Prof Roseanna Bourke staff profile picture

Contact details +6469519374

Prof Roseanna Bourke BEd, MEd, PGDipEdPsych, PhD

Professor of Learning and Assessment

Doctoral Mentor Supervisor
Institute of Education

My research is currently focused on chidlren's rights, learning and assessment. Our research team has developed a framework for children and teachers to explore informing learning and young children’s conceptions of informal and everyday learning (CRISPA), and how this relates to classroom practices. I am interested in supporting teachers, psychologists and parents to understand a broader concept of learning to ensure that young people’s learning identity is not narrowed through a curriculum-specific lens. I have worked in a range of leadership roles including Manager, Professional Practice in the Ministry of Education; Director of the Centre for Educational Development (a teacher PLD service), and am currently the Academic Director of the Educational Psychology programme at Massey University.  

I am a registered psychologist, and Director of the EdPsych programme. I research and teach in the areas of learning and assessment, children's rights, student voice, informal and everyday learning, and applied professional ethics. I was  Co-Editor of the New Zealand Journal of Educational Studies (NZJES) (2014-2017); and am currently Associate Editor on the International Journal of Student Voice, and serve on three editorial journal boards. My recent book Understanding Children's Informal Learning: Appreciating Everyday Learners was published in 2024.

More about me...View less...

Professional

Contact details

  • Ph: +64 (06) 356 9099 | 027 2927257
    Location: Activity zone, Social Science Tower (Level 5)
    Campus: Manawatu

Qualifications

  • Bachelor of Education - Massey University (1988)
  • Master of Education - University of Otago (1991)
  • Postgraduate Diploma in Educational Psychology - University of Otago (1991)
  • Doctor of Philosophy - Massey University (2001)

Certifications and Registrations

  • Licence, Mentor Supervisor, Massey University

Research Expertise

Research Interests

Informal and everyday learning, Children's Rights, student voice(s), sustainable assessment practices, self-asssessment, ipsative assessment.

Thematics

21st Century Citizenship

Area of Expertise

Field of research codes
Education (130000): Education Assessment and Evaluation (130303): Education Systems (130100): Higher Education (130103): Specialist Studies in Education (130300): Teacher Education and Professional Development of Educators (130313)

Keywords

  • learning
  • informal learning
  • tertiary learning
  • assessment
  • self-assessment
  • Cultural Historical Activity Theory (CHAT)
  • ethics into practice
  • student voice
  • inclusive learning
  • evaluation of practice-based initiatives in schools
  • tertiary teaching and learning

Research Projects

Summary of Research Projects

Position Current Completed
Not Specified 0 5
Project Leader 0 10
Team Member 0 1

Completed Projects

Project Title: Learning to be workplace ready through assessment: Together with students

The project identifies the benefits and challenges of creating deliberative pathways to employment via the University sector, starting with Massey University as a case study. It does this by collaborating with industry partners in a 3-way integration of faculty staff-students-industry with the focus on assessment. Assessment is a pivotal aspect of the teaching and learning relationship in tertiary education, and contemporary approaches to assessment can enable graduates to approach novel situations in the future. The project aims to explore how students can be given a greater role in developing their identity as a learner and a degree-qualified worker through assessment practices that are relevant to their intended occupational destinations (e.g. developing criteria, self-assessment and ePortfolios). The assertion is that this enables them to better position themselves as vibrant, confident, potential employees in their chosen occupational field. RESEARCH QUESTIONS: What constitutes a partnership approach in higher education? - What are current examples of faculty-student-industry partnership approaches in assessment used across the Colleges within Massey University? How does participation in these approaches influence (a) students' views of learning and (b) tertiary educators' assessment practices How does participation in these activities influence (a) students' and (b) potential employers' views of the students' employment options and confidence to actively promote their skills and understanding across university-industry contexts.
Read Project Description Hide Project Description

Date Range: 2017 - 2017

Funding Body: Massey University

Project Team:

Project Title: TLRI: The impact of Children's everyday learning on teaching and learning in classrooms and across schools

