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Contact details +6469517384

Prof John O'Neill

Professor

Doctoral Mentor Supervisor
Institute of Education

In 2013 I was made an Honorary Member of the New Zealand Association of Normal School Principals, and in 2017 an Honorary Life Member of the New Zealand Association for Research in Education.

In 2012 I received the Teacher Education Forum of Aotearoa New Zealand career excellence award and a Massey University Research Excellence medal. 

For several years I was an elected Council member of the New Zealand Association for Research in Education (2009-2013).

I serve on the editorial advisory boards of several international scholarly journals: Irish Educational Studies; Educational Management, Administration and Leadership; International Journal of Research and Method in Education; Video Journal of Education and Pedagogy

My research interests are: the relationships between education policy and teachers' work and learning, educational privatisations, informal teaching and learning in everyday settings, children's rights and capabilities, and applied professional ethics.

I have 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.

I am an elected Board member of the New Zealand Council for Educational Research (2019-) and an invited member of the Academic Advisory Board of Ako Mātātupu Teach First NZ (2020-).

I was a Ministerially appointed member of the Independent Taskforce to Review Tomorrow’s Schools (2018-2019)

I was an invited member on the Marsden Fund Social Sciences Panel (2012-2016) and the Performance Based Research Fund (PBRF) (2012).

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Professional

Contact details

  • Ph: +64 6 356 9099 x84384
    Location: 2.21, Institute of Education
    Campus: Turitea

Certifications and Registrations

  • Licence, Mentor Supervisor, Massey University

Prizes and Awards

  • Awarded Honorary Life Membership, New Zealand Association for Research in Education, November 2017 - New Zealand Association for Research in Education (2017)
  • Appointed by Minister of Education to the Independent Taskforce to Review Tomorrow's Schools - Office of the Minister of Education (2018)

Research Expertise

Research Interests

A major strand of my research for over twenty five years has been the relationships between education policy and teachers' work and learning. There are two key questions here.

  • First, how do politicians and officials attempt to persuade teachers of the value of new policies, and support them to change their practices?
  • Second, how do teachers mediate, or respond to official policy mandates?

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 many years I had a leadership role in research ethics at Massey, nationally, and in the New Zealand Association for Research in Education; and now the Association for Visual Pedagogies . The issues that interest me here concern:

  • the place of ethics in the modern enterprise university;
  • the relationship between institutional ethics committees, researchers and their disciplinary norms; and
  • applied professional ethics in education (researchers and practitioners).

Papers on these issues have been published in the International Journal of Research and Method in Education, Educational Action Research, Ethics and Education, Education Policty Futures and Educational Philosophy and Theory.

In addition to ongoing scholarly work in education policy and governance, I have recently been undertaking third party funded research programmes in three main areas:

  1. Teaching and learning in everyday activities and settings (TLRI)
  2. Educational charities and privatisations ((i) NZEI, NZPPTA, NZPF; (ii) Academy of Finland)
  3. Children's rights and capabilities (Massey University Strategic Initiative Fund)

Research Opportunities

  • Teaching and Learning in Everyday Activities and Settings  (Ongoing) This research project explores how people learn in their everyday lives and the relationships between individual learning and family, neighbourhood and local community resources.
  • Educational Charities and Privatisations  (01/01/2015) This research project examines the extent to which educational charities fulfil their objectives and provide a public benefit, and to document their networks of influence.

Thematics

21st Century Citizenship

Area of Expertise

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)

Keywords

education policy, applied professional ethics

Research Projects

Summary of Research Projects

Position Current Completed
Not Specified 1 1
Project Leader 3 8

Current Projects

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.
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Date Range: 2014 - 2019

Funding Body: New Zealand Council For Educational Research

Project Team:

Completed Projects

Project Title: Research Medal 2012 - Supervisor - Teaching and Learning in community newspapers

