Dr Jane Prochnow MA WMU, EdD NIU

Dr Jane Prochnow staff profile picture

Senior Lecturer

Institute of Education

Telephone: +64 (06) 356 9099  ext. 84463
Email: 

Professional

Qualifications

  • Master of Arts - Western Michigan Univeristy (1977)
  • Doctor of Education - Northern Illinois University (1984)

Research Expertise

Research Interests

The most important questions to ask educators are "what are you doing?" and "why are you doing it?" These two questions have guided my thinking and research in the area of children's challenging behaviours. The focus of my research has been threefold including an investigation of the relationship between the difficult behaviours exhibited by children with attention problems and their academic engagement in literacy; consideration of the environment in which children learn and interact; and examination of what teachers do or can do to support learners with challenging behaviours to learn and interact positively in the education environment.

I have been able to investigate the link between attention problems and early literacy problems longitudinally with a data base which includes variables on children from school entry at 5 years of age and spanning their first three years in school. Follow-up data was collected five years later. In a series of studies we reported that difficult behaviour compromised the selection of boys exhibiting those behaviours into special programmes, i.e., Reading Recovery (Prochnow, Tunmer, Chapman, & Greaney, 2001); that only attention problems were significantly linked to early literacy problems (Chapman, Tunmer, & Prochnow, 2004); and that the remedial programmes available to the children in New Zealand did not appear to have lasting effects (Tunmer, Chapman, & Prochnow, 2004, 2006; Prochnow, 2004). Presently, our research has examined more deeply the link between early literacy acquisition and attention problems. This comprehensive examination of the current literature and our data seem to indicate that differences in early literacy acquisition begin to appear early and are related to the method of instruction in New Zealand which assumes preliteracy skills which are not universally shared by all of the children entering school (Prochnow, Tunmer, & Chapman, 2013).  We are now beginning a training programme and experimental longitudinal study to examine early literacy development in children.

Consideration of the environment in which children learn and interact is multidimensional. Teachers generally feel unsupported and unprepared to work with learners with challenging behaviours in the classroom. Teacher resistance to inclusion and expectations of no support to work with difficult children have led to accusations of (differential) teacher expectations of minority learners and deficit theorizing characterizing New Zealand schools. Currently a colleague and myself are examiniing understandings of the ill-defined term "continual disobedience" applied to youth which can result in stand downs and suspension.  

In my recent work with Angus Macfarlane, we have examined the cultural environment of our schools and teacher and learner responsiveness to cultural issues (Prochnow & Macfarlane, 2010).  In addition to looking at the contribution of culture and cultural awareness to create a positive education experience, Macfarlane and I have discussed the interventions and procedures known as restorative practices (Prochnow, Macfarlane, & Glynn, 2011; Macfarlane & Prochnow, 2011). These practices challenge the structure of discipline and focus on repairing relationships damaged by difficult behaviours, disrespect, and noncompliance.

Thematics

Health and Well-being

Area of Expertise

Field of Research Codes
Education (130000): Special Education and Disability (130312): Specialist Studies in Education (130300)

Research Outputs

Journal

Tunmer, WE., Chapman, JW., Greaney, KT., Prochnow, JE., & Arrow, AW. (2013). Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties. 18(2), 139-180
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.Edited by: Tunmer, W.

Tunmer, WE., Chapman, J., Greaney, K., Prochnow, J., & Arrow, A. (2013). Reading recovery and the failure of the New Zealand national literacy strategy. Learning Difficulties Australia Bulletin. , 13-17
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.Edited by: Tunmer, W.

Tunmer, WE., Chapman, JW., Greaney, KT., Prochnow, JE., & Arrow, AW. (2013). Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports. Australian Journal of Learning Difficulties.
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE., Tunmer, B., & Chapman, J. (2013). A longitudinal investigation of the influence of literacy-related skills, reading self-perceptions, and inattentive behaviours on the development of literacy learning difficulties. International Journal of Disability Development and Education. 60(3), 185-207 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/1034912X.2013.812188
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Read Online: DOI icon Read Abstract: abstract icon

Tunmer, WE., Nicholson, T., Greaney, KT., Prochnow, JE., Chapman, JW., & Arrow, AW. (2008). PIRLS before swine: A critique of New Zealand's national literacy strategy. New Zealand Journal of Educational Studies. 43(2), 105-119
[Journal article]Authored by: Arrow, A., Chapman, J., Prochnow, J., Tunmer, W.