We aim to develop a deep understanding of how Year 5 students learn informally in their everyday lives outside school. This knowledge will be used to support teachers across 2 schools to develop and trial classroom pedagogies that are informed by their students' informal learning strengths. By year 3 of the research, these teachers will support other teachers across another 4 schools to access and use the evidence-based resources developed to harness children's informal learning pedagogies and interests. This project explores how the knowledge of children's informal learning outside of school can enhance teaching and learning practice in the classroom. The first year researches young people's informal learning communities (ILCs). Year 5 students will develop rich media informal learning autobiographies that contribute directly to an Ako Manga professional learning process for their teachers. The second year continues the Ako Manga and the ongoing exploration of informal learning outside of school. It focuses on the teachers' experiences of incorporating informal learning (activities, pedagogies and assessments) into formal learning contexts alongside and for their students. The third year of the project involves teachers working across schools to explore whether multiple teacher communities can learn to adapt pedagogical practice across schools.
Read Project Description Hide Project Description

Date Range: 2014 - 2019

Funding Body: New Zealand Council For Educational Research

Project Team:

Research Outputs

Journal

Bourke, R. (2023). Children’s rights and their evidence as a force for inclusion in uncertain times. Frontiers in Education. 8
[Journal article]Authored by: Bourke, R.
Adams, N., & Bourke, R. (2023). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education. 27(6), 704-717
[Journal article]Authored by: Bourke, R.
Miller, H., Bourke, R., & Dharan, V. (2023). Fostering success: young people’s experience of education while in foster care. International Journal of Inclusive Education. 27(6), 689-703
[Journal article]Authored by: Bourke, R., Muralidharan, V.
Bourke, R., & O'Neill, J. (2022). The rights of the child and what this means for teachers. Set: Research Information for Teachers. 2022(3), 4-9 Retrieved from https://www.nzcer.org.nz/node/61935
[Journal article]Authored by: Bourke, R., O'Neill, J.
Bourke, R., & O'Neill, J. (2022). Editorial: Listen to what students say. Set Research Information for Teachers. 2022(3), 1-3
[Journal article]Authored by: Bourke, R., O'Neill, J.
Bourke, R. (2021). Inclusive possibilities: giving children the pedestal, not the obstacle, to learn. International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R.
Bourke, R., Pullen, R., & Mincher, N. (2021). Understanding ethical drift in professional decision making: dilemmas in practice. International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R., Mincher, N.
Heinrich, E. (2018). Student and Staff as Partners in Learning and Assessment Conversations. Teaching and Learning Together in Higher Education. 1(25), Retrieved from https://repository.brynmawr.edu/tlthe/vol1/iss25/8/
[Journal article]Authored by: Heinrich, E.Edited by: Bourke, R.
Bourke, R., O'Neill, J., & Loveridge, J. (2018). Children's conceptions of informal and everyday learning. Oxford Review of Education. 44(6), 771-786 Retrieved from https://www.tandfonline.com/doi/full/10.1080/03054985.2018.1450238
[Journal article]Authored by: Bourke, R., Erueti, B., O'Neill, J.
Bourke, R., O’Neill, J., & Loveridge, J. (2018). What starts to happen to assessment when teachers learn about their children’s informal learning?. Australian Educational Researcher. 45(1), 33-50
[Journal article]Authored by: Bourke, R., O'Neill, J.
Bourke, R. (2017). Self-assessment to incite learning in higher education: Developing ontological awareness. Assessment and Evaluation in Higher Education.
[Journal article]Authored by: Bourke, R.
Bourke, R. (2018). Self-assessment to incite learning in higher education: developing ontological awareness. Assessment and Evaluation in Higher Education. 43(5), 827-839
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2017). Editorial: Educational Research and Why It’s Important. New Zealand Journal of Educational Studies. 52(2), 207-210
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2017). Exploring Wicked Problems and Challenging Status Quo Thinking Through Educational Research. New Zealand Journal of Educational Studies. 52(1)
