Roseanna Bourke
New Zealand academic and registered educational psychologist
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Psychology
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(Suggest an Edit or Addition)According to Wikipedia, Roseanna Bourke is a New Zealand academic and registered educational psychologist. As of 2019 she is a full professor at Massey University. Academic career Bourke has a BEd from Massey University and a MEd from the University of Otago. She received a PhD from Massey University for her thesis titled Students' conceptions of learning and self-assessment in context. Bourke joined Massey University in 2006 and moved to Victoria University of Wellington in 2009. She returned to Massey in 2016, where she was appointed full professor with effect from 1 January 2019.
Roseanna Bourke's Published Works
Published Works
- Exploring informed consent and dissent through children's participation in educational research (2014) (51)
- Self-assessment as a process for inclusion (2013) (48)
- Educating teachers about a code of ethical conduct (2010) (41)
- Beyond the official language of learning: Teachers engaging with student voice research (2016) (36)
- Liberating the learner through self-assessment (2016) (36)
- Discourses of inclusion in initial teacher education: Unravelling a New Zealand ‘number eight wire’ knot (2009) (35)
- An assessment framework for inclusive education: integrating assessment approaches (2014) (31)
- Self-assessment in professional programmes within tertiary institutions (2014) (28)
- Self-assessment to incite learning in higher education: developing ontological awareness (2018) (26)
- The challenge of change: Using activity theory to understand a cultural innovation (2012) (22)
- Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment (2013) (21)
- Creating a space for student voice in an educational evaluation (2016) (19)
- A sociocultural analysis of the ethics of involving children in educational research (2017) (17)
- Self-assessment as a lens for learning (2006) (16)
- Visibly learning: teachers’ assessment practices for students with high and very high needs (2011) (16)
- Using the index for inclusion to develop inclusive school communities (2012) (16)
- Radical collegiality through student voice: educational experience, policy and practice (2019) (15)
- Using Student Voice to Challenge Understandings of Educational Research, Policy and Practice (2018) (11)
- The Chameleonic Learner: Learning and Self-Assessment in Context (2011) (10)
- "Radical Collegiality" through Student Voice: Challenging Our Understandings of Educational Experience, Policy and Practice (2014) (9)
- Essential elements in a professional learning and development programme: a New Zealand case study of autism professional development to promote collaborative practices (2012) (8)
- The ethics of including and ‘standing up’ for children and young people in educational research (2017) (8)
- What starts to happen to assessment when teachers learn about their children’s informal learning? (2018) (7)
- Exposing the Divide between Assessment and the Point of Learning through Student Voice (2014) (7)
- "You Think You're Doing It, but Now I Question Myself" (2007) (6)
- Analyzing tensions within a professional learning and development initiative for teachers (2013) (6)
- Fifty years! The New Zealand Journal of Education Studies (NZJES) Te Hautaki Mātai Mātauranga o Aotearoa 1966–2015 (2015) (5)
- Children’s conceptions of informal and everyday learning (2018) (5)
- Research and Evaluation of Narrative Assessment and Curriculum Exemplars for Students with Special Education Needs (2010) (4)
- Professional Development for Ethical Teaching (2013) (4)
- Self-Assessment as an ‘Insider’ Lens for Learning and Assessment (2014) (4)
- Assessment and Learning Together in Higher Education (2018) (3)
- Students’ Voice Shifting the Gaze from Measured Learning to the Point of Learning (2018) (3)
- Assessment practices of educational psychologists in Aotearoa/New Zealand: from diagnostic to dialogic ways of working (2015) (3)
- Exploring Wicked Problems and Challenging Status Quo Thinking Through Educational Research (2017) (3)
- Playing with Partnership Approaches in Higher Education (2018) (2)
- Teachers’ joy of teaching children with a chronic illness: the opportunities to learn (2021) (2)
- MY FRIENDS Youth final evaluation report (2016) (2)
- Stepping out of the classroom: involving teachers in the evaluation of national special education policy (2004) (2)
- Understanding Ourselves As Learners: An Interview With Professor Joy Cullen. (2006) (1)
- Reflecting on evaluation practice by considering an educative values-engaged approach: How would it have changed this utilisation-focused evaluation? (2017) (1)
- Fostering success: young people’s experience of education while in foster care (2021) (1)
- Untangling Optical Illusions: The Moral Dilemmas and Ethics in Assessment Practices (2017) (1)
- Challenging Teachers' Practice through Learning: Reflections on the Enhancing Effective Practice in Special Education Programme of Research and Professional Practice. (2006) (1)
- Self-assessment in tertiary education. Final research report to Ako Aotearoa (2012) (1)
- Editorial: Educational Research and Why It’s Important (2017) (1)
- Papers within This Issue (2014) (1)
- Enriching the Wellbeing of Young Adolescents in Secondary School (2018) (0)
- Children’s Rights, Student Voice, Informal Learning, and School Reform (2021) (0)
- Fifty years! The New Zealand Journal of Education Studies (NZJES) Te Hautaki Mātai Mātauranga o Aotearoa 1966–2015 (2015) (0)
- The Impact of Children's Everyday Learning on Teaching and Learning in Classrooms and across Schools. (2018) (0)
- Assessment to Incite and Reconceptualize Learning (2020) (0)
- Children’s Rights, Student Voice, and Partnerships in Learning and Teaching (2022) (0)
- Editorial (2008) (0)
- Editorial (2004) (0)
- Editorial: Educational Research and Why It’s Important (2017) (0)
- Understanding ethical drift in professional decision making: dilemmas in practice (2021) (0)
- Rising your sights beyond your immediate understanding. An interview with emeritus professor Keith Ballard. (2008) (0)
- Fearless and Informal Learning (2018) (0)
- Exploring Wicked Problems and Challenging Status Quo Thinking Through Educational Research (2017) (0)
- Young people’s perspective of the inclusion of school-based resourcing for menstruation (2022) (0)
- Editorial, 2004 (2004) (0)
- Researching as Understanding (2016) (0)
- Inclusive possibilities: giving children the pedestal, not the obstacle, to learn (2022) (0)
- Student's conceptions of learning and self-assessment in context : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University (2000) (0)
- Editorial (2015) (0)
- Bonnie K. Nastasi., Stuart N. Hart. and Shereen C. Naser (eds.), International Handbook on Child Rights and School Psychology (2022) (0)
- The rights of the child and what this means for teachers (2022) (0)
- Researching as Understanding (2016) (0)
- Editorial: Listen to what students say (2022) (0)
- Editorial: The Role of Systematic Reviews in Exploring Possibilities for Evidence-based Practice (2013) (0)
- Introduction (2020) (0)
- What starts to happen to assessment when teachers learn about their children’s informal learning? (2018) (0)
- The challenge of change: Using activity theory to understand a cultural innovation (2012) (0)
- Internationalisation and Intercultural Knowledge in Early Childhood Initial Teacher Education (2022) (0)
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