Associate Professor Tara McLaughlin staff profile picture

Contact details +6469517312

Associate Professor Tara McLaughlin BA, MEd, PhD

Associate Professor in Early Years

Doctoral Supervisor
Institute of Education

I am a Senior Lecturer in the Institute of Education. Prior to this appointment, I was a Research Scientist at the University of Florida in the Center for Excellence in Early Childhood Studies.  My teaching includes undergraduate and postgraduate papers in Early Years. As a teacher, teacher educator, and researcher in Early Years, I am committed to supporting learning environments that promote diverse and equitable opportunities for all children and families. I maintain an active research programme in range of topics related to early learning supports and services for young children, including children with disabilities, their families, and the teachers and specialists who serve them.


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Professional

Contact details

  • Ph: +64 6 3569099 ext. 84312
    Location: 5.44, Social Science Tower Extension
    Campus: Turitea

Qualifications

  • Bachelor of Arts - Hobart and William Smith Colleges (2000)
  • Master of Education - University of Florida (2003)
  • Doctor of Philosophy - University of Florida (2011)

Certifications and Registrations

  • Licence, Supervisor, Massey University

Prizes and Awards

  • Judith Duncan Award for Research in Early Childhood Education, New Zealand Association for Research in Education, Early Childhood Education Special Interest Group (NZARE ECE SIG) 2019. Awarded to NZARE member who has made notable contributions to the field of early childhood education through the conduct of high-quality research. - New Zealand Association for Research in Education, Early Childhood Education Special Interest Group (2019)

Research Expertise

Research Interests

  • Promotion of children’s social-emotional development
  • Prevention of challenging behavior
  • Embedded instruction (intentional teaching) in natural learning environments
  • Inclusive education
  • Early intervention
  • Teacher/school-family partnerships in early learning
  • Interdisciplinary teaming
  • Practical applications of the International Classification of Functioning –Child and Youth Version (ICF-CY)
  • Comparative studies of program quality in early learning settings
  • Professional learning for early childhood teachers

I approach research from a pragmatic perspective and use a range of methods to explore and examine research questions. I have extensive training in research and evaluation methodology, with a focus on single subject and group experimental design, measurement, statistical analysis, and secondary data analysis of extant data sets.

I believe research evidence should be informed from three inter-related sources of knowledge: 1) empirical research to identify relationships between teaching and learning for young children; 2) wisdom and experience of families and teachers to ensure teaching and learning practices are acceptable and feasible in real-life settings; and 3) community values and priorities to guide culturally relevant practices and desired outcomes for children.

Thematics

21st Century Citizenship, Health and Well-being

Area of Expertise

Field of research codes
Comparative and Cross-Cultural Education (130302): Curriculum and Pedagogy (130200): Early Childhood Education (excl. Maori) (130102): Education (130000): Education Assessment and Evaluation (130303): Education Systems (130100): Primary Education (excl. Maori) (130105): Special Education and Disability (130312): Specialist Studies in Education (130300): Te Whariki (Maori Early Childhood Education) (130107): Teacher Education and Professional Development of Educators (130313)

Research Projects

Summary of Research Projects

Position Current Completed
Notification Recipient 1 0
Principal Investigator / First Named Investigator / Science Leader 1 0
Project Leader 3 16

Current Projects

Project Title: Leadership coaching for kaiako in early learning services in pedagogical leadership roles

Date Range: 2023 - 2024

Funding Body: Ministry of Education

Project Team:

Research Outputs

Journal

McLaughlin, T., Cherrington, S., Hunt, L., Gifkins, V., Aspden, K., McLaughlin, C., . . . Makino Kindergarten, . (2023). A data-informed look at how sustained shared thinking can promote child learning and progress. Early education journal. 68, 45-52 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/69/58
[Journal article]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K.
Gifkins, V., & McLaughlin, T. (2023). Using social stories as an intentional teaching strategy. Early Education Journal. 68, 20-28 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/60
[Journal article]Authored by: Fox, A., Gifkins, V., McLaughlin, T.
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Cameron, M., Aspden, K., Smith, P., & McLaughlin, T. (2023). “The curriculum just flows” – An examination of teachers’ understandings and implementation of Te Whāriki pre–2017. Waikato Journal of Education. 28(1), 41-53
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Kenwright, D., McLaughlin, T., & Hansen, S. (2023). Teachers’ perspectives about mindfulness programmes in primary schools to support wellbeing and positive behaviour. International Journal of Inclusive Education. 27(6), 739-754
[Journal article]Authored by: McLaughlin, T.
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BayWaters, M., Thomson, K., Hosie, T., Bargh, K., Berry, S., McLaughlin, T., . . . Wray, L. (2022). I am strong in mind, heart, and body and we are all connected: ki te kaha ahau me whakairo, me ngākau, me tinana, he wairua tatou katoa. Early Education Journal. 67, 55-63 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/55/48
[Journal article]Authored by: McLaughlin, T.