[Journal article]Authored by: Bourke, R.
Bourke, R., & MacDonald, J. (2017). Reflecting on evaluation practice by considering an educative values-engaged approach: How would it have changed this utilisation-focused evaluation? http://www.nzcer.org.nz/system/files/journals/evaluation-maters/downloads/Evaluation%20Matters_08_MacDonald%20and%20Bourke_prf1.pdf. Evaluation Matters. Retrieved from http://nzcer/
[Journal article]Authored by: Bourke, R.
Bourke, R. (2016). Liberating the learner through self-assessment. Cambridge Journal of Education. 46(1), 97-111
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2016). Beyond the official language of learning: Teachers engaging with student voice research. Teaching and Teacher Education. 57, 59-66
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2016). Researching as Understanding. New Zealand Journal of Educational Studies. 51(1)
[Journal article]Authored by: Bourke, R.
Bourke, R., & MacDonald, J. (2016). Creating a space for student voice in educational evaluation. International Journal of Research and Method in Education. 41(2), 156-168 Retrieved from https://www.tandfonline.com/doi/full/10.1080/1743727X.2016.1256983
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2015). Fifty years! the New Zealand Journal of Education Studies (NZJES) Te Hautaki Ma¯tai Ma¯tauranga o Aotearoa 1966-2015. New Zealand Journal of Educational Studies. 50(1), 1-5
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2015). Editorial. New Zealand Journal of Educational Studies. 50(2), 173-175
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2014). Exploring informed consent and dissent through children's participation in educational research. International Journal of Research and Method in Education. 37(2), 151-165
[Journal article]Authored by: Bourke, R.
Bourke, R. (2014). Self-assessment in professional programmes within tertiary institutions. Teaching in Higher Education. 19(8), 908-918
[Journal article]Authored by: Bourke, R.
O'Neill, JG. (2014). Voice and the ethics of children's agency in educational research. New Zealand Journal of Educational Studies. 49(2), 219-232
[Journal article]Authored by: O'Neill, J.Edited by: Bourke, R.
Bourke, R., Kearney, A., & Bevan-Brown, J. (2004). Stepping out of the classroom: Involving teachers in the evaluation of national special education policy. British Journal of Special Education. 31(3), 150-156
[Journal article]Authored by: Bourke, R., Kearney, A.
Bourke, R. (2017). The ethics of including and ‘standing up’ for children and young people in educational research. International Journal of Inclusive Education. 21(3), 231-233
[Journal article]Authored by: Bourke, R.
Bourke, R., Loveridge, J., O’Neill, J., Erueti, B., & Jamieson, A. (2017). A sociocultural analysis of the ethics of involving children in educational research. International Journal of Inclusive Education. 21(3), 259-271
[Journal article]Authored by: Bourke, R., Erueti, B., O'Neill, J.
Bourke, R., & MacDonald, J. (2018). Creating a space for student voice in an educational evaluation. International Journal of Research and Method in Education. 41(2), 156-168
[Journal article]Authored by: Bourke, R.
Bourke, R. (2016). Liberating the learner through self-assessment. Cambridge Journal of Education. 46(1), 97-111
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2016). Beyond the official language of learning: Teachers engaging with student voice research. Teaching and Teacher Education. 57, 59-66
[Journal article]Authored by: Bourke, R.
Bourke, R., & Dharan, V. (2015). Assessment practices of educational psychologists in Aotearoa/New Zealand: from diagnostic to dialogic ways of working. Educational Psychology in Practice. 31(4), 369-381
[Journal article]Authored by: Bourke, R., Muralidharan, V.Contributed to by: Muralidharan, V.
Bourke, R., & Loveridge, J. (2014). Exploring informed consent and dissent through children’s participation in educational research. International Journal of Research & Method in Education. 37(2), 151-165 Retrieved from http://www.tandfonline.com/loi/cwse20
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2014). “Radical collegiality” through student voice: Challenging our understandings of educational experience, policy and practice. New Zealand Journal of Educational Studies. 49(2), 126-130
