Research Publications for Bronwen M Cowie
Welcome to the University of Waikato research publications search page. This database includes all research publications produced by the University from 1998.
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Mitchell, L., & Cowie, B. (2021). A sensory landscape of place as an invitation to belonging in early childhood settings. Early Childhood Folio, 25(1), 3-8.
Khoo, E., Cowie, B., Hight, C., & Torrens, R. (2021). Software literacy in shaping what we know in a software-saturated society. The New Zealand Annual Review of Education, 26, 43-51. doi:10.26686/nzaroe.v26.6857
Earl Rinehart, K., Cowie, B., & Edwards, F. (2021). Student Teachers’ views about Visibility of Learning through Classroom Assessment. In ECRA 2021 Virtual Conference.
Cooper, B., Cowie, B., & Furness, J. (2021). Curriculum mapping as a boundary encounter: meeting the demands of multiple agendas. Educational Research for Policy and Practice. doi:10.1007/s10671-021-09299-5
Cowie, B., Edwards, F., & Trask, S. (2021). Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data. Frontiers in Education, 6. doi:10.3389/feduc.2021.619319
Beasy, K., Kriewaldt, J., Trevethan, H., Morgan, A., & Cowie, B. (2020). Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers. The Australian Educational Researcher. doi:10.1007/s13384-019-00376-6
Bailey, J., Cowie, B., & Cooper, B. (2020). Maths outside of maths: Pre-service teachers' awareness of mathematical and statistical thinking across teachers' professional work. Australian Journal of Teacher Education, 45(1), 1-18. doi:10.14221/ajte.2020v45n1.1
Cowie, B., Edwards, F., & Trask, S. (2020). The value of data conversation protocol for zooming In on student thinking. In AERA. Online.
Khoo, E., Cowie, B., Hight, C., & Torrens, R. (2020). Copy, cut and paste: How does software shape what we know?. In Cancelled Conference Conversations.
Khalil, A., & Cowie, B. (2020). A research note: Videoconferencing interviews. Waikato Journal of Education, 25(1), 101-107. doi:10.15663/wje.v25i0.778