This study is part of a larger research project on teaching and learning in everyday activities and settings in the city of Palmerston North This contributing project involves search, retrieval and storage of articles from local community newspaper microfiche archives in the City Library. The purpose of the search is to permit analysis the frequency and variety of non-formal and informal teaching and learning activities offered in the community, and how these may have changed across several decades. As a result of the analysis it should also be possible to map the availability of these activities in different localities within the city and to make preliminary assessments of the 'learning capital' that may exist at the neighbourhood level.
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Date Range: 2013 - 2014

Funding Body: Massey University

Project Team:

Research Outputs

Journal

Peters, MA., White, EJ., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2021). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory. 53(9), 863-880
[Journal article]Authored by: O'Neill, J.
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1
Thrupp, M., Powell, D., O’Neill, J., Chernoff, S., & Seppänen, P. (2021). Private Actors in New Zealand Schooling: Towards an Account of Enablers and Constraints Since the 1980s. New Zealand Journal of Educational Studies. 56(1), 23-39
[Journal article]Authored by: O'Neill, J.
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1
Rona, S., Forster, M., & O'Neill, J. (2018). Māori children's everyday learning over the summer holidays. Learning, Culture and Social Interaction. 17, 69-78
[Journal article]Authored by: Forster, M., O'Neill, J.
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O’Neill, J., Forster, M., Kupu MacIntyre, L., Rona, S., & Tu’ulaki Sekeni Tu’imana, L. (2017). Towards an ethic of cultural responsiveness in researching Māori and Tongan children’s learning in everyday settings. International Journal of Inclusive Education. 21(3), 286-298
[Journal article]Authored by: Forster, M., O'Neill, J.
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9
O’Neill, J. (2017). Contesting PLD services: the case of CORE Education. Open Review of Educational Research. 4(1), 192-204
[Journal article]Authored by: O'Neill, J.
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1