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2014). Exposing the divide between assessment and the point of learning through student voice. New Zealand Journal of Educational Studies. 49(2), 149-161 Retrieved from http://www.nzare.org.nz/
[Journal article]Authored by: Bourke, R.
Bourke, R. (2014). Self-assessment in professional programmes in tertiary institutions. Teaching in Higher Education. 19(8), 908-918 Retrieved from http://www.tandfonline.com/loi/cthe20
[Journal article]Authored by: Bourke, R.
Bourke, R., & Mentis, M. (2014). An assessment framework for inclusive education: integrating assessment approaches. Assessment in Education: Principles, Policy and Practice. 21(4), 384-397
[Journal article]Authored by: Bourke, R., Mentis, M.
Bourke, R., & Mentis, M. (2014). An assessment framework for inclusive education: integrating assessment approaches. Assessment in Education: Principles, Policy and Practice.
[Journal article]Authored by: Bourke, R., Mentis, M.
Bourke, R., & Loveridge, J. (2013). The role of systematic reviews in exploring possibilities for evidence-based practice. New Zealand Journal of Teachers’ Work. 10(1), 1-3
[Journal article]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2013). A Scientist-practitioner Model for Inclusive Education: Supporting Graduate Students to Conduct Systematic Reviews for Evidence-based Practice. New Zealand Journal of Teachers’ Work. 10(1), 4-24 Retrieved from http://www.teacherswork.ac.nz/
[Journal article]Authored by: Bourke, R.
Bourke, R., Mentis, M., & O'Neill, J. (2013). Analyzing tensions within a professional learning and development initiative for teachers. Learning, Culture and Social Interaction. 2(4), 265-276
[Journal article]Authored by: Bourke, R., Mentis, M., O'Neill, J.
Bourke, R., Mentis, M., & O'Neill, J. (2013). Analyzing tensions within a professional learning and development initiative for teachers. Learning, Culture and Social Interaction.
[Journal article]Authored by: Bourke, R., Mentis, M.
Bourke, R., Mentis, M., & O'Neill, J. (2013). Using activity theory to evaluate a professional learning and development initiative in the use of narrative assessment. Cambridge Journal of Education. 43(1), 35-50
[Journal article]Authored by: Bourke, R., Mentis, M., O'Neill, J.
Bourke, R., & Mentis, M. (2013). Self-assessment as a process for inclusion. International Journal of Inclusive Education. 17(8), 854-867
[Journal article]Authored by: Bourke, R., Mentis, M.
McGee, A., & Bourke, R. (2012). The challenge of change: Using activity theory to understand a cultural innovation. Journal of Educational Change. 13(2), 217-233 Retrieved from https://link.springer.com/
[Journal article]Authored by: Bourke, R.
Bevan-Brown, J., Bourke, R., Butler, P., Carroll-Lind, J., Kearney, A., & Mentis, M. (2012). Essential elements in a professional learning and development programme: A New Zealand case study of autism professional development to promote collaborative practices. Professional Development in Education. 38(4), 631-646
[Journal article]Authored by: Bourke, R., Butler, P., Kearney, A., Mentis, M.
Bourke, R., & McGee, A. (2012). The challenge of change: Using activity theory to understand a cultural innovation. Journal of Educational Change. 13(2), 217-233
[Journal article]Authored by: Bourke, R.
Bourke, R., & McGee, A. (2012). The challenge of change: Using activity theory to understand a cultural innovation. Journal of Educational Change. , 1-17
[Journal article]Authored by: Bourke, R.
Bourke, R., Mentis, M., & Todd, L. (2011). Visibly learning: Teachers' assessment practices for students with high and very high needs. International Journal of Inclusive Education. 15(4), 405-419
[Journal article]Authored by: Bourke, R., Mentis, M.
Bourke, R., Mentis, M., & Todd, L. (2011). Visibly learning: teachers' assessment practices for students with high and very high needs. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION. 15(4), 405-419
[Journal article]Authored by: Bourke, R.
O'Neill, J., & Bourke, R. (2010). Educating teachers about a code of ethical conduct. Ethics and Education. 5(2), 159-172
[Journal article]Authored by: Bourke, R., O'Neill, J.
O'Neill, J., Bourke, R., & Kearney, A. (2009). Discourses of inclusion in initial teacher education: Unravelling a New Zealand 'number eight wire' knot. Teaching and Teacher Education. 25(4), 588-593
[Journal article]Authored by: Bourke, R., Kearney, A., O'Neill, J.

