Contact details +64 (06) 356 9099 ext. 86374

Prof Roseanna Bourke PhD, MEd, PGDipEdPsych, BEd

Professor of Learning and Assessment

Institute of Education

My research is currently focused on a framework for children and teachers to explore informing learning and young children’s conceptions of informal and everyday learning, 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 co-ordinate the Postgrad Cert for Tertiary Teaching and Learning and am currently working on a staff-student partnership research with tertiary students. I run national workshops for tertiary educators on Student self-assessment. An assessment method for enhanced learning.

I am a registered teacher and psychologist with an interest in the areas of learning and assessment, student voice, informal and everyday learning, ethics in education, and the impact on institutionalised practices on student learning. I am currently the co- principal investigor of a 3-year TLRI research on the impact of children’s everyday learning on teaching and learning in classrooms. I am Co-Editor of the New Zealand Journal of Educational Studies (