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We organise international short courses tailored to meet the requirements of your educational institution.
Your students can study in New Zealand, online, or in your own country. Courses can be for university lecturers, school teachers, government ministry staff, education students, and educators in many disciplines. Courses could be for a few days, a week, a month or longer.
Please contact Dianne Fountaine-Cody to find out how we can help you.
Some examples of topics include:
- 21st century teaching
- New Zealand education system
- Assessment for learning
- Curriculum development
- Teaching as inquiry
- Research preparation
- Inclusive/special needs education
Our professional short courses are offered in partnership with Tātai Angitu, the professional learning centre of the Institute of Education.
Contact details +64 (06) 356 9099 ext. 84384
I have lived in New Zealand and worked at Massey University since 1994. Previously I lectured at Leicester University in England, following ten years as a teacher of students with special educational needs in primary and secondary schools.
For several years I was an elected Council member of the New Zealand Association for Research in Education, I have served as an invited member on the Marsden Fund Social Sciences Panel and the Performance Based Research Fund (PBRF).
In 2012 I received the Teacher Education Forum of Aotearoa New Zealand career excellence award and a Massey University Research Excelelnce medal.
A major strand of my research for over twenty years has been the relationships between education policy and teachers' work and learning. There are two key questions here.
The first requires examination of policy trajectories: how do particular aspects of education get framed as 'problems' or 'crises' that government needs to address, what language and processes are used to frame policy options and on what basis does the preferred policy option get selected? Then, how does the machinery of government, the polity, gear up to persuade teachers that it is in their interests to change their customary ways of teaching and interacting with students?
The second looks at the extent to which, and how, teachers and their representatives respond to policy. Do they change? On what basis do they accept new education policy as valuable, or not? How long does it take for policy to change teaching and learning practices? Whcih policies are beneficial, and which harmful?
Papers on these questions have been published in Teaching and Teacher Education, Journal of Educational Administration and History, Journal of Education Policy, Cambridge Journal of Education, Educational Research and Learning Culture and Social Interaction.
For the last ten years, I have had a leadership role in research ethics both within the university and, more recently, the New Zealand Association for Research in Education. The issues that interest me here concern:
Papers on these issues have been published in the International Journal of Research and Method in Education, Educational Action Research, Ethics and Education and Education Policty Futures.
I am developing research programmes in four areas:
21st Century Citizenship
Field of research codes
Education (130000): Education Systems (130100): Educational Administration, Management and Leadership (130304): Specialist Studies in Education (130300): Teacher Education and Professional Development of Educators (130313)
Project Title: TLRI: The impact of Children's everyday learning on teaching and learning in classrooms and across schools
Date Range: 2014 - 2018
Funding Body: New Zealand Council For Educational Research
Project Title: Research Medal 2012 - Supervisor - Teaching and Learning in community newspapers
Date Range: 2013 - 2014
Funding Body: Massey University
Page authorised by Director, Institute of Education
Last updated on Monday 29 January 2018