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Stanley, C., Greenfield, J., Walshe, N., Philpott, M., & McLaughlin, T. (2021). Riverdale Kindergarten’s TLIF journey. Early Education Journal. 66, 43-46 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/35/22
[Journal article]Authored by: McLaughlin, T.
Hunt, L., McLaughlin, T., Cherrington, S., Aspden, K., & McLachlan, C. (2021). Data, knowledge, action: A teacher led inquiry into data informed teaching in early childhood education. Early Education Journal. 66, 31-34 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/31/19
[Journal article]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K.
McLaughlin, T., Dodge, T., Walls, L., Gibson, A., Burton, P., Ballentyne, J., . . . McLaughlin, T. (2021). Kelvin Grove Kindergarten: Our TLIF journey. Early Education Journal. 66, 39-42 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/33/21
[Journal article]Authored by: McLaughlin, T.
Cherrington, S., Campbell, G., Vine-Adie, R., & McLaughlin, T. (2021). The role of critical friends and organisational leadership in supporting teacher inquiries in ECE settings. Early Education Journal. 66, 53-56 Retrieved from https://eej.ac.nz/index.php/EEJ/article/view/39/31
[Journal article]Authored by: McLaughlin, T.
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Clarke, LR., McLaughlin, TW., Aspden, K., & Riley, T. (2021). Supporting teaching practices to foster toddlers' emotional literacy. New Zealand International Research in Early Childhood Education. 23(1), 52-58 Retrieved from https://oece.nz/members/research/nzirece-journal-2021/emotional-literacy/
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Clarke, L., McLaughlin, T., Aspden, K., Riley, T., & Gifkins, V. (2021). Characteristics of professional development research in Aotearoa New Zealand's early childhood education sector: A systematic literature review. New Zealand Annual Review of Education. 27, 79-115 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/8033
[Journal article]Authored by: Aspden, K., Gifkins, V., McLaughlin, T.
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Ali, A., McLachlan, C., McLaughlin, T., Mugridge, O., Conlon, C., Mumme, K., . . . Knightbridge-Eager, T. (2021). Fundamental movement skills and physical activity of 3–4-year-old children within early childhood centers in New Zealand. Children. 8(9)
[Journal article]Authored by: Ali, A., Conlon, C., McLaughlin, T.
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Ali, A., McLachlan, C., Mugridge, O., McLaughlin, T., Conlon, C., & Clarke, L. (2021). The effect of a 10-week physical activity programme on fundamental movement skills in 3–4-year-old children within early childhood education centres. Children. 8(6)
[Journal article]Authored by: Ali, A., Conlon, C., McLaughlin, T.
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Clarke, L., McLaughlin, T., Aspden, K., & Riley, T. (2021). Supporting teachers’ practice through professional learning and development: What’s happening in New Zealand early childhood education?. Australasian Journal of Early Childhood. 46(1), 66-79
[Journal article]Authored by: Aspden, K., McLaughlin, T., Riley, T.
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Pretorius, E., Clendon, S., & McLaughlin, T. (2020). Parent perspectives on receiving support for enhancing parent-child interactions. Journal of Clinical Practice in Speech-Language Pathology. 22(2), 74-78 Retrieved from https://speechpathologyaustralia.cld.bz/JCPSLP-Vol-22-No-2-2020
[Journal article]Authored by: Clendon, S., McLaughlin, T.
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McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., & Hunt, L. (2020). Building a data culture to enhance quality teaching and learning. New Zealand Council for Educational Research: Early Childhood Folio. 24(2), 3-8 Retrieved from https://www.nzcer.org.nz/node/61496
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aspden, K., Clarke, L., & McLaughlin, T. (2019). Transitions as opportunities: Teaching practices to support major transitions for infants and toddlers. The First Years: Ngā Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. 21(2), 5-12 Retrieved from https://www.auckland.ac.nz/en/education/research/research-publications/the-first-years-ng-tau-tuatahi.html
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Hanrahan, V., Aspden, K., & McLaughlin, T. (2019). Playing safe: Factors that enable, or challenge teachers to support safe risk-taking for young children as they transition into, or within an early childhood setting. He Kupu: The Word. 6(1), 26-37 Retrieved from https://www.hekupu.ac.nz/article/playing-safe-factors-enable-or-challenge-teachers-support-safe-risk-taking-young-children