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O’Neill, J. (2017). A biographical experience of teacher education in Aotearoa New Zealand. European Journal of Teacher Education. 40(5), 589-600
[Journal article]Authored by: O'Neill, J.
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1
O’Neill, J. (2016). Targeted Social Investment as an Equity Strategy. New Zealand Journal of Educational Studies. 51(2), 269-274
[Journal article]Authored by: O'Neill, J.
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O'Neill, J., & Snook, I. (2015). What Will Public Education Look Like in the Future and Why?. New Zealand Journal of Educational Studies. 50(2), 195-209
[Journal article]Authored by: O'Neill, J.
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5
O'Neill, J. (2015). "Education as the power of partnership: The context of co-laboration." A reply to Michael Peters. Knowledge Cultures. 3(5), 31-33
[Journal article]Authored by: O'Neill, J.
Locke, T., Alcorn, N., & O'Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research. 21(1), 107-123
[Journal article]Authored by: O'Neill, J.
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44
O'Neill, J. (2013). Creative research ethics in the enterprise university: What price academic freedom?. Policy Futures in Education. 11(6), 712-721
[Journal article]Authored by: O'Neill, J.
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1
O'Neill, J. (2013). Rationalising national assessment in New Zealand. International Education Journal. 12(2), 104-121
[Journal article]Authored by: O'Neill, J.
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2
O'Neill, J. (2012). Rationality and rationalisation in teacher education policy discourse in New Zealand. Educational Research. 54(2), 225-237
[Journal article]Authored by: O'Neill, J.
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6
O'Neill, J. (2012). Material fallacies of education research evidence and public policy advice. New Zealand Journal of Educational Studies. 47(1), 153-160
[Journal article]Authored by: O'Neill, J.
1
O'Neill, J. (2011). Response to 'Reply to O'Neill: The privatisation of public schooling in New Zealand'. Journal of Education Policy. 26(5), 725-728
[Journal article]Authored by: O'Neill, J.
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Court, M., & O'Neill, J. (2011). 'Tomorrow's schools' in New Zealand: From social democracy to market managerialism. Journal of Educational Administration and History. 43(2), 119-140
[Journal article]Authored by: O'Neill, J.
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19
O'Neill, J. (2011). The privatisation of public schooling in New Zealand. Journal of Education Policy. 26(1), 17-31
[Journal article]Authored by: O'Neill, J.
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21
O'Neill, J. (2010). One chairperson's experience of ethical review: Balancing principle, convention, relationship and risk in educational research. International Journal of Research and Method in Education. 33(3), 229-243
[Journal article]Authored by: O'Neill, J.
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4
Snook, I., & O'neill, J. (2010). Social class and educational achievement: Beyond ideology. New Zealand Journal of Educational Studies. 45(2), 3-18
[Journal article]Authored by: O'Neill, J.
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11
Snook, I., Clark, J., Harker, R., O'Neill, AM., & O'Neill, J. (2010). Critic and conscience of society: A reply to John Hattie. New Zealand Journal of Educational Studies. 45(2), 93-98
[Journal article]Authored by: O'Neill, J.
10
O'Neill, J. (2008). Safe ethics for researching teachers' work. New Zealand Journal of Educational Studies. 43(1), 51-64
[Journal article]Authored by: O'Neill, J.
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5
Brooking, K., Collins, G., Court, M., & O'Neill, J. (2003). Getting below the surface of the principal recruitment 'crisis' in New Zealand primary schools. Australian Journal of Education. 47(2), 146-158
[Journal article]Authored by: O'Neill, J.
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36
O’neill, J. (2000). Secondary School ‘Effectiveness’ and ‘Improvement’. Management in Education. 14(3), 15-17
[Journal article]Authored by: O'Neill, J.
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1
O'Neill, J. (1996). Living networks. Educational Leadership. 54(3), 72-75
[Journal article]Authored by: O'Neill, J.
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1
O'neill, J. (1995). Whose Job is it Anyway? The Team Leader as Catalyst for Management Development. Educational Management Administration & Leadership. 23(1), 19-27
[Journal article]Authored by: O'Neill, J.
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Peters, M., Whyte, EJ., Besley, T., Locke, K., Redder, B., Novak, R., . . . Sturm, S. (2020). Video ethics in educational research involving children: Literature review and critical discussion. Educational Philosophy and Theory.
[Journal article]Authored by: O'Neill, J.
Read Online: DOI icon
Thrupp, M., O’Neill, J., Powell, D., & Butler, P. (2020). Private actors in New Zealand schooling: the path to saturation. Journal of Educational Administration and History. 52(4), 385-402
[Journal article]Authored by: Butler, P., O'Neill, J.
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2
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., O'Neill, J.
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Rona, S., Forster, M., & O'Neill, J. (2018). Māori children's learning over the summer holidays. Learning, Culture and Social Interaction. 17, 69-78 Retrieved from https://www.sciencedirect.com/science/article/pii/S221065611730199X
[Journal article]Authored by: Forster, M., O'Neill, J.Edited by: O'Neill, J.
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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.
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3
2
O'Neill, JG. (2017). Contesting PLD services: the case of CORE Education. Open Review of Educational Research. 4(1), 192-204
