Professor Bronwen Cowie
Associate Dean Research
Qualifications: BSc, MSc, PhD
My research is focussed on classroom interactions and learning, with an emphasis on Assessment for Learning in science and technology classrooms and culturally responsive pedagogy in science education. This aspect of my research is underpinned by a sociocultural view of learning. I have explored the affordances of information and communication technologies in and for primary science and in the provision of feedback in writing.
Student teacher learning about assessment is another area of interest. I am currently involved in a four-nation study – with colleagues here and in Canada, Australia and the UK. I am also involved in an Australia-New Zealand study investigating what might be threshold concepts to understanding equity and inclusion in teacher education.
My research is carried out in collaboration with colleagues and teachers; I value the depth of understanding and insight that collaboration brings. I use a range of research data generation and analysis processes depending on the research question/s. These include classroom (video) observation, interviews, focus groups, the use of drawing and photography as well as large scale surveys.
I would welcome queries about any of these topics and approaches.
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
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
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 Open Access version: https://hdl.handle.net/10289/14364
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.
Find more research publications by Bronwen Cowie
Assessment and Evaluation in Education; Early Childhood/Early Years Education; Mathematics Education; Science Education; Teacher Education; Teaching and Learning; Technology Education