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aiono, S., McLaughlin, T., & Riley, T. (2019). While they play, what should I do? Strengthening learning through play and intentional teaching. Ke Kupu: The Word. 6(2), 59-68 Retrieved from https://www.hekupu.ac.nz/article/while-they-play-what-should-i-do-strengthening-learning-through-play-and-intentional
[Journal article]Authored by: McLaughlin, T.
Smith, J., McLaughlin, T., & Aspden, K. (2019). Teachers’ perspectives of children’s social behaviours in preschool: Does gender matter?. Australasian Journal of Early Childhood. 44(4), 408-422
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Aspden, K., Baxter, SM., Clendon, S., & McLaughlin, TW. (2022). Identification and Referral for Early Intervention Services in New Zealand: A Look at Teachers’ Perspectives – Past and Present. Topics in Early Childhood Special Education. 41(4), 294-306
[Journal article]Authored by: Aspden, K., Clendon, S., McLaughlin, T.
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Clarke, L., McLaughlin, TW., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: teachers’ perspectives. Early Years. 39(4), 426-440
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts. The first years : New Zealand journal of infant and toddler education. 20(2)
[Journal article]Authored by: Aspden, K., McLaughlin, T.
Clarke, L., Aspden, K., & McLaughlin, T. (2018). Teachers’ perspectives on how to support and promote toddlers’ learning during peer conflicts. The First Years: Ngā Tau Tuatahi. New Zealand Journal of Infant and Toddler Education. 20(2), 19-26 Retrieved from https://www.auckland.ac.nz/en/education/research/research-publications/the-first-years-ng-tau-tuatahi.html
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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McLachlan, C., Cherrington, S., Aspden, K., & McLaughlin, T. (2018). Defining quality in a divided sector: A review of policy and practice in early childhood settings in New Zealand from 2008 to 2018. New Zealand Annual Review of Education. 23, 111-125 Retrieved from https://ojs.victoria.ac.nz/nzaroe/article/view/5319
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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McLaughlin, T., Duley, L., & Sewell, A. (2018). Using puppets to support children’s prosocial thinking and action: “What would we tell Pig and Frog to do?”. Early Childhood Folio,. 22(2), 20-25 Retrieved from https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/using-puppets-support-children-s-prosocial-thinking-and
[Journal article]Authored by: McLaughlin, T.
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Milne, J., & McLaughlin, T. (2018). Examining the teachers’ role in play-based learning: One teachers’ perspective. Set: Research Information for Teachers. 3, 44-50 Retrieved from https://www.nzcer.org.nz/nzcerpress/set/articles/examining-teacher-s-role-play-based-learning-one-teacher-s-perspective
[Journal article]Authored by: McLaughlin, T.
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Clarke, L., & McLaughlin, T. (2018). Brain development and high quality early learning environments: What do teachers need to know?. Early Education. 64, 12-17 Retrieved from https://www.aut.ac.nz/study/study-options/education/research/early-education-journal
[Journal article]Authored by: McLaughlin, T.
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McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. Early Childhood Folio. 22(1), 33-38 Retrieved from https://www.nzcer.org.nz/node/60679
[Journal article]Authored by: McLaughlin, T.
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Cummings, S., McLaughlin, T., & Finch, B. (2018). Examining preadolescent children’s engagement in out-of-school literacy and exploring opportunities for supporting literacy development. Australian Journal of Language and Literacy. 41(2), 103-116
[Journal article]Authored by: McLaughlin, T.
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Cameron, M., McLachlan, C., Rawlins, P., & McLaughlin, T. (2018). Assessment of, as and for learning. The challenges of assessment terminology. Early Education. 64, 18-23 Retrieved from https://www.aut.ac.nz/study/study-options/education/research/early-education-journal
[Journal article]Authored by: McLaughlin, T., Rawlins, P.
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Snyder, P., Hemmeter, ML., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children. 84(2), 213-232
[Journal article]Authored by: McLaughlin, T.