[Journal article]Authored by: O'Neill, J.
Read article at Massey Research Online: MRO icon
Read Online: DOI icon
Read Abstract: abstract icon
O'Neill, JG. (2017). A biographical experience of teacher education in Aotearoa New Zealand. European Journal of Teacher Education. 40(5), 589-600
[Journal article]Authored by: O'Neill, J.
Read Online: DOI icon
O'Neill, JG. (2017). For-profit and not-for-profit participation in the privatisation of state schooling. Waikato Journal of Education. 22(1), 11-24
[Journal article]Authored by: O'Neill, J.
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O'Neill, JG. (2017). Marketplace or commodity progressivism and state schooling. Teachers and Curriculum. 17(1), 7-10
[Journal article]Authored by: O'Neill, J.
Read article at Massey Research Online: MRO icon
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O'Neill, JG., Forster, M., MacIntyre, L., Rona, S., & Tu'Imana, L. (2017). Towards an ethic of cultural responsiveness in researching Māori and Tongan children's learning in everyday settings. International Journal of Inclusive Education. 21(3), 286-298
[Journal article]Authored by: Forster, M., O'Neill, J.
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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.
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10
6
O'Neill, JG., & Snook, I. (2015). What public education will look like in the future and why?. New Zealand Journal of Educational Studies. 50(2), 195-209
[Journal article]Authored by: O'Neill, J.
Read Online: DOI icon
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.
Read Abstract: abstract icon
O'Neill, JG. (2014). Rationalising national assessment in New Zealand. The International Education Journal: Comparative Perspectives. 12(2), 104-121
[Journal article]Authored by: O'Neill, J.
O'Neill, JG. (2013). Creative research ethics in the enterprise university: what price academic freedom?. Policy Futures in Education. 11(6), 712-721
[Journal article]Authored by: O'Neill, J.
O'Neill, JG. (2013). Is initial teacher education a profession?. Waikato Journal of Education. 18(1), 21-32 Retrieved from http://edlinked.soe.waikato.ac.nz/research/journal/view.php?article=true&id=869&p=8
[Journal article]Authored by: O'Neill, J.Edited by: 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. 2(4), 265-276
[Journal article]Authored by: Bourke, R., Mentis, M., O'Neill, J.
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3
Locke, T., Alcorn, N., & O'Neill, J. (2013). Ethical issues in collaborative action research. Educational Action Research. 21(1), 107-123 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/09650792.2013.763448
[Journal article]Authored by: O'Neill, J.
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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.
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10
12
O'Neill, J. (2012). Rationality and rationalisation in teacher education policy discourse in New Zealand. Educational Research. 54(2 Special Issue: Teacher education in the global financial crisis (GFC) - where has the shoe pinched?), 225-237 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/00131881.2012.680046
[Journal article]Authored by: O'Neill, J.
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O'Neill, JG. (2012). Commentary: Material fallacies of education research evidence and public policy advice. New Zealand Journal of Educational Studies. 47(1), 153-160
[Journal article]Authored by: O'Neill, J.
Court, M., & O'Neill, J. (2011). 'Tomorrow's Schools' in New Zealand: from social democracy to market managerialism. Default Journal, Please Provide Journal Name. 43(2), 119-140
[Journal article]Authored by: O'Neill, J.
O'Neill, J. (2011). The privatisation of public schooling in New Zealand. Journal of Education Policy. 26(1), 17-31 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02680939.2010.493227
[Journal article]Authored by: O'Neill, J.
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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.
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19
Snook, I., & O'Neill, J. (2010). Social class and educational achievement: Beyond ideology. New Zealand Journal of Educational Studies. 45(2), 3-18 Retrieved from http://search.informit.com.au/documentSummary;dn=621745966557638;res=IELHSS
[Journal article]Authored by: O'Neill, J.
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O'Neill, J. (2010). One chairperson's experience of ethical review: Balancing principle, convention, relationship and risk in educational research. International Journal of Research & Method in Education. 33(3), 229-243 Retrieved from http://www.tandfonline.com/doi/abs/10.1080/1743727X.2010.511715
[Journal article]Authored by: O'Neill, J.
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Snook, I., O'Neill, J., Clark, J., O'Neill, A-M., & Openshaw, R. (2009). Invisible learnings? A commentary on John Hattie's book: Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New Zealand Journal of Educational Studies. 44(1), 93-106
[Journal article]Authored by: O'Neill, J.
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Bourke, R., & O'Neill, J. (2009). Professional development for ethical teaching. New Zealand Annual Review of Education. 18, 107-122 Retrieved from http://www.victoria.ac.nz/education/pdf/profdevelopmentfor-ethicalteaching-roseanna-bourke.pdf
[Journal article]Authored by: O'Neill, J.
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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.
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15
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O'Neill, J. (2008). Safe ethics for researching teachers' work. New Zealand Journal of Educational Studies. 43(1), 51-64 Retrieved from http://www.nzare.org.nz/publications/NZJES/NZJES-43-1-2008.pdf
[Journal article]Authored by: O'Neill, J.
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Book