DeFronzo, JV., Ditta, A., Hannon, L., & Prochnow, JE. (2007). Male serial homicide: The influence of cultural and structural variables. Homicide Studies. 11(1), 1-12
[Journal article]Authored by: Prochnow, J.

Raskauskas, JL., & Prochnow, JE. (2007). Text-bullying in New Zealand: A mobile twist on traditional bullying. , 89-104
[Journal article]Authored by: Prochnow, J.

Prochnow, JE. (2006). Barriers toward including students with difficult behaviour in regular classrooms. New Zealand Journal of Educational Studies. 41(2), 329-347
[Journal article]Authored by: Prochnow, J.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2006). Literate cultural capital at school entry predicts later reading achievement: A seven year longitudinal study. New Zealand Journal of Educational Studies. 41(2), 183-204
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE. (2004). The PIRLS 2001 study: What does it say about gender, learner literacy attitudes and behaviour in New Zealand?. Delta: Policy and Practise in Education. 56(2), 97-108
[Journal article]Authored by: Prochnow, J.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2004). Why the reading achievement gap in New Zealand won't go away: Evidence from the PIRLS 2001 international study of reading achievement. New Zealand Journal of Educational Studies. 39(1), 127-145
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Nash, R., & Prochnow, JE. (2004). Is it really the teachers? An analysis of the discourse of teacher effects on New Zealand education policy. New Zealand Journal of Educational Studies. 39(2), 175-192
[Journal article]Authored by: Prochnow, J.

De Fronzo, J., & Prochnow, JE. (2004). Violent cultural factors and serial homicide by males. Psychological Reports. 94, 104-108
[Journal article]Authored by: Prochnow, J.

Chapman, JW., Tunmer, WE., & Prochnow, JE. (2004). Repressed resilience? A longitudinal study of reading, self-perceptions, and teacher behavior ratings of poor and average readers in New Zealand. Thalamus. 22(1), 9-15
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, WE., Prochnow, JE., & Chapman, JW. (2003). Meeting of Minds or Feeding of Minds?. New Zealand Journal of Educational Studies. 38(1), 105-114
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, W., Chapman, J., Greaney, K., & Prochnow, J. (2002). The contribution of educational psychology to intervention research and practice. International Journal of Disability, Development and Education. 49(1), 11-29 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10349120120115307
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Read Online: DOI icon Read Abstract: abstract icon

Prochnow, JE., & Maw, N. (2002). Principals dealing with severe student behaviour: What they have experienced and what they need. New Zealand Principal. 17(1), 8-13
[Journal article]Authored by: Prochnow, J.

Prochnow, JE., Tunmer, WE., Chapman, JW., & Greaney, KT. (2001). A Longitudinal Study of Early Literacy Achievement and Gender. New Zealand Journal of Educational Studies. 36(2), 221-236
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Chapman, JW., Tunmer, WE., & Prochnow, JE. (2001). Does success in the Reading Recovery program depend on developing proficiency in phonological-processing skills? A longitudinal study in a whole language instructional context. Scientific Studies of Reading. 5, 141-177
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE., & Bourke, R. (2001). What are we doing for difficult kids and is it helping?. New Zealand Principal. 16(4), 4-7
[Journal article]Authored by: Prochnow, J.

Hannon, L., DeFronzo, JV., & Prochnow, JE. (2001). Moral commitment and the effects of social influences on violent delinquency. Violence and Victims. 16(4), 427-439
[Journal article]Authored by: Prochnow, J.

Prochnow, JE., Kearney, AC., & Carroll-Lind, J. (2000). Successful Inclusion: What Do Teachers Say They Need?. New Zealand Journal of Educational Studies. 35(2), 157-177
[Journal article]Authored by: Kearney, A., Prochnow, J.

Chapman, JW., Tunmer, WE., & Prochnow, JE. (2000). Early reading-related skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology. 92(4), 703-708
[Journal article]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE., & Defronzo, JV. (1997). The Impact of Economic and Parental Characteristics on Juvenile Misconduct. Journal of Emotional and Behavioral Disorders. 5(2), 119-124
[Journal article]Authored by: Prochnow, J.