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McLaughlin, TW., Snyder, PA., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation. 40(25), 2987-2997
[Journal article]Authored by: McLaughlin, T.
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Bakoh, N., Intarakamhang, U., & McLaughlin, T. (2017). The research synthesis of relationships between positive psychological capital, self-management and family coping in Thailand.. Social Science Asia. 3, 67-83
[Journal article]Authored by: McLaughlin, T.
McLaughlin, TW., Aspden, KM., & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio. 21(2), 21-27
[Journal article]Authored by: Aspden, K., McLaughlin, T.Contributed to by: Aspden, K.
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McLachlan, C., Smith, J., McLaughlin, T., Ali, A., Conlon, C., Mugridge, O., . . . Foster, S. (2017). Development of Teachers’ Knowledge and Skills in Implementing a Physical Education Curriculum: A New Zealand Early Childhood Intervention Study. International Journal of Early Childhood. 49(2), 211-228
[Journal article]Authored by: Ali, A., Conlon, C., McLaughlin, T.
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McLaughlin, T., Budd, JM., & Clendon, S. (2017). The child and youth profile: A toolkit to facilitate cross-disciplinary educational planning. Kairaranga. 18(1), 3-11
[Journal article]Authored by: Clendon, S., McLaughlin, T.
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Fraser, K., & McLaughlin, TW. (2016). Quality assessment in early childhood: A reflection on five key features.. Early Education. 60, 8-11
[Journal article]Authored by: McLaughlin, T.
McLaughlin, TW., Snyder, P., & Algina, J. (2016). Using generalizability theory to examine the dependability of scores from the learning target rating scale. Topics in Early Childhood Special Education. 37(3), 164-175 Retrieved from http://sagepub.com/journalsPermissions.nav
[Journal article]Authored by: McLaughlin, T.
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McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional Teaching as a Pathway to Equity in Early Childhood Education: Participation, Quality, and Equity. New Zealand Journal of Educational Studies. 51(2), 175-195
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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Snyder, PA., Rakap, S., Hemmeter, ML., McLaughlin, TW., Sandall, S., & McLean, ME. (2015). Naturalistic Instructional Approaches in Early Learning: A Systematic Review. Journal of Early Intervention. 37(1), 69-97
[Journal article]Authored by: McLaughlin, T.
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Morkel, V., & McLaughlin, TW. (2015). Promoting social and emotional competencies in early childhood: Strategies for teachers. Kairaranga. 16(1), 45-51
[Journal article]Authored by: McLaughlin, T.
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Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education. 41(2), 290-309
[Journal article]Authored by: McLaughlin, T.
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McLaughlin, TW., Aspden, KM., & McLachlan, CJ. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. Early Childhood Folio. 19(1), 31-38
[Journal article]Authored by: Aspden, K., McLaughlin, T.
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McLaughlin, TW., Snyder, PA., & Algina, J. (2015). Characterizing early childhood disabilities in a nationally representative sample using functional profiles. Exceptional Children. 81(4), 471-488
[Journal article]Authored by: McLaughlin, T.
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Snyder, P., Hemmeter, ML., Meeker, KA., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children. 25(3), 188-212
[Journal article]Authored by: McLaughlin, T.
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VanDerHeyden, A., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized Evaluation of a Supplemental Grade-Wide Mathematics Intervention. American Educational Research Journal. 49(6), 1251-1284
[Journal article]Authored by: McLaughlin, T.
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McLaughlin, TW., Denney, MK., Snyder, PA., & Welsh, JL. (2012). Behavior support interventions implemented by families of young children: Examination of contextual fit. Journal of Positive Behavior Interventions. 14(2), 87-97
[Journal article]Authored by: McLaughlin, T.
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Snyder, P., Hemmeter, ML., & McLaughlin, T. (2011). Professional development in Early Childhood Intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention. 33(4), 357-370
[Journal article]Authored by: McLaughlin, T.
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Book

McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (2023). Looking Towards the Future Use of Assessment and Data Systems in Early Years Settings. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 331 - 350). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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Aspden, K., Hunt, L., McLaughlin, T., & Cherrington, S. (2023). Developing Teacher-Researchers Capacity to Support the Use of New Data Systems. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 309 - 330). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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Cherrington, S., McLaughlin, T., Aspden, K., Hunt, L., & McLachlan, C. (2023). Data, Knowledge, Action: The Uses of Data Systems as Auxiliary Tools to Aid Teachers’ Thinking About Children’s Curriculum Experiences and Teacher Practices. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 287 - 308). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., & McLaughlin, T. (2023). Revisiting the Roles of Teachers as Assessors of Children’s Progress: Exploration of Assessment Practices, Trends, and Influences Over Time. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 29 - 59). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (2023). Using Data Systems to Inform Early Childhood Practice. In C. McLachlan, T. McLaughlin, S. Cherrington, & K. Aspden (Eds.) Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (pp. 3 - 25). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Aspden, K., McLaughlin, T.Edited by: Aspden, K., McLaughlin, T.
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McLachlan, C., McLaughlin, T., Cherrington, S., & Aspden, K. (Eds.) (2022). Assessment and Data Systems in Early Childhood Settings: Theory and Practice. (Vol. 5) Singapore: Springer Nature Singapore Pte Ltd
[Edited Book]Edited by: Aspden, K., McLaughlin, T.
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Aspden, K., McLaughlin, T., & Clarke, L. (2021). Specialized pedagogical approaches to enhance quality for infants and toddlers in ECE: Some thoughts from Aotearoa New Zealand. In Quality Improvement in Early Childhood Education: International Perspectives on Enhancing Learning Outcomes. (pp. 1 - 19).
[Chapter]Authored by: Aspden, K., McLaughlin, T.
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Snyder, P., Bishop, CD., Shannon, D., & McLaughlin, T. (2021). Implementing Pyramid Model Practices to Make a Difference for Children. In ML. Hemmeter, MM. Ostrosky, & L. Fox (Eds.) Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers. Baltimore, United States of America: Paul H Brookes Publishing Co
[Chapter]Authored by: McLaughlin, T.
Shannon, D., McLaughlin, T., & Snyder, P. (2021). Effective Practices and Strengths and Needs Assessments. In P. Snyder, ML. Hemmeter, & L. Fox (Eds.) Essentials of Practice-Based Coaching: Supporting Effective Practices in Early Childhood. Baltimore, United States of America: Paul H Brookes Publishing Co
[Chapter]Authored by: McLaughlin, T.
Shannon, D., Bishop, C., Snyder, P., & McLaughlin, T. (2021). Coaching Strategies and Definitions. In P. Snyder, ML. Hemmeter, & L. Fox (Eds.) Essentials of Practice-Based Coaching: Supporting Effective Practices in Early Childhood. Baltimore, United States of America: Paul H Brookes Publishing Co
[Chapter]Authored by: McLaughlin, T.
Rouse, BS., McLaughlin, TW., & Sandall, SR. (Eds.) (2020). Transition: Supporting Changes in Services and Settings. Washington, United States of America: Allen Press
[Edited Book]Edited by: McLaughlin, T.
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Aspden, K., McLachlan, C., Cherrington, S., Tyler-Merrick, G., McLaughlin, T., & Phillips, J. (2019). Partnership with families in ECE: New Zealand’s policy and professional context.. In S. Garvis, S. Phillipson, & H. Harju Luukainnen (Eds.) Volume II Early Childhood Education in the 21st Century: An international perspective.
[Chapter]Authored by: McLaughlin, T.
Tyler-Merrick, G., Cherrington, S., McLaughlin, T., McLachlan, C., Aspden, K., & Phillips, J. (2019). Aotearoa/New Zealand early childhood education: Moving forward with intention. In Policification of Early Childhood Education and Care: Early Childhood Education in the 21st Century Vol III. (pp. 142 - 153).
[Chapter]Authored by: Aspden, K., McLaughlin, T.
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Acer, S., Hix, H., & McLaughlin, T. (Eds.) (2019). Young Exceptional Children Monograph #18: International Perspectives on Early Intervention and Early Childhood Special Education.. Lawrence, KS: Allen Press
[Edited Book]Edited by: McLaughlin, T.
Snyder, P., McLaughlin, T., & Bishop, C. (2018). Maximising contextually relevant learning opportunities through embedded instruction.. PA. Snyder, & ML. Hemmeter (Eds.): Division for Early Childhood of the Council for Exceptional Children
[Monograph]Authored by: McLaughlin, T.
Tyler-Merrick, G., Phillips, J., McLachlan, C., McLaughlin, T., Aspden, K., & Cherington, S. (2018). Early childhood education and care in Aotearoa/New Zealand: History and features. In International Perspectives on Early Childhood Education and Care: Early Childhood Education in the 21st Century. (pp. 127 - 142).
[Chapter]Authored by: Aspden, K., McLaughlin, T.Contributed to by: Aspden, K.
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Snyder, PA., Bishop, CC., & McLaughlin, TW. (2017). Frameworks for guiding program focus and practices in early intervention. In Handbook of Special Education: Second Edition. (pp. 865 - 881).
[Chapter]Authored by: McLaughlin, T.
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McLachlan, CJ., Arrow, AW., Lepper, C., Mackay, K., & McLaughlin, T. (2015). Supporting and strengthening practice with teachers of priority learners: Mentoring and managing change. In C. Murphy, & K. Thornton (Eds.) Mentoring in early childhood education: A compilation of thinking, pedagogy and practice. (pp. 223 - 236). Wellington: New Zealand Council for Educational Research
[Chapter]Authored by: McLaughlin, T.
McLaughlin, TW., & Snyder, P. (2014). Using embedded instruction to enhance social-emotional skills. In J. Hart, & K. Whalon (Eds.) Friendship 101: Helping Students Build Social Competence. (pp. 63 - 78). Arlington, VA: Council for Exceptional Children
[Chapter]Authored by: McLaughlin, T.
Snyder, P., McLaughlin, T., & McLean, M. (2014). Recommended practices in assessment. In M. McLean, ML. Hemmeter, & P. Snyder (Eds.) Essential elements for assessing infants and preschoolers with special needs. (pp. 401 - 417). : Pearson
[Chapter]Authored by: McLaughlin, T.
Snyder, P., Hemmeter, ML., McLean, M., Sandall, SR., & McLaughlin, T. (2013). Embedded instruction practices in the context of response to intervention frameworks. In Handbook of response to intervention in early childhood. (pp. 283 - 301). Michigan: Paul H Brooks Publishing Co
[Chapter]Authored by: McLaughlin, T.