Bourke, R., & O'Neill, J. (2021). Children's rights, student voice, informal learning and school reform. In Oxford Research Encyclopedia of Education.
[Chapter]Authored by: O'Neill, J.
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O'Neill, J. (2021). Trust in schooling system governance and reform. In Oxford Research Encyclopedia of Education.
[Chapter]Authored by: O'Neill, J.
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O'Neill, J. (2021). Poverty and Success at School. In M. Peters (Ed.) Encyclopedia of Teacher Education. : Springer
[Chapter]Authored by: O'Neill, J.
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O’Neill, J., & Powell, D. (2020). Charities and state schooling privatisations in aotearoa New Zealand. In Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing. (pp. 36 - 51).
[Chapter]Authored by: O'Neill, J.
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3
O’Neill, J. (2018). Voice and the ethics of children’s agency in educational research. In Radical Collegiality through Student Voice: Educational Experience, Policy and Practice. (pp. 39 - 54).
[Chapter]Authored by: O'Neill, J.
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4

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O'Neill, J. (2017). Teacher educators' responsibility to prepare candidates for classroom realities. In A Companion to Research in Teacher Education. (pp. 495 - 505).
[Chapter]Authored by: O'Neill, J.
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Rumball, S., & O’neill, J. (2011). Research integrity in New Zealand. In Promoting Research Integrity in a Global Environment. (pp. 41 - 43).
[Chapter]Authored by: O'Neill, J.
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O’neill, J., & Rumball, S. (2011). The past, present and future of one university’s code of research ethics in New Zealand. In Promoting Research Integrity in a Global Environment. (pp. 185 - 186).
[Chapter]Authored by: O'Neill, J.
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O'Neill, J., & Powell, D. (2020). Charities and state schooling privatisations in Aotearoa New Zealand. In A. Hogan, & G. Thompson (Eds.) Privatisation and Commercialisation in Public Education: How the Public Nature of Schooling is Changing.. (pp. 36 - 51). London: Routledge
[Chapter]Authored by: O'Neill, J.
O'Neill, J. (2019). The 'best interests' of the child and the 'micropractices' of schooling. In N. Lynch (Ed.) Children's rights in Aotearoa New Zealand: Reflections on the 30th anniversary of the convention on the rights of the child. (pp. 64 - 66). Wellington, New Zealand: Victoria University Wellington
[Chapter]Authored by: O'Neill, J.
O'Neill, J. (2019). Teachers and ethics. In MF. Hill, & M. Thrupp (Eds.) The Professional Practice of Teaching in New Zealand. (pp. 273 - 290). : Cengage
[Chapter]Authored by: 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). : Springer
[Chapter]Authored by: O'Neill, J.Edited by: Bourke, R.
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O'Neill, J., Forster, M., Kupu MacIntyre, L., Rona, S., & Tu'imana, L. (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.
[Chapter]Authored by: Forster, M., O'Neill, J.Edited by: Bourke, R.
O'Neill, JG., Ritchie, J., & Carpenter, V.(2017). A New Zealand where children can flourish: Priorities for Education. Child Poverty Action Group
[Discussion Paper]Authored by: O'Neill, J.
Read article at Massey Research Online: MRO icon
O'Neill, JG. (2017). Teacher educators' responsibility to prepare candidates for classroom realities. In A companion to research in teacher education. (pp. 495 - 505). Singapore: Springer
[Chapter]Authored by: O'Neill, J.
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O'Neill, JG. (2016). Teachers and ethics. In D. Fraser, & M. Hill (Eds.) The professional practice of teaching in New Zealand. (pp. 261 - 278). : Cengage Learning Australia
[Chapter]Authored by: O'Neill, J.
O'Neill, JG. (2016). Social imaginaries: An overview. In Encyclopedia of Educational Philosophy and Theory. Singapore: Springer Singapore
[Chapter]Authored by: O'Neill, J.