Book

Birks, KS., Snook, I., Prochnow, J., Rawlins, P., & O'Neill, J. (2013). Economics for education policy. In CPPE Issues Paper SeriesIn Palmerston North: Centre for Public Policy Evaluation, Massey University
[Working Paper]Authored by: Birks, K., O'Neill, J., Prochnow, J., Rawlins, P.
Read Abstract: abstract icon

Prochnow, J., & Johanson, A. (2013). Learners with difficult behaviour can be fully included in the classroom: A case of functional assessment. In Inclusive education: Perspectives on professional practice. (pp. 102 - 117). New Zealand: Dunmore Publishing Ltd
[Chapter]Authored by: Prochnow, J.
Read Abstract: abstract icon

Prochnow, JE., Tunmer, WE., & Chapman, JW. (2012). Family resource theory, literate cultural capital and literacy achievement. In R. Openshaw, & J. Clark (Eds.) Critic and Conscience. Essays on Education in memory of John Codd and Roy Nash. Wellington, New Zealand: NZCER Press
[Chapter]Authored by: Prochnow, J.

Prochnow, JE., Macfarlane, AH., & Glynn, T. (2011). Responding to challenging behaviour: Heart, head and hand. In V. Margrain, & AH. Macfarlane (Eds.) Responsive Pedagogy. Engaging Restoratively with Challenging Behaviour.. (pp. 219 - 235). Wellington, NZ: NZCER Press
[Chapter]Authored by: Prochnow, J.
Read Abstract: abstract icon

Macfarlane, AH., & Prochnow, JE. (2011). Student behaviour: Towards a theoretical understanding. In V. Margrain, & AH. Macfarlane (Eds.) Responsive Pedagogy. Engaging Restoratively with Challenging Behaviour.. (pp. 27 - 45). Wellington, NZ: NZCER Press
[Chapter]Authored by: Prochnow, J.
Read Abstract: abstract icon

Margrain, V., & Macfarlane, AH. (Eds.) (2011). Responsive Pedagogy: Engaging restoratively with challenging behaviour. Wellington, New Zealand: NZCER Press
[Edited Book]Authored by: Prochnow, J.

Prochnow, J., & Macfarlane, A. (2011). Managing classroom behaviour: Assertiveness and warmth. In CM. Rubie Davies (Ed.) Educational Psychology: Concepts, Research and Challenges. (pp. 150 - 166). London: Routledge
[Chapter]Authored by: Prochnow, J.

Tunmer, WE., & Prochnow, JE. (2009). Cultural relativism and literacy education: Explicit teaching based on specific learning needs is not deficit theory. In R. Openshaw, & E. Rata (Eds.) The Politics of Conformity in New Zealand. (pp. 154 - 190). Auckland, New Zealand: Pearson Education New Zealand
[Chapter]Authored by: Prochnow, J., Tunmer, W.

Tunmer, WE., Prochnow, JE., Greaney, KT., & Chapman, JW. (2007). What's wrong with New Zealand's literacy strategy?. In R. Openshaw, & J. Soler (Eds.) Reading Across International Boundaries: History, Policy and Politics. (pp. 19 - 42). Charlotte, NC, United States: Information Age Publishing
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2003). Preventing negative Matthew effects in at-risk readers: A retrospective study. In BRF. Ed (Ed.) Preventing and remediating reading difficulties: Bringing science to scale. (pp. 121 - 163). Baltimore, MD: York Press
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, WE., Prochnow, JE., & Chapman, JW. (2003). Science in educational research. In J. Swann, & JP. Eds (Eds.) Educational Research in Practice: Making Sense of Methodology. (pp. 84 - 97). London, UK: Continuum
[Chapter]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Report

Mudford, O., Blampied, NM., Phillips, K., Harper, D., Foster, M., Church, J., . . . Wilczynski, S.(2009). Technical review of published research on applied behaviour analysis interventions for people with autism spectrum disorder.
[Technical Report]Authored by: Prochnow, J.

Prochnow, JE.(2007). Inner city cluster RTLB report.
[Technical Report]Authored by: Prochnow, J.

