Our publications

He Rangahau Toi Tangata

Team Projects Our publications

2023

  • Aguayo, C. & Eames, C. (2023) Using mixed reality (XR) immersive learning to enhance environmental education. The
    Journal of Environmental Education, 54(1), 58-71, DOI: 10.1080/00958964.2022.2152410
  • Everth, T. Gurney, L. & Eames, C. (2022). Assemblage drawings as talking points: Deleuze, posthumans and
    climate-activist teachers. Australian Journal of Environmental Education, 1-14, DOI: 10.1017/aee.2022.48
  • Fox-Turnbull, W., Docherty, P., Zaka, P., & Impey, T. (2023). Initial Teacher Education (ITE) students’ perceptions of typical
    engineers: Assessing potential for bias in the formative career decision years. International Journal of Technology and
    Design Education, 33, 439–456. https://link.springer.com/content/pdf/10.1007/s10798-022-09735-4.pdf?pdf=button%20sticky

2022

  • Buntting, C., Moeed, A., Anderson, D., & Miller, R. (2022). An evidence-based approach to secondary school science: Online
    citizen science and the science capabilities. Curriculum Matters, 18, 46–65. https://doi.org/10.18296/cm.0059
  • Cheng, M., Buntting, C., & Jones, A. (Eds.). (2022). Concepts and practices of STEM education in Asia. Springer. https://doi.org/10.1007/978-981-19-2596-2
  • Doyle, A. (2022). Grounded theory. In T. Delahunty & M. Ní Ríordáin (Eds.), Perspectives in contemporary STEM education research: Research methodology and design (pp. 149–158). Taylor and Francis. https://doi.org/10.4324/9781003108122-17
  • Doyle, A. (2022). Rhetoric to reality: Understanding practice in technology education. In P. J. Williams & B. von Mengersen (Eds.), Applications of research in technology education helping teachers develop research-informed practice (pp. 65–78). Springer. https://doi.org/10.1007/978-981-16-7885-1_5
  • Fox-Turnbull, W. (2022). Social learning: Does cooperation contribute to the learning of the makers? In R. M. Klapwijk, J. Gu, Q, Yang, & M. J. de Vries (Eds.), Maker education and technology education: Reflections on good practices: Vol. 19. Brill.
  • Fox-Turnbull, W., & Reinsfield, E. (2022).Technology across boundaries: Preserve or perish, International Journal of Technology and Design Education, 32, 2385–2401. https://doi.org/10.1007/s10798-021-09700-7
  • Lemon, K. & Calder, N. (2022). What can we learn from alternative education about creating connectedness with indigenous priority learners? Australian Journal of Indigenous Education, 55(1). https://doi.org/10.55146/ajie.2022.29
  • Rhodes, K., & Calder, N. (2022). Teachers implementing new primary school digital technology areas: What are we teaching now? Waikato Journal of Education, 27(3), 159–173. https://doi.org/10.15663/wje.v27i3.960
  • Taylor, S. P. (2022). Students’ perceptions of their first experiences of secondary-school science in New Zealand. Learning Environments Research, 26, 291–310. https://doi.org/10.1007/s10984-022-09427-9
  • Trask, S., & Cowie, B. (2022). On their own terms? Opening up senior science learning for non-specialist science students. International Journal of Science Education, 44(4), 1–20. https://doi.org/10.1080/09500693.2022.2050489
  • Trask, S., & Cowie, B. (2022). Tight-loose: Understanding variability, trade-offs and felt accountability across the curriculum-pedagogy-assessment dynamic. The Curriculum Journal, 33(4), 587–601. https://doi.org/10.1002/curj.163

