Associate Professor Wendy H Fox
Education; Teaching and Learning; Technology; Technology Education
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Fox-Turnbull, AProf Wendy||7880||wfoxturn||TC.1.04A||Te Hononga Curriculum and Pedagogy|
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From 1998-2017 Wendy taught into all technology education courses in the Bachelor, Masters and Graduate Diploma of Teaching and Learning (Primary) and Graduate Diploma of Teaching and Learning (secondary) programmes at the Christchurch College of Education and then the University of Canterbury’s College of Education post-merger in 2006. Also taught regularly into professional studies and practice, inquiry learning and assessment in education courses for primary initial teacher education programmes.
At the University of Waikato also teaches into technology education, professional studies and practice courses as well curriculum theory and science education papers. Wendy currently has six PhD students.
Research special interests include authentic learning in technology education, the role and nature of effective conversation in learning and teaching and learning approaches for the 21st Century. She has presented regularly at PATT and other international technology education conferences and published in a range of journals and books in the field of technology education.
Fox-Turnbull, W. H. (2018). [Review of Mastering Primary Design and Technology by Gill Hope]. Design and Technology Education: An International Journal, 23(2), 216-223. Retrieved from https://ojs.lboro.ac.uk/DATE/issue/view/201/pdf
Grigg, T. M., Fox-Turnbull, W. H., & Culpan, I. (2018). Retained primitive reflexes: Perceptions of parents who have used Rhythmic Movement Training with their children. Journal of Child Health Care, 1-13. doi:10.1177/1367493518760736
Zaka, P., Fox-Turnbull, W. H., & Docherty, P. (2018). Student engagement and empowerment in a flipped engineering dynamics classroom. In FLANZ (pp. 28-33). Massey University, Palmerston North.
Doucherty, P., Fox-Turnbull, W. H., & Zaka, P. (2017). Development of a flipped classroom approach for teaching foundational engineering dynamics. In P. J. Willliams (Ed.), Technology: An holistic approach to education (pp. 22-30). University of Waikato: Technology Environmental Mathematics and Science (TEMS) Education Research Centre.
Find more research publications by Wendy Fox