Dr Jane Furness
Post Doctoral Research Fellow
PhD, PGDipPsych(Com), MSocSc (with First Class Honours), BEd, TTC
My background is in education and psychology. A trained teacher, I am also a registered community psychologist. I have over twenty years experience in adult learning and literacy education. I have taught in the areas of community psychology, family and community literacy, cultural diversity and women's studies.
My research interests include adult and family literacy and numeracy, home-school interface, community strengthening and development, systems-based approaches to social issues and social change, evaluation of community and government service provision, equity in education, teacher education.
Research experience includes:
Literacy and numeracy, for example
Furness, J. (2013). Support for communities for the digital future: Viewpoints to inform Computers in Homes Strategic Planning. Hamilton, New Zealand, Author.
Furness, J. (2013). Principles and practices in four family focused adult literacy programs: Towards wellbeing in diverse communities. Literacy and Numeracy Studies, 21(1).
Programme evaluation, for example
Furness, J. (2013). Process evaluation of the Whānau Literacy Programme. Report prepared for Literacy Aotearoa Inc. Hamilton, New Zealand, Author.
Furness, J. (2012). Evaluation of the Tautoko Mai programme (a parenting programme). Report prepared for Relationships Aotearoa (Bay of Plenty/Gisborne). Hamilton, New Zealand: Author.
Mathematical Thinking and Reasoning in Initial Teacher Education (MARKITE)
MARKITE is a 3 year TLRI project aimed at enhancing the system of supports for preservice and beginning teacher recognition and use of mathematical thinking required across all of a teacher's role: teaching across the curriculum, working with student achievement data (data literacy) and administration. The project is being carried out the Wilf Malcolm Institute of Educational Research (WMIER) and the Centre for Teacher Education at the University of Waikato.
Collaborative School and University Partnership (CUSP)
CUSP is a development and research project which commenced in 2012. The project is a collaboration between Normal Schools and Faculty of Education staff who teach in the Graduate Diploma in Teaching (Primary) Year One programme. CUSP instituted a change to preservice teacher placement and practicum experience so that preservice teachers now spend more time in schools in the first year of their teacher education programme - one day per week for the academic year, culminating in a three week practicum. Faculty and school staff collaborated on the design of the revised programme, share the teaching and meet regularly to manage CUSP as a partnership. CUSP has been evaluated throughout, with the first cohort of preservice teachers to experience CUSP now in their first year as beginning teachers. The final stage of the research - overall reflections and final recommendations from faculty and school staff and preservice and beginning teachers - will be reported on in 2016.
Mitchell, L., Furness, J., Cowie, B., & Taylor, M. (2018). Family and community partnerships in education. In Oxford Bibliographies. Oxford, United Kingdom: Oxford University Press. doi:10.1093/obo/9780199756810-0197
Cooper, B., Cowie, B., Furness, J., Peter, M., & Bailey, J. (2017). Mathematical reasoning and knowledge in initial teacher education (MARKITE). Teacher & Learning Research Initiative.
Furness, J., Cowie, B., & Cooper, B. C. (2017). Scoping the meaning of ‘critical’ in mathematical thinking for Initial Teacher Education. Policy Futures in Education, 1-16. doi:10.1177/1478210317719778
Hume, A., & Furness, J. (2017). A school-researcher partnership with pragmatism at its Core. In R. McNae, & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research (pp. 135-146). Sense Publishers.
Find more research publications by Jane Furness
Adult Education; Languages and Literacy Education; Social Sciences and Education; Teacher Education; Treaty of Waitangi