Bourke, R., Bevan Brown, J., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final report - Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Chapman, JW., Tunmer, WE., & Prochnow, JE. (2002). Preventing negative Matthew effects in at-risk readers: A retrospective study - Final Report - Phase IV. Research Division, Ministry of Education.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final report. Massey University, College of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special education 2000: Monitoring and evaluation of the policy: Final report - Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy: Final Report - Phase 2. Ministry of Education, Research Division.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002). The structure of relationships between language-related factors, achievement-related beliefs, gender and beginning reading achievement. Massey University, Institute for Professional Development.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002). Preventing negative Matthew effects in at-risk readers: A retrospective study. Massey University, College of Education.
[Commissioned Report]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2002). Special Education 2000: Monitoring and evaluation of the policy. Ministry of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Chapman, JW., Kearney, AC., . . . Maw, N. (2002). Special education 2000: Monitoring and evaluation of the policy: Final report summary: Phase 3. Ministry of Education.
[Commissioned Report]Authored by: Chapman, J., Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, J., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special education 2000: Monitoring and evaluation of the policy: Phase two final report. Massey University, College of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special Education 2000 Monitoring and Evaluation of the Policy. Massey University.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Prochnow, JE. (2001). Special Education 2000: Monitoring and Evaluation of the Policy, Phase Two: Ch 11: Early Childhood. IPDER: Massey University.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2001). Special Education 2000: Monitoring and evaluation of the policy: Phase two final report. Ministry of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2000). Special Education 2000: Monitoring and evaluation of the policy. Final Report - Phase 2. Massey University, College of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., Kearney, AC., Mentis, M., . . . Maw, N. (2000). Special education 2000: Monitoring and evaluation of the policy. Summary of phase 2: final report. Ministry of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Prochnow, J.

Conference

Prochnow, JE. (2014, July). Findings from New Zealand's participation in the Progress in International Reading Literacy Study (PIRLS) in 2001, 2006, and 2011.. Presented at 38th Annual International Academy for Research in Learning Disabilities Conference. Vilnius, Lithuania.
[Conference Oral Presentation]Authored by: Prochnow, J.
Read Abstract: abstract icon

Tunmer, WE., Chapman, J., & Prochnow, J. (2014). The effectiveness of an integrated system for preventing and remediating reading disabilities. In B. Tunmer, J. Chapman, & J. Prochnow (Eds.): 38th Annual IARLD Conference
[Conference Paper in Published Proceedings]Authored by: Chapman, J., Prochnow, J., Tunmer, W.Edited by: Chapman, J., Prochnow, J.

Tunmer, WE., Chapman, J., & Prochnow, J. (2014, July). The effectiveness of an integrated system for preventing and remediating reading disabilities. Presented at 38th Annual IARLD Conference. Lithuania.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.Edited by: Chapman, J., Prochnow, J.

Birks, KS., Snook, I., Prochnow, ., Rawlins, ., & O'Neill, . (2013). Economics for policy: An education case study. Heterodox economics and the crisis that won’t go away. Vol. Conference Proceedings: non-refereed papers (pp. 35 - 61). Sydney: Australian Society of Heterodox Economists Conference
[Conference Paper in Published Proceedings]Authored by: Birks, K., O'Neill, J., Prochnow, J., Rawlins, P.
Read Abstract: abstract icon

Prochnow, J., Tunmer, B., & Chapman, J.The relationship between inattentive behaviours and reading difficulties. . Kuching, Sarawak, Malaysia
[Conference Paper]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Read Abstract: abstract icon

Tunmer, B., Prochnow, JE., & Chapman, J. (2013). The relationship between inattentive behaviours and reading difficulties. In 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]: Programme and Abstracts(pp. 20 - 20). , 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013] Malaysia: Centre for Excellence for Disability Studies (CoEDS), University of Malaysia Sarawak
[Conference Abstract]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Read Abstract: abstract icon

Prochnow, J., Tunmer, B., & Chapman, J. (2013, June). The relationship between inattentive behaviours and reading difficulties. Presented at 1st Asia-Pacific Conference on Dyslexia and Other Learning Disabilities [APCoLD 2013]. Kuching, Sarawak, Malaysia.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.
Read Abstract: abstract icon

Fortier, M-P., Prochnow, J., & Kearney, A. (2013). Inclusion and behavioural difficulties in secondary education: perspectives of classroom and specialist teachers. Poster session presented at the meeting of 4th Biennial Congress of Comite Quebecois Pour Les Jeunes en Difficulte de Comportement [CQJDC]: Violence in Schools: Promising practices to take care of young. Quebec, QC, Canada
[Conference Poster]Authored by: Kearney, A., Prochnow, J.