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Conference

Smith, S., Doell, E., & McLaughlin, T.Early Childhood Educators' perspectives on what helps children's communication development.. . Brisbane, Australia
[Conference Paper]Authored by: McLaughlin, T.
Aspden, KM., & McLaughlin, T. (2017). Early intervention and key teaching practices for infants/toddlers in Aotearoa/New Zealand. Poster session presented at the meeting of Division for Early Childhood: Annual International Conference on Young Children with Special Needs and their Families. Portland, Oregon, USA
[Conference Poster]Authored by: Aspden, K., McLaughlin, T.
McLaughlin, TW., Snyder, PA., & Algina, J. (2017). Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale.
[Conference Poster]Authored by: McLaughlin, T.
Read Abstract: abstract icon
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McLaughlin, T., & Budd, JM. (2016). New Zealand child and youth profile. Poster session presented at the meeting of International Society on Early Intervention. Stockholm, Sweden
[Conference Poster]Authored by: McLaughlin, T.
Read article at Massey Research Online: MRO icon
Read Abstract: abstract icon
Haworth, P., & McLaughlin, TW. (2014, November). Student teacher efficacy in culturally diverse low SES practicum settings.. Presented at Pasifika 7th Annual Research Conference. Massey University, Palmerston North, New Zealand..
[Conference Oral Presentation]Authored by: McLaughlin, T.

