ORCID Profile
0000-0002-3991-6265
Current Organisation
University of Waikato
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Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 30-11-2020
DOI: 10.18296/ECF.0084
Abstract: The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New Zealand early childhood education (ECE) centre, capturing both physical and non-physical aspects of the environment and highlighting the affordances the environment offered to children and families/whānau. A Reggio Emilia lens is used to inform analysis of the learning environment and the associated affordances. The portrait (McChesney, 2020) and this article may support practitioners by providing a vision of what can be in terms of early childhood learning environments, and by providing a possible framework for self-review and inquiry.
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 30-11-2020
DOI: 10.18296/ECF.0086
Abstract: This portrait was written by Katrina McChesney to celebrate and preserve our collective memories of that space. It was presented as a gift to the Greerton Early Learning Centre community and has now been shared, at the request of the teaching team, as a resource for others.
Publisher: Springer Science and Business Media LLC
Date: 08-02-2020
Publisher: Elsevier BV
Date: 03-2018
Publisher: Elsevier BV
Date: 11-2022
Publisher: Springer Science and Business Media LLC
Date: 08-04-2022
Publisher: Victoria University of Wellington Library
Date: 07-2021
Abstract: Mixed methods research is increasingly popular both within and beyond education because of the advantages offered by combining qualitative and quantitative methods. Some mixed methods research, however, does not fully harness the potential or depth that mixed methods has to offer. In this article, I consider some of this potential in terms of how mixed methods research can contribute to addressing “wicked problems,” theory generation, and culturally responsive research. I then discuss two important considerations for quality mixed methods research: appropriate paradigmatic foundations and the genuine integration of qualitative and quantitative components. The article is intended to provide both provocations and resources for those learning about, teaching about, considering, using, or contributing to mixed methods research in education.
Publisher: Informa UK Limited
Date: 09-06-2023
Publisher: Springer Science and Business Media LLC
Date: 07-09-2019
Publisher: Informa UK Limited
Date: 21-09-2021
Publisher: Informa UK Limited
Date: 23-03-2019
Publisher: Informa UK Limited
Date: 06-10-2023
Publisher: Informa UK Limited
Date: 27-03-2019
Publisher: Springer Science and Business Media LLC
Date: 19-09-2018
Publisher: Springer Science and Business Media LLC
Date: 26-12-2023
Publisher: Informa UK Limited
Date: 16-11-2022
Publisher: Springer Science and Business Media LLC
Date: 02-2021
DOI: 10.1007/S10984-023-09454-0
Abstract: A core element of almost all educational improvement efforts is an intention to improve teacher practice in order to enhance student- and system-level outcomes. To this end, a range of strategies are deployed to facilitate teacher professional learning and development, with great investments of time, financial, and human resources. However, the environments in which teachers learn and their impact on teachers’ implementation of new learning remain underexamined. By considering how the psychosocial learning environments present in schools affect the teacher development process, there is scope to enhance the impacts of professional development. This study explored how aspects of school climate and culture (that is, the learning environments that teachers experience) affect teachers’ classroom implementation of their professional learning. Qualitative data were gathered from 36 teachers in New Zealand through focus groups and analysed via reflexive thematic analysis following a latent inductive approach. Five areas of school climate and culture were identified that, according to the teachers, affected their implementation of new professional learning. These areas were: leadership engagement/actions the change environment relationships beliefs and attitudes related to TPLD and all being on the same page. Understanding the roles these five areas play provides insights into how school leaders and policymakers can seek to shape the learning environments that surround teachers’ daily classroom practice in order to facilitate learning and improvement for all.
Publisher: NZCER Press, New Zealand Council for Educational Research
Date: 02-10-2018
DOI: 10.18296/SET.0106
Publisher: Elsevier BV
Date: 07-2018
Publisher: Informa UK Limited
Date: 25-01-2018
No related grants have been discovered for Katrina McChesney.