Book

Bourke, R., O'Neill, J., & Loveridge, J.(2024). Understanding Children’s Informal Learning: Appreciating Everyday Learners. Leeds, United Kingdom: Emerald Publishing Limited
[Authored Book]Authored by: Bourke, R., O'Neill, J.
Bourke, R. (2022). NORMALISING ALTERNATIVE ASSESSMENT APPROACHES FOR INCLUSION. In Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment. (pp. 189 - 198).
[Chapter]Authored by: Bourke, R.
Bourke, R., O'Neill, J., & Loveridge, J. (2022). Children’s Rights, Student Voice, and Partnerships in Learning and Teaching. In MA. Peters (Ed.) Encyclopedia of Teacher Education. (pp. 1 - 6). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Bourke, R., O'Neill, J.
Bourke, R., & O'Neill, J. (2021). Children's rights, student voice, informal learning and school reform. In Oxford Research Encyclopedia of Education. London: Oxford University Press
[Chapter]Authored by: Bourke, R., O'Neill, J.
O'Neill, J. (2018). Voice and the ethics of children's agency in educational research. In R. Bourke, & J. Loveridge (Eds.) Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 39 - 54). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: O'Neill, J.Edited by: Bourke, R.
O'Neill, J., Forster, M., Kupu MacIntyre, L., Rona, S., & Tu'imana, LTS. (2018). Towards an ethic of cultural responsiveness in researching Māori and Tongan children's learning in everyday settings. In R. Bourke (Ed.) Ethical and Inclusive Research with Children. Milton Park, United Kingdom: Routledge
[Chapter]Authored by: O'Neill, J.Edited by: Bourke, R.
Bourke, R., & Loveridge, J. (2018). Using student voice to challenge understandings of educational research, policy and practice. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 1 - 16).
[Chapter]Authored by: Bourke, R.Edited by: Bourke, R.
Bourke, R., & Loveridge, J. (2018). Students’ voice shifting the gaze from measured learning to the point of learning. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 143 - 157).
[Chapter]Authored by: Bourke, R.Edited by: Bourke, R.
Bourke, R., & Loveridge, J. (2018). Beyond the official language of learning: Teachers engaging with student voice research. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 159 - 177).
[Chapter]Authored by: Bourke, R.Edited by: Bourke, R.
Bourke, R. (Ed.) (2018). Ethical and inclusive research with children. : Routledge
[Edited Book]Edited by: Bourke, R.
Bourke, R. (Ed.) (2018). Ethical and inclusive research with children. Milton Park, United Kingdom: Routledge
[Edited Book]Edited by: Bourke, R.
(2018). Radical collegiality through student voice: Educational experience, policy and practice.
[Edited Book]Authored by: Bourke, R.Edited by: Bourke, R.
Bourke, R., MacDonald, J., Lucas, M., Williams, J., & Sheerin, M. (2017). Enriching the Wellbeing of Young Adolescents in Secondary School. In J. Berman, & J. MacArthur (Eds.) Student Perspectives on School. Informing Inclusive Practice. (pp. 177 - 196). : Leiden: Brill Sense
[Chapter]Authored by: Bourke, R.