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Wolfe, B., McLaughlin, TW., & Binder, D. (2013, May). Practice-based coaching to support school readiness: Reciprocal peer and self-coaching. Presented at National Head Start Association Annual Conference. Washington, DC..
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, TW., Wolfe, B., & McLeod, R. (2013, May). Practice-based coaching: A model for achieving school readiness goals.. Presented at National Head Start Association Annual Conference. Washington, DC.
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, T.Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set. . Vancouver
[Conference Paper]Authored by: McLaughlin, T.
Read Abstract: abstract icon
McLaughlin, T. (2012). Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set. Poster session presented at the meeting of American Educational Research Association Conference
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Impact of professional development on preschool teachers’ use of embedded-instruction practices. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Functional ability profiles and young children’s social competence: Exploring relationships in the pre-elementary education longitudinal study data set.. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T. (2012). Content focus of embedded-insturction learning targets for preschool children with disabilities: What are the priorities?. Poster session presented at the meeting of Conference on Research Innovations in Early Intervention
[Conference Poster]Authored by: McLaughlin, T.
McLaughlin, T., Bishop, C., Moore, K., & Snyder, P. (2012, October). Using activity-based assessment to identify priority learning targets for embedded instruction. Presented at International Division for Early Childhood Conference. Minneapolis.
[Conference Oral Presentation]Authored by: McLaughlin, T.
McLaughlin, T., Snyder, P., & Algina, J. (2012). Functional ability profiles and young children's social competence: exploring relationships in the pre-elementary education longitudinal study data set. Poster session presented at the meeting of International Division for Early Childhood Conference
[Conference Poster]Authored by: McLaughlin, T.

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Other

MacArthur, J., McLaughlin, T., & Gaffney, M. (2019). Special education needs and disabilities in early childhood education in New Zealand..
[Other]Authored by: McLaughlin, T.
Clarke, L., McLaughlin, T., & Aspden, K. (2018). Toddlers’ peer conflicts: Teaching and learning social-emotional skills.. (pp. 84 - 86).
[Other]Authored by: McLaughlin, T.
McLaughlin, T., & Clarke, L. (2018). Performance feedback: The missing component in early childhood professional learning and development.. (pp. 24 - 29).
[Other]Authored by: McLaughlin, T.
Cherrington, S., & McLaughlin, T. (2018). Intentional teaching and social-emotional skills in New Zealand..
[Other]Authored by: McLaughlin, T.
McLaughlin, TW., & Bishop, C. (2015). Setting up your classroom to prevent challenging behavior.. (pp. 42 - 47).
[Other]Authored by: McLaughlin, T.

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Snyder, P., & McLaughlin, TW. (2008). Embedded Instruction for Early Learning Website.
[Internet publication]Authored by: McLaughlin, T.
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Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 5 3
Co-supervisor 1 2

Current Doctoral Supervision

Main Supervisor of:

  • Xiangning Li - Doctor of Philosophy
    Exploring inclusive opportunities and practices in early childhood education
  • Jess Smith - Doctor of Philosophy
    Teachers' perspectives of social-emotional teaching and learning Aotearoa early childhood
  • Min Wang - Doctor of Philosophy
    Chinese Student Teachers’ Perspectives of Intentional Teaching in the Aotearoa New Zealand ECE Context: A Mixed Methods Case Study
  • Ellen Zeng - Doctor of Philosophy
    Exploring Patterns of Young Children’s Social, Emotional, Behavioral and Cognitive Characteristics, and their Correlation with Internal and External Determinants and School Readiness
  • Estelle Pretorius - Doctor of Philosophy
    Exploring web-based collaborative training and coaching supports for primary caregivers and kaiako to promote the early engagement and communication of autistic toddlers and preschoolers.

Co-supervisor of:

  • Tamara Dahm - Doctor of Philosophy
    Collaboration between teachers and speech language therapists to positively impact children with language-related literacy needs.

Completed Doctoral Supervision

Main Supervisor of:

  • 2022 - Linda Clarke - Doctor of Philosophy
    Transforming early childhood teachers’ professional learning and development: A study of research, provision, and potential
  • 2020 - Sarah Aiono - Doctor of Education
    An Investigation of Two Models of Professional Development to Support Effective Teaching through Play Practices in the Primary Classroom
  • 2019 - Susan Bisschoff - Doctor of Philosophy
    Dynamic assessment as an early screening tool for identifying New Zealand children at risk of reading difficulty upon school entry

Co-supervisor of:

  • 2023 - Samantha Brydon - Doctor of Philosophy
    Empowering parents to use a core board with children who have complex communication needs: A multiple case study design
  • 2018 - Monica Cameron - Doctor of Education
    Assessing Four Year Old Children's Learning: New Zealand Early Childhood Teachers' Purposes, Practices and Knowledge