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O'Neill, JG. (2016). Social imaginaries and possibilism in state schooling. In Encyclopedia of Educational Philosophy and Theory. (pp. 1 - 6). : Springer Singapore
[Chapter]Authored by: O'Neill, J.
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Snook, I., & O'Neill, JG. (2014). Poverty and inequality of educational achievement. In V. Carpenter, & S. Osborne (Eds.) Twelve thousand hours. Education and poverty in Aotearoa New Zealand. (pp. 19 - 43). New Zealand: Dunmore Publishing
[Chapter]Authored by: O'Neill, J.
O'Neill, JG. (2014). Charter Schools. In D. Cooke, C. Hill, P. Baskett, & R. Irwin (Eds.) Beyond the free market. Rebuilding a just society in New Zealand.. (pp. 108 - 112). New Zealand: Dunmore Publishing
[Chapter]Authored by: O'Neill, J.
O'Neill, JG. (2014). The new teacher education policy discourse in New Zealand: Fiscal probity or idealogical opportunism?. In J. Stephenson, & L. Ling (Eds.) Challenges to teacher education in difficult economic times. (pp. 47 - 60). : Routledge Taylor and Francis
[Chapter]Authored by: O'Neill, J.
Snook, I., O'Neill, J., Birks, S., Church, J., & Rawlins, P. (2013). The assessment of teacher quality: An investigation into current issues in evaluating and rewarding teachers. New Zealand: Education Policy Response Group, Institute of Education, Massey University
[Monograph]Authored by: O'Neill, J., Rawlins, P.
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O'Neill, JG. (2011). One chairperson's experience of ethical review: balancing principle, convention, relationship and risk in educational research. In P. Sikes, & H. Piper (Eds.) Ethics and Academic Freedom in Educational Research. (pp. 25 - 39). : Taylor & Francis Books
[Chapter]Authored by: O'Neill, J.
O'Neill, J. (2010). Teachers and teaching. In M. Thrupp, & R. Irwin (Eds.) Another Decade of New Zealand Education Policy: Where to Now?. (pp. 1 - 20). Hamilton, New Zealand: Wilf Malcom Institute of Educational Research, University of Waikato
[Chapter]Authored by: 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., McGee, A., O'Neill, J.
O'Neill, A., & O'Neill, JG. (2008). How the official curriculum shapes teaching and learning. In AS. George, S. Brown, & J. O'Neill (Eds.) Facing the Big Questions in Teaching: Purpose, Power and Learning. (pp. 3 - 13). Melbourne, Australia: Cengage
[Chapter]Authored by: O'Neill, J.
St George, A., Brown, S., & O'Neill, J. (Eds.) (2008). Facing the big question in teaching: Purpose, power and learning. Melbourne, Australia: Cengage Learning
[Edited Book]Authored by: O'Neill, J.Edited by: O'Neill, J.
Bourke, ., R, ., Lawrence, ., A, ., McGee, ., O'Neill, ., . . . J, . (Eds.) (2008). Talk About Learning: Working Alongside Teachers. New Zealand: Perason Education Limitied
[Edited Book]Edited by: Lawrence, J., McGee, A., O'Neill, J.
Bourke, R., McGee, AJ., & O'Neill, JG. (2008). Facilitating Teacher Learning. In R. Bourke, A. Lawrence, A. McGee, . O'Neill, & J. Curzon (Eds.) Talk About Learning: Working Alongside Teachers. (pp. 65 - 71). New Zealand: Perason Education Limitied
[Chapter]Authored by: McGee, A., O'Neill, J.Edited by: McGee, A.
O'Neill, JG. (2008). Putting teacher learning in context. In R. Bourke, A. Larence, A. McGee, J. O'Neill, & J. Curzon (Eds.) Talk About Learning: Working Alongside Teachers. (pp. 27 - 38). Auckland: Pearson Education
[Chapter]Authored by: O'Neill, J.
O'Neill, JG. (2005). 'Getting started': Shaping social studies teachers' thinking through formal professional development. In P. Benson, & R. Openshaw (Eds.) Towards Effective Social Studies. (pp. 19 - 34). Palmeston North, NZ: Kanuka Grove Press
[Chapter]Authored by: O'Neill, J.
West Burnham, J., O'Neill, J., & Bradbury, I. (Eds.) (2001). Performance management in schools. London, UK: Pearson Education
[Edited Book]Edited by: O'Neill, J.
Adams, R., Eastham, M., Knuckey, S., O'Neill, JG., Pountney, C., Sewell, A., . . . Weir, K.(2000). Values in schools. Palmerston North, NZ: Kanuka Grove Press & The Quality Public Education Coalition
[Authored Book]Authored by: O'Neill, J.