2021

  • Berry, A., Buntting, C., Corrigan, D., Gunstone, R., & Jones, A. (Eds.). (2021). Education in the 21st century: STEM, creativity and critical thinking. Springer.
  • Bright, M. L., & Eames, C. (2021). From apathy through anxiety to action: Emotions as motivators for youth climate strike leaders. Australian Journal of Environmental Education, 38(1), 1–13. https://doi.org/10.1017/aee.2021.22
  • Buckley, J., Seery, N., Gumaelius, L., Canty, D., Doyle, A., & Pears, A. (2021). Framing the constructive alignment of design within technology subjects in general education. International Journal of Technology and Design Education, 31, 867–883. https://doi.org/10.1007/s10798-020-09585-y
  • Buntting, C. (2021). The role of teacher educators in supporting STEM curriculum reform - lessons from New Zealand. Journal of Physics: Conference Series, 1835, 1–6. https://doi.org/10.1088/1742-6596/1835/1/012001
  • Buntting, C., Doyle, C., Anderson, D., & Luczak-Roesch, M. (2021). Weaving a web of connections through online citizen science. New Zealand Annual Review of Education, 26, 69–75. https://doi.org/10.26686/nzaroe.v26.6894
  • Calder, N., & Otrel-Cass, K. (2021). Space exploration: Approaches to inhabiting digital spaces and their influence on education. Postdigital Science and Education,3, 444–463. https://doi.org/10.1007/s42438-020-00199-0
  • Calder, N.S., & Rhodes, K. (2021). Coding and learning mathematics: How did collaboration help the thinking? In Y. H. Leong, B. Kaur, B. H. Choy, J.B. W. Yeo & S. L. Chin (Eds.), Excellence in mathematics education: Foundations and pathways: Proceedings of the 43rd annual conference of the mathematics education research group of Australasia (pp. 139–146). Nanyang Technological University. https://files.eric.ed.gov/fulltext/ED616181.pdf
  • Doyle, C., Pierson, C., Buntting, C., & Li, Y. (2021). Learning to teach from home. Set: Research Information for Teachers, (1), 60–66. https://doi.org/10.18296/set.0196
  • Eames, C. (2021). Teacher education in environmental and sustainability education: Policy and practice. In M. A. Peter (Ed.), Encyclopedia of teacher education (pp. 1–6). Springer. https://doi.org/10.1007/978-981-13-1179-6_462-1
  • Everth, T., Bright, R., Morey, C., dePetris, T., Gaze, S., Barker, A., Soanes, A., Gurney, L., & Eames, C. (2021). Building capacity for climate-change education in Aotearoa New Zealand schools. Set: Research Information for Teachers, (2), 34–49. https://doi.org/10.18296/set.0202
  • Fox-Turnbull, W. (2021). Oral interaction in technology education. In K. K. Seo & S. Gibbons (Eds.), Learning technologies and user interaction diversifying implementation in curriculum, instruction, and professional development (pp. 95–117). Routledge. https://doi.org/10.4324/9781003089704-8
  • Fox-Turnbull, W.H., Docherty, P., Moridnejad, M., & Cooper, J. (2021). Journey into Engineering- influencing factors for young women. Redress, 29(4), 66–75. https://search.informit.org/doi/10.3316/informit.930586501709073
  • Fox-Turnbull. W., & Docherty. P. (2021). Student teachers’ understandings of connections between engineering practice and technology education. PATT38 Rauma-Techne Series A, 28(2), 348–356. https://journals.oslomet.no/index.php/techneA/article/view/4330/3840
  • Fox-Turnbull, W., Reinsfield E., & Forret, A. M. (2021) Technology education in New Zealand: A guide for teachers. Routledge. https://doi.org/10.4324/9780367816803
  • Jones, A., Cleland, A., Christie, A., Visser, I., Buntting, C., Pym, C., Harwood, C., Milne, K., Proctor, M., & Mitai, T. (2021). Technology and hangarau learning in Aotearoa New Zealand: Advice on improving teaching, learning and assessment within NCEA and the secondary-tertiary education system to support career pathways. Royal Society Expert Advisory Panel. Retrieved from https://www.royalsociety.org.nz/what-we-do/our-expert-advice/all-expert-advice-papers/technology-and-hangarau-learning/
  • 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. https://doi.org/10.26686/nzaroe.v26.6857
  • Mildenhall, P., Sherriff, B., & Cowie, B. (2021). The honey bees game: engaging and inspiring the community with STEM. Research in Science & Technological Education, 39(2), 225–244. https://doi.org/10.1080/02635143.2019.1687440
  • Reinsfeld E., & Fox-Turnbull W. (2021). The Mātanga Project. Developing a self-sustaining model for technology teacher education for and within the New Zealand community, PATT38 Rauma – Techne Series A, 28(2): 375–384. https://journals.oslomet.no/index.php/techneA/article/view/4331/3837
  • Taura, Y., Waiti, P., & Buntting, C. (2021). Tuia ngā repo me ngā tāngata – Reconnecting communities with their wetlands. In Y. Taura, C. van Schravendijk-Goodman & B. Clarkson (Eds.), Te reo o te repo – kei konei tonu au: The voice of the wetland – I am still here (pp. 137–149). Manaaki Whenua – Landcare Research.
  • Taylor, S., & Lowe, P. (2021). STEAM integration. Teachers and Curriculum, 21(2), 45–53. https://doi.org/10.15663/tandc.v21i0.382

2020

  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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. https://ako.ac.nz/assets/Knowledge-centre/Initial-Teacher-Education-ITE-students-perceptions-of-typical-engineer s/Initial-Teacher-Education-ITE-students-perceptions-of-typical-engineers.pdf
  • 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
  • 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 Tachnology, Taiwan; Ministry of Education, Taiwan. https://files.eric.ed.gov/fulltext/ED613315.pdf
  • 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
  • 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. https://doi.org/10.15663/tandc.v20i1.350
  • Swathi, R. R., Fox-Turnbull, W., Earl-Rinehart, K., & Calder, N. (2020). Development of formative assessment tool for a primary, technology classroom. Design and Technology Education: An International Journal, 25(2), 101-116. https://openjournals.ljmu.ac.uk/DATE/article/view/1287/637
  • 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

2019

  • 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
  • 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
  • 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

2018

  • Eames, C., Barker, M., & Scarff, C. (2018). Priorities, identity and the environment: Negotiating the early teenage years. Journal of Environmental Education, 49(3), 189–206. https://doi.org/10.1080/00958964.2017.1415195