Bourke, R. (2017). Untangling optical illusions: The moral dilemmas and ethics in assessment practices for inclusive education. In A. Gajewski (Ed.) Ethics, Equity and Inclusive Education. (pp. 215 - 238). : Emerald Group Publishing
[Chapter]Authored by: Bourke, R.
Bourke, R. (2017). Untangling optical illusions: The moral dilemmas and ethics in assessment practices. (pp. 215 - 237).
[Chapter]Authored by: Bourke, R.
Nozaki, Y., Openshaw, R., & Luke, A. (2005). Introduction. (pp. 1 - 10).
[Chapter]Authored by: Bourke, R.
Bourke, R.(2010). The Chameleonic learner: Learning and self-assessment in context. : New Zealand Council for Educational Research (NZCER)
[Authored Book]Authored by: Bourke, R.
Bourke, R., & Loveridge, J. (2014). Student voice(s) as a pedagogical tool. In A. St.George, S. Brown, & J. O'Neill (Eds.) Facing the Big Questions in Teaching: Purpose, Power and Learning. : Nelson Cengage Learning New Zealand
[Chapter]Authored by: Bourke, R.Edited by: O'Neill, J.
Bourke, R., & Mentis, M. (2014). Self-assessment as an ‘insider’ lens for learning and assessment. In The SAGE Handbook of Special Education: Two Volume Set, Second Edition. (pp. 537 - 552).
[Chapter]Authored by: Bourke, R., Mentis, M.
Carrington, S., Bourke, R., & Dhahran, V. (2012). Whole school review and development for more inclusive schooling. In S. Carrington, & JA. MacArthur (Eds.) Teaching in inclusive school communities. (pp. 347 - 372). : John Wiley & Sons Australia, Ltd
[Chapter]Authored by: Bourke, R.
Bourke, R., & O'Neill, J. (2012). Ethics in inclusive education: Helping teachers to understand dilemmas in teaching and learning. In S. Carrington, & J. MacArthur (Eds.) Teaching in Inclusive School Communities. (pp. 89 - 116). : John Wiley & Sons Australia, Ltd
[Chapter]Authored by: Bourke, R., O'Neill, J.
Bourke, R., Lawrence, A., McGee, A., O'Neill, J., & Curzon, J. (Eds.) (2008). Talk about learning. Working alongside teachers. : Pearson Education
[Edited Book]Edited by: Bourke, R., O'Neill, J.
St. George, A., & Bourke, R. (2008). Understanding learning to inform teaching. In A. St. George, S. Brown, & J. O'Neill (Eds.) Facing the Big Questions in Teaching: Purpose, Power and Learning. (pp. 123 - 133).
[Chapter]Authored by: Bourke, R.Edited by: O'Neill, J.
Bourke, R. (2008). What students can teach us about learning. In A. St.George, S. Brown, & J. O'Neill (Eds.) Facing the Big Questions in Teaching: Purpose, Power and Learning. (pp. 155 - 164). : Cengage Learning
[Chapter]Authored by: Bourke, R.Edited by: O'Neill, J.
Bourke, R., & St George, A. (2008). Understanding learning through theory. In R. Bourke, A. Lawrence, A. McGee, J. O'Neill, & J. Curzon (Eds.) Talk About Learning: working alongside teachers. (pp. 13 - 26). Auckland, NZ: Pearson
[Chapter]Authored by: Bourke, R.
Bourke, R., & Mentis, M. (2007). Self-assessment as a lens for learning. In The SAGE Handbook of Special Education. (pp. 319 - 330).
[Chapter]Authored by: Bourke, R., Mentis, M.
Bourke, R. (1999). At Lære Og At Leve I En Sammensat Verden. In D. Cecchin, & E. Sander (Eds.) Liv & Læring – I paedagogiske kontekster. : Denmark: BUPL
[Chapter]Authored by: Bourke, R.