Prochnow, JE., Tunmer, WE., & Chapman, JW. (2013). A Longitudinal Investigation of the Influence of Literacy-related Skills, Reading Self-perceptions, and Inattentive Behaviours on the Development of Literacy Learning Difficulties.
[Conference Poster]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, J. (2012). Including learners with difficult behaviour in the classroom: A case of functional assessment. In The Joint Australian Association for Research in Education and Asia-Pacific Educational Research [AARE-APERA 2012] Conference: Abstracts(pp. 1 - 1). , The Joint Australian Association for Research in Education and Asia-Pacific Educational Research [AARE-APERA 2012] Conference and World Education Research Association [WERA] Focal Meeting Australia: John Wiley & Sons
[Conference Abstract]Authored by: Prochnow, J.
Read Abstract: abstract icon

Prochnow, J. (2012, December). Including learners with difficult behaviour in the classroom: A case of functional assessment. Presented at The Joint Australian Association for Research in Education and Asia-Pacific Educational Research [AARE-APERA 2012] Conference and World Education Research Association [WERA] Focal Meeting. Sydney, Australia.
[Conference Oral Presentation]Authored by: Prochnow, J.
Read Abstract: abstract icon

Prochnow, JE., & Macfarlane, AH.Managing classroom behaviour: Assertiveness and warmth.
[Conference Oral Presentation]Authored by: Prochnow, J.

Prochnow, JE., & Macfarlane, AH. (2008, November). Classroom management: Tailoring teaching for the needs of diverse students. Presented at New Zealand Association for Research in Education (NZARE) National Conference. Massey University, Palmerston North, New Zealand.
[Conference Oral Presentation]Authored by: Prochnow, J.

Prochnow, JE., & Macfarlane, AH.(2008). Classroom management: Tailoring teaching for the needs of diverse students. . Massey University, Palmerston North, New Zealand
[Conference Paper]Authored by: Prochnow, J.
Read Abstract: abstract icon

Prochnow, JE., & Macfarlane, AH. (2008). Classroom management: tailoring teaching for the needs of diverse students. Proceedings of the New Zealand Association for research in Education National Conference.. (pp. 1 - 27).
[Conference Paper in Published Proceedings]Authored by: Prochnow, J.

Prochnow, JE., Raskauskas, JL., & Chapman, JW. (2007). The relation of reading difficulties to attention problems: A longitudinal follow-up on a new entrant cohort. In 31st Annual 2007 International Academy for Research in Learning Disabilities (IARLD) Conference(pp. 26). : Association Bravo
[Conference Abstract]Authored by: Chapman, J., Prochnow, J.

Prochnow, JE., Raskauskas, JL., & Chapman, JW. (2007). The relation of reading difficulties to attention problems: A longitudinal follow-up on a new entrant cohort. Poster session presented at the meeting of 31st Annual 2007 International Academy for Research in Learning Disabilities (IARLD) Conference. Bled, Slovenia
[Conference Poster]Authored by: Chapman, J., Prochnow, J.

Prochnow, JE., & Raskauskas, JL. (2006, December). Examination of student experiences of bullying behaviours through the PIRLS international data set: National and international comparisons. Presented at New Zealand Association for Research in Education (NZARE) 2006 National Conference. Rotorua, NZ.
[Conference Oral Presentation]Authored by: Prochnow, J.

Prochnow, JE., Tunmer, WE., & Chapman, JW. (2005, December). Can literate cultural capital at school entry predict later reading achievment?. Presented at New Zealand Association for Research in Education Conference. Dunedin, NZ.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE. (2005, September). Barriers to inclusion: Can policy change practice?. Presented at 6th Annual Conference on Children and Youth with Behavioral Disorders. Omni Mandalay Hotel, Dallas, TX.
[Conference Oral Presentation]Authored by: Prochnow, J.

Prochnow, JE., Chapman, JW., & Tunmer, WE. (2004, November). Classroom behaviour, academic self-concept and reading achievement: Six year follow-up on a new entrant cohort. Presented at New Zealand Association for Research in Education National Conference 2004. Wellington, NZ.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2003). Why is there such a large gap in reading achievement in New Zealand and what can teachers do about it?. Teacher Educational Forum of Aotearoa New Zealand. (pp. 261 - 272). Palmerston North, NZ
[Conference Paper in Published Proceedings]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Clark, JA., Nash, R., Greaney, KT., Limbrick, L., McNaughton, S., Nicholson, T., . . . Tunmer, WE. (2003, November). The PIRLS results on reading: What do they mean and where to from here?. Presented at New Zealand and Australian Associations for Research in Education Conference 2003. Auckland, NZ.
[Conference Oral Presentation]Authored by: Clark, J., Prochnow, J., Tunmer, W.

