014-2015 Teaching & Learning Research Initiative (TLRI)
Riariakina ō rongo hirikapo: Research team member in a cross-sector project on tamariki moving from kōhanga reo to kura classrooms.
2011-2013 Teaching & Learning Research Initiative (TLRI)
Learning journeys from early childhood into school: Co-director on a three-year Category A project which explored a range of transition issues with a view to supporting children’s learning journeys and enhancing transition experiences for children, families and teachers.
Hohepa, M., Paki, V., Peters, S., Gilbert, T., Hawksworth, L., Olliver, D., . . . Hakaraia, T. (2017). Riariakina ō rongo hirikapo From kōhanga reo to kura. Teaching & Learning Research Initiative. Retrieved from http://www.tlri.org.nz/
Peters, S. A., & Sandberg, G. (2017). Borderlands, bridges and rights of passage. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of Educational Transitions European and Antipodean Research (Vol. 16, pp. 223-237). Switzerland: Springer. doi:10.1007/978-3-319-43118-5
Dockett, S., Perry, B., Garpelin, A., Einarsdóttir,, J., Peters, S. A., & Dunlop, A. (2017). Pedagogies of educational transition: Current emphasies and future directions. In N. Ballam, B. Perry, & A. Garpelin (Eds.), Pedagogies of Educational Transitions (Vol. Part V, pp. 275-292). Switzerland: Springer International Publishing. doi:10.1007/978-3-319-43118-5_17
Ballam, N., Peters, S., & Paki, V. (2017). An international tertiary research partnership: Pedagogies of educational transitions. In R. McNae, & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research (pp. 279-290). Sense Publishers.
Find more research publications by Sally Peters