Report

Bourke, R., O'Neill, J., McDowall, S., Dacre, M., Mincher, N., Narayanan, V., . . . Tuifagalele, R.(2021). Children's informal learning at home during COVID-19 lockdown. http://www.nzcer.org.nz/research/publications/learning-during-lockdown: NZCER
[Technical Report]Authored by: Bourke, R., Dacre, M., Mincher, N., O'Neill, J.
Bourke, R., Butler, P., & O'Neill, J. (2021). Children with Additional Needs.
[Commissioned Report]Authored by: Bourke, R., Butler, P., O'Neill, J.
Bourke, R., O'Neill, J., & Loveridge, J. (2018). The impact of children’s everyday learning on learning and teaching in classrooms and across schools..
[Commissioned Report]Authored by: Bourke, R., O'Neill, J.
MacDonald, J., Bourke, R., Berg, M., & Burgon, J.(2016). My friends youth final evaluation report. : NZCER
[Technical Report]Authored by: Bourke, R.
Bourke, R., & Tait, C.(2012). Self-assessment in tertiary education. Final research report to Ako Aotearoa.
[Technical Report]Authored by: Bourke, R.

Conference

Bourke, R., O'Neill, J., & Loveridge, J.Listening to children in educational research. . Palmerston North
[Conference Paper]Authored by: Bourke, R.
O'Neill, J., & Bourke, R. (2021, December). A framework for exploring children‘s understanding of their informal, everyday learning out of school.. Presented at Samoa Vaa Pasefika Education Conference 2021. National University of Samoa, Apia.
[Conference Oral Presentation]Authored by: Bourke, R., O'Neill, J.
Heinrich, E. (2018). The strengths of truly interactive conference formats. , HERDSA 2018 (Re) Valuing Higher Education
[Conference Abstract]Authored by: Heinrich, E.Edited by: Bourke, R.
Heinrich, E., Jin, Y., Bourke, R., & Fuller, I. (2018, July). The strengths of truly interactive conference formats. Presented at HERDSA Conference. Adelaide, Australia.
[Conference Oral Presentation]Authored by: Bourke, R., Fuller, I., Heinrich, E., Jin, Y.
Bourke, R., & MacDonald, J.Giving voice to students to understand their engagement and experiences of a mental health initiative in secondary schools. . Te Whare Wanaga o Awanuiarangi, Whakatane
[Conference Paper]Authored by: Bourke, R.
Bourke, R., O’Neill, J., & Loveridge, J.(2018). Children’s conceptions of informal and everyday learning. Paper presented at the meeting of Oxford Review of Education
[Conference Paper]Authored by: Bourke, R., Erueti, B., O'Neill, J.
Bourke, R., & MacDonald, J.Setting the compass to North: Student voice as an evaluation tool in an educational evaluation. . Auckland, New Zealand
[Conference Paper]Authored by: Bourke, R.
Bourke, R.Self-assessment to liberate the learner. . Edinburgh, Scotland
[Conference Paper]Authored by: Bourke, R.

Other

O'Neill, J., & Bourke, R. (2023, September). What children tell us about the phenomenon of learning. In Children's Rights, Participation & Education Symposium. Presented at Queens University Belfast.
[Oral Presentation]Authored by: Bourke, R., O'Neill, J.

Consultancy and Languages

Consultancy

  • Jan 2013 - ongoing - Ako Aotearoa
    I have developed and facilitate national workshops for tertiary educators on 'Student self-assessment. An assessment method for enhanced learning'
  • Jan 2007 - Nov 2008 - Education Council
    I led a research team to develop an evidence-based programme on enhancing ethical practice for teachers across the sectors. These 'Ethics into Practice' series were facilitated across New Zealand.
  • Jan 2020- - Massey University
    I have developed an facilitate PLD workshops on including children in decisions that affect them. CHildren's Rights and Student Voice.

Teaching and Supervision

Teaching Statement

I am the director of the Educational Psychogy programme, teaching into the MEdDevPsych courses  and the Internship programme.

I also teach undergraduate course 'Teaching and learning in everyday settings'.

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 3 0
Co-supervisor 1 1

Current Doctoral Supervision

Main Supervisor of:

  • Shuyu Lei - Doctor of Philosophy
    Exploring the relationship between Subjective Well-being (SWB), Time Management and Academic Stress among Chinese senior high school students - A mixed-methods study.
  • Maria Dacre - Doctor of Philosophy
    Children's Participation in Curriculum Decision-Making to Support their Rights to be Self-DeterminingChildren's Participation in Curriculum Decision-Making to Support their Rights to be Self-Determining
  • Vani Narayanan - Doctor of Philosophy
    Social experiences of children with autism in inclusive educational settings.

Co-supervisor of:

  • Sarika Rona - Doctor of Philosophy
    Pūrākau of learning experiences in the everyday lives of whānau. Paying attention to the ordinary in our extraordinary lives.

Completed Doctoral Supervision

Co-supervisor of:

  • 2022 - Ann Terry - Doctor of Philosophy
    Re-Thinking Assessment: A Dynamic Approach to Assessment for Practitioners Working in Education

Media and Links

Other Links