Clark, JA., Nash, R., Greaney, KT., Limbrick, L., McNaughton, S., Nicholson, T., . . . Tunmer, WE. (2003). The PIRLS results on reading: What do they mean and where to from here?. Conference proceedings: NZARE AARE conference 2003. (pp. unpaged). Auckland, NZ
[Conference Paper in Published Proceedings]Authored by: Prochnow, J., Tunmer, W.

Prochnow, JE., & Kearney, AC. (2002, December). Barriers to inclusion: What are we really saying?. Presented at New Zealand Association for Research in Education Conference. Massey University, Palmerston North, NZ.
[Conference Oral Presentation]Authored by: Kearney, A., Prochnow, J.

Tunmer, WE., Chapman, JW., & Prochnow, JE. (2002, June). Preventing negative Matthew effects in at-risk readers: A retrospective study. Presented at National Dyslexia Research Foundation 2002 Symposium. Kona Coast, HA.
[Conference Oral Presentation]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE. (2002, August). Does difficult behaviour bias selection of boys for reading intervention?. Presented at Teacher Education Forum of Aotearoa New Zealand. Wellington: NZ.
[Conference Oral Presentation]Authored by: Prochnow, J.

Prochnow, JE., Tunmer, WE., Chapman, JW., & Greaney, KT. (2001). Gender differences in early literacy intervention: A function of externalizing classroom behaviour?. Poster session presented at the meeting of Nato Advanced Study Institute on Literacy Acquisition, Assessment and Intervention: The Role of Phonology, Orthography, and Morphology. Il Ciocco, Italy
[Conference Poster]Authored by: Chapman, J., Prochnow, J., Tunmer, W.

Prochnow, JE. (2001, July). Gender differences in early literature intervention: A function of behaviour. Presented at Partnerships in Educational Pychology Conference. The Bardon Centre, Bardon, QLD.
[Conference Oral Presentation]Authored by: Prochnow, J.

Kearney, AC., Prochnow, JE., & Carroll Lind, J. (2000, July). Inclusion: The changing role of teachers. Presented at 5th International Special Education Congress: Including the Excluded. University of Manchester, Manchester, UK.
[Conference Oral Presentation]Authored by: Kearney, A., Prochnow, J.

Hannon, L., DeFronzo, JV., & Prochnow, JE. (2000, August). The conditional calculus of violence. Presented at 2000 Annual Meeting of the American Sociological Association. Washington, D.C.
[Conference Oral Presentation]Authored by: Prochnow, J.

Bourke, R., & Prochnow, JE. (2000, July). Including learners with challenging behaviours in regular classrooms with the assistance of behavioural education support team.. Presented at International Special Education Congress 2000. Manchester, UK.
[Conference Oral Presentation]Authored by: Prochnow, J.

Other

Tunmer, WE., & Prochnow, J. (2013, November). Has reading recovery worked? A case study of New Zealand's national literacy strategy.
[Oral Presentation]Authored by: Prochnow, J., Tunmer, W.

Tunmer, WE., & Prochnow, JE. (2009). International assessments of reading comprehension performance can inform national literacy policy: The case of New Zealand. Presented at Graduate School of Education, Harvard University, MA, United States.
[Oral Presentation]Authored by: Prochnow, J., Tunmer, W.

Tunmer, WE., & Prochnow, JE. (2007). A conceptual framework for research on teaching English literacy skills to Japanese-English bilinguals. Presented at Research seminar presented to the Faculty of Foreign Languages and Asian Stuides, Nagoya Shoka Daigaku University, Nagoya, Japan.
[Oral Presentation]Authored by: Prochnow, J., Tunmer, W.

Supervision and Teaching

Papers Coordinated

  • 249.744 Understanding Learners with Behaviour Difficulties
  • 256.756 Applied Behaviour Analysis for Educators

Completed Postgraduate Supervision

CoSupervisor of:

  • 2012 - Ida Fatimawati Binti Adi Badiozaman- PhD
    A study on the relationship between Malaysian learners' self-concept in academic writing and their engagement in one higher learning institution

Contact UsMon - Fri 8:30am to 4:55pm0800 MASSEY (+64 6 350 5701)TXT 5222contact@massey.ac.nzWeb chatMyMasseyStaffAlumniNewsMāori @ Massey