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Thesis

Donaldson, J. (2013). Between Two Worlds: Tensions of Practice encountered by secondary school music teachers in Aotearoa New Zealand. (Doctoral Thesis, Massey University, Manawatu Campus, New Zealand)
[Doctoral Thesis]Authored by: Donaldson, J.Edited by: O'Neill, J.
Boyack, JE. (2011). Singing a joyful song: an exploratory study of primary school music leaders in Aotearoa New Zealand. (Doctoral Thesis, Massey University)
[Doctoral Thesis]Edited by: O'Neill, J.
Read Abstract: abstract icon
Vossler, KR. (2006). Preparing Teachers as Professional Educators: A new Conception for Pre-Service Teacher Education. (Doctoral Thesis)
[Doctoral Thesis]Edited by: O'Neill, J.
Read Abstract: abstract icon
O'Neill, JG. (2001). Shards of teacher and curriculum development in four New Zealand secondary schools. (Doctoral Thesis, Massey University)
[Doctoral Thesis]Authored by: O'Neill, J.

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., Narayanan, V., O'Neill, J.
Read article at Massey Research Online: MRO icon
Read Abstract: abstract icon
Bourke, R., Butler, P., & O'Neill, J. (2021). Children with Additional Needs.
[Commissioned Report]Authored by: Bourke, R., Butler, P., O'Neill, J.
Haque, B., Ala'alatoa, B., Berryman, M., O'Neill, J., & Wylie, C. (2019). Our Schooling Futures:Stronger Together Whiria Ngā Kura Tūātinitini Final report by the Tomorrow’s Schools Independent Taskforce.
[Commissioned Report]Authored by: O'Neill, J.
Taskforce to Review Tomorrow's Schools, . (2018). Our Schooling Futures Stronger Together: Whiria Ngā Kura Tūātinitini.
[Commissioned Report]Contributed to by: 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.

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O'Neill, J., Hansen, SE., & Lewis, E. (2014). Dispositions to teach: Review and synthesis of current components and applications, and evidence of impact.
[Commissioned Report]Authored by: Hansen, S., O'Neill, J.
O'Neill, J.(2012). Charter schools for New Zealand: An investigation designed to further the debate in New Zealand on education policy in general and on charter schooling in particular. New Zealand: College of Education, Massey University
[Technical Report]Authored by: O'Neill, J.
Read Abstract: abstract icon
Bourke, R., Bevan Brown, JM., Carroll Lind, J., Cullen, JL., & O'Neill, JG.(2007). The New Zealand Teachers Council's code of ethics for registered teachers: Ethics into practice: Facilitation of workshops 2007: Final report.
[Technical Report]Authored by: O'Neill, J.
Codd, JA., Brown, ME., Clark, JA., McPherson, JE., O'Neill, H., O'Neill, JG., . . . Zepke, N. (2002). Review of future-focused research on teaching and learning. Ministry of Education, Research Division.
[Commissioned Report]Authored by: O'Neill, 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. Massey University, College of Education.
[Commissioned Report]Authored by: Kearney, A., Mentis, M., O'Neill, J., Poskitt, J., Ward, A.
O'Neill, JG., Harker, RK., & Nash, R. (2002). A critical analysis of the literature on effective large scale school improvement initiatives: Final Report. Ministry of Education.
[Commissioned Report]Authored by: O'Neill, J.
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Teaching and Supervision

Teaching Statement

I currently teach educational leadership at postgraduate level and informal teaching and learning at undergraduate level.

Courses Coordinated

  • 259.771 Educational Leadership in Action
  • 259.772 Theory and Process in Educational Leadership
  • 263.315 Teaching and Learning in Everyday Settings
Contact Supervisor

Graduate Supervision Statement

I am particularly interested in supervising in the areas of education policy (teachers' work and privatisations), informal learning and teaching in everyday settings, and children's rights and capabilities.


Prof John O'Neill is available for Masters and Doctorial supervision.

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 2 11
Co-supervisor 1 7

Current Doctoral Supervision

Main Supervisor of:

  • Sarika Rona - Doctor of Philosophy
    Paying attention to the ordinary in our extraordinary lives. Pūrākau of learning and teaching in the everyday lives of whānau.
  • Huidan Niu - Doctor of Philosophy
    The professional role of teacher unions in NZ

Co-supervisor of:

  • 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

Completed Doctoral Supervision

Main Supervisor of:

  • 2021 - Anne-Marie O'Neill - Doctor of Philosophy
    A genealogical examination of curriculum-assessment as governmentality in Aotearoa New Zealand
  • 2018 - Linda Warner - Doctor of Philosophy
    Uncovering everyday learning and teaching within the quilting community of Aotearoa New Zealand
  • 2016 - Moshi Mislay - Doctor of Philosophy
    The Politics of Teachers' Work in the Context of Curriculum Resources Marketisation Policy Reforms in Three Secondary Schools in Tanzania
  • 2016 - Derek Morrison - Doctor of Education
    Exploring New Zealand's Rural Education Activities Programmes (REAPs): Social Capital in a Lifelong Learning and Community Development Context
  • 2016 - Carmen Denekamp - Doctor of Education
    The Development of L2 Arab Writers' Proficiency: Autonomy, Online Self-Access Centres, and Advisement
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  • 2013 - Judith Donaldson - Doctor of Philosophy
    Between Two Worlds: Tensions of Practice Encountered by Secondary School Music Teachers in Aotearoa New Zealand
  • 2010 - Zoe Brooks - Doctor of Education
    Assessing creativity: Teachers' perceptions of the effect of the National Certificate of Educational Achievement (NCEA) on teaching and learning in the secondary drama classroom in New Zealand
  • 2010 - Kama Weir - Doctor of Philosophy
    Teaching health education in New Zealand secondary schools: Policy into practice
  • 2009 - Rowena Taylor - Doctor of Education
    Teachers' Conflicting Responses to Change: An Evaluation of the Implementation of Senior Social Studies for the NCEA, 2002-2006
  • 2009 - Mandia Mentis - Doctor of Philosophy
    A teacher's research journey into e-learning: Aligning technology, pedagogy and context
  • 2008 - Brian Finch - Doctor of Education
    Children's film viewing practices: A qualitative investigation into engagement with a feature film
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Co-supervisor of:

  • 2014 - Marilyn Innes - Doctor of Philosophy
    Tomorrows School : Todays Industry. Economic agendas and competitive forces in global education: New Zealand and South Korea
  • 2013 - Ahmad Zabidi Abdul Razak - Doctor of Philosophy
    Learning about teachers' resilience: Perceptions, challenges and strategies of policy implementation in two secondary schools in Malaysia
  • 2012 - Jennifer Boyack - Doctor of Philosophy
    Singing A Joyful Song: An Exploratory Study of Primary School Music Leaders in Aotearoa New Zealand
  • 2011 - Anne-Grete Elliot - Doctor of Education
    From preservice teacher education to the primary classroom: An investigation into beginning teachers' experiences with information and communication technology.
  • 2008 - Patricia Stringer - Doctor of Education
    Capacity Building for School Improvement: A Case Study of a New Zealand Primary School
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  • 2007 - Judie Alison - Doctor of Philosophy
    Mind the Gap! Policy Change in Practice. School Qualifications Reform in New Zealand, 1970-2002
  • 2005 - David Chapman - Doctor of Philosophy
    Education for the Environment: Towards Teacher Empowerment.

Media and Links

Media

  • 11 Aug 2013 - Newspaper
    Top tips on how to pick a school
    Feature in Sunday Star Times p. A11 Advice to parents selecting secondary schools for their children

Other Links