Journal
Miller, H., Bourke, R., & Dharan, V. (2021). Fostering success: young people’s experience of education while in foster care.
International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R., Muralidharan, V.Read Online:

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Bourke, R., O'Neill, J., & Loveridge, J. (2018). Children's conceptions of informal and everyday learning..
Oxford Review of Education..
[Journal article]Authored by: Bourke, R., O'Neill, J.Read Online:

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.Read Online:

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Bourke, R. (2018). Creating a space for student voice in educational evaluation..
International Journal of Research & Method in Education. 41(2)
[Journal article]Authored by: Bourke, R.Read Online:

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.Read Online:

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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.Read Online:

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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.Read Online:

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.Read Online:

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.Read Online:

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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.Read Online:

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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.Read Online:

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.Read Online:

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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.Read Online:

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Bourke, R. (2016). Liberating the learner through self-assessment.
Cambridge Journal of Education. 46(1), 97-111
[Journal article]Authored by: Bourke, R.Read Online:

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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.Read Online:

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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.Read Online:

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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.Read Abstract:

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.Read Online:

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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.Read Online:

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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.Read Abstract:

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.Read Online:

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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.Read Online:

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.Read Online:

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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.Read Online:

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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.Read Online:

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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.Read Online:

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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., McGee, A.Read Online:

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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., McGee, A.
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.Read Online:

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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.Read Online:

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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.Read Online:

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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.Read Online:

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Book
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.Read Abstract:

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.Read Online:

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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.Read Online:

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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.Read Online:

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Bourke, R. (Ed.) (2018).
Ethical and inclusive research with children. : Routledge
[Edited Book]Edited by: Bourke, R.
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Bourke, R. (Ed.) (2018).
Ethical and inclusive research with children.. : 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.Read Online:

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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.Read Online:

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Nozaki, Y., Openshaw, R., & Luke, A. (2005). Introduction. (pp. 1 - 10).
[Chapter]Authored by: Bourke, R., McGee, A.Edited by: McGee, A.Read Abstract:

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.Read Online:

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., McGee, A., 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.
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