Te Pūtahi-ā-Tauira | TEMS Publications

• Aguayo, C., Eames, C., & Cochrane, T. (2020). A framework for mixed reality free-choice, self-determined learning. Research in Learning Technology. 28, 1–19. https://doi.org/10.25304/rlt.v28.2347 (opens in a new tab)
• Anderson, D., Buntting, C., & Coton, M. (2020). Using online citizen science to develop students’ science capabilities. Curriculum Matters, 16, 38–59. https://doi.org/10.18296/cm.0047 (opens in a new tab)
• Attard, C., Calder, N., Holmes, K., Larkin, K. & Trenholm, S. (2020). Teaching and learning mathematics with digital technologies. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in mathematics education in Australasia 2016–2019 (pp. 319–347). Springer. https://doi.org/10.1007/978-981-15-4269-5_1 (opens in a new tab)
• 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. https://doi.org/10.14221/ajte.2020v45n1.1
• Buntting, C., & Reinsfield, L. (2020). Technology teacher education in New Zealand. In M. Peters (Ed.), Encyclopedia of teacher education. Springer. https://doi.org/10.1007/978-981-13-1179-6_164-1
• Calder, N., Murphy, C., Mansour, N., & Abu-Tineh, A. (2020). Transforming pedagogy in mathematics and science in Qatar: A study of teacher and student perspectives. In A. MacDonald, L. Danaia & S. Murphy (Eds.), STEM education across the learning continuum: Early childhood to senior secondary (pp. 269-292). Springer. https://doi.org/10.1007/978-981-15-2821-7_15 (opens in a new tab)
• Corrigan, D., Buntting, C., Fitzgerald, A., & Jones, A. (Eds.). (2020). Values in science education: The shifting sands. Springer. https://doi.org/10.1007/978-3-030-42172-4 (opens in a new tab)
• Cowie, B., & Harrison, C. (2020). The what, when & how factors: Reflections on classroom assessment in the service of inquiry. International Journal of Science Education, 43(3), 449–465. https://doi.org/10.1080/09500693.2020.1824088 (opens in a new tab)
• Docherty P., & Fox-Turnbull W. (2020), Initial Teacher Education (ITE) students’ perceptions of typical engineers: Assessing potential for bias in the formative career decision years. AKO Aotearoa.
• Eames, C., & Mardon, H. (2020). The Enviroschools Programme in Aotearoa New Zealand: Action-orientated, culturally responsive, holistic learning. In A. Gough, J.C.-K. Lee, E.P.K. Tsang (Eds.), International explorations in outdoor and environmental education (pp. 49–60). Springer. https://doi.org/10.1007/978-3-030-46820-0_4 (opens in a new tab)
• Fox-Turnbull W., & Reinsfield E. (2020), Technology teacher education in New Zealand. In L-S., Lee & Y-F. Lee (Eds.), International technology teacher education in the Asia-Pacific region (pp. 213–261). Central Taiwan University of Science and Technology, Taiwan; Ministry of Education, Taiwan. https://files.eric.ed.gov/fulltext/ED613315.pdf (opens in a new tab)
• Murphy, C., Calder, N., Mansour, N., & Abu-Tineh, A. (2020). Introducing WebQuests in mathematics: A study of Qatari students’ reactions and emotions. International Electronic Journal of Mathematics Education, 15(3), 1–18. https://doi.org/10.29333/iejme/8445 (opens in a new tab)
• Rathore D, Eames C, & Kelly-Ware J. (2020). Indian teachers and environmental identity in Aotearoa New Zealand early childhood education. Teachers and Curriculum, 20(1):13–21. 
• Development of formative assessment tool for a primary, technology classroom (opens in a new tab). Swathi, R. R., Fox-Turnbull, W., Earl-Rinehart, K., & Calder, N. (2020). Design and Technology Education: An International Journal, 25(2), 101-116. 
• Taylor, S., & Jones, B. (2020). Tackling climate-science learning through futures thinking. Set: Research Information for Teachers, 3, 23–29. https://doi.org/10.18296/set.0183 (opens in a new tab)

• Doyle, A., Seery, N., & Gumaelius, L. (2019). Operationalising pedagogical content knowledge research in Technology education: Considerations for methodological approaches to exploring enacted practice. British Educational Research Journal, 45(4), 755–769. https://doi.org/10.1002/berj.3524 (opens in a new tab)
• Doyle, A., Seery, N., Gumaelius, L., Canty, D., & Hartell, E. (2019). Reconceptualising PCK research in D&T education: proposing a methodological framework to investigate enacted practice. International Journal of Technology and Design Education, 29(3), 473–491. https://doi.org/10.1007/s10798-018-9456-1 (opens in a new tab)
• Mildenhall, P., Cowie, B., & Sherriff, B. (2019). A STEM extended learning project to raise awareness of social justice in a Year 3 primary classroom. International Journal of Science Education, 41(4), 471–489. https://doi.org/10.1080/09500693.2018.1560514 (opens in a new tab)

2018