Contact details +64 (06) 356 9099
Professor Roseanna Bourke BEd, MEd, PGDipEdPsych, PhD
Professor of Learning and Assessment
Doctoral Mentor Supervisor Institute of EducationMy 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.
Professional
Contact details
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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
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.
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Date Range: 2017 - 2017
Funding Body: Massey University
Project Team:
- Prof Roseanna Bourke - Project Leader
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:
- Prof Roseanna Bourke - Project Leader
- Prof John O'Neill - Project Leader
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.
[Journal article]Authored by: Bourke, R.
Read article at Massey Research Online: 
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1
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.
[Journal article]Authored by: Bourke, R.
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6
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.
[Journal article]Authored by: Bourke, R., Muralidharan, V.
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3
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.
[Journal article]Authored by: Bourke, R., O'Neill, J.
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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.
[Journal article]Authored by: Bourke, R., O'Neill, J.
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Book
Bourke, R., O'Neill, J., & Loveridge, J.(2024). Understanding children's informal learning: Appreciating everyday learners.
[Authored Book]Authored by: Bourke, R., O'Neill, J.
[Authored Book]Authored by: Bourke, R., O'Neill, J.
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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.
[Chapter]Authored by: Bourke, R.
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1
Bourke, R., O'Neill, J., & Loveridge, J.MA. Peters (Ed.)FebruaryFebruaryFebruaryBourke, R., O'Neill, J., & Loveridge, J.MA. Peters (Ed.)FebruaryFebruaryFebruary
[Reference Book]Authored by: Bourke, R., O'Neill, J.
[Reference Book]Authored by: Bourke, R., O'Neill, J.
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Bourke, R., & O'Neill, J.AugustAugustSeptemberBourke, R., & O'Neill, J.AugustAugustAugustBourke, R., & O'Neill, J.SeptemberAugustOctoberSeptember
[Reference Book]Authored by: Bourke, R., O'Neill, J.
[Reference Book]Authored by: Bourke, R., O'Neill, J.
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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.Edited by: Bourke, R.
[Chapter]Authored by: O'Neill, J.Edited by: Bourke, R.
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5
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. Wellington, New Zealand: New Zealand Council for Educational Research and Massey University
[Technical Report]Authored by: Bourke, R., Dacre, M., Mincher, N., O'Neill, J.
[Technical Report]Authored by: Bourke, R., Dacre, M., Mincher, N., O'Neill, J.
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Bourke, R., Butler, P., & O'Neill, J. (2021). Children with Additional Needs.
[Commissioned Report]Authored by: Bourke, R., Butler, P., O'Neill, J.
[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.
[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.
[Technical Report]Authored by: Bourke, R.
Read article at Massey Research Online:
Bourke, R., & Tait, C.(2012). Self-assessment in tertiary education. Final research report to Ako Aotearoa.
[Technical Report]Authored by: Bourke, R.
[Technical Report]Authored by: Bourke, R.
Read article at Massey Research Online:
Conference
Bourke, R., O'Neill, J., & Loveridge, J.Listening to children in educational research. . Palmerston North
[Conference Paper]Authored by: Bourke, R.
[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.
[Conference Oral Presentation]Authored by: Bourke, R., O'Neill, J.
Heinrich, E. (2018). The strengths of truly interactive conference formats. , 41st annual conference of the Higher Education Research and Development Society of Australasia (HERDSA): 2018 HERDSA (Re) Valuing Higher Education
[Conference Abstract]Authored by: Heinrich, E.Edited by: Bourke, R.
[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.
[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.
[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.
[Oral Presentation]Authored by: Bourke, R., O'Neill, J.
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Consultancy and Languages
Consultancy
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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 | 2 | 2 |
| Co-supervisor | 1 | 1 |
Current Doctoral Supervision
Main Supervisor of:
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Elena Ciobanu Ciobanu
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Doctor of Philosophy
Advancing Primary School Teachers' Science Knowledge and Pedagogy: A Structured Programme for Curriculum Integration and Teacher Knowledge Enhancement -
Shuyu Lei
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Doctor of Philosophy
Understanding and Enhancing Wellbeing Among Chinese International University Students in New Zealand: An Exploratory Mixed Methods Study
Co-supervisor of:
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Sarika Rona
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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
Main Supervisor of:
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2025
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Maria Dacre
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Doctor of Philosophy
Children’s Participation in Curriculum Decision-Making: Supporting Their Rights to be Self-Determining -
2024
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Vani Narayanan
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Doctor of Philosophy
An Ethnographic Study of Autistic Children’s Social Experiences at School
Co-supervisor of:
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2022
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Ann Terry
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Doctor of Philosophy
Re-Thinking Assessment: A Dynamic Approach to Assessment for Practitioners Working in Education
Media and Links
Other Links
- Understanding Children's Everyday Learning
- Children's informal learning at home during COVID-19 lockdown - An investigation of children's experiences of learning while in their household bubble in Terms 1 and 2, 2020 during the NZ national lockdown. Seven themes emerged.
- The impact of children’s everyday learning on teaching and learning in classrooms and across schools
- It's, like, trying to make us better people - My FRIENDS Youth final evaluation report - The evaluation of the Ministry of Education trial of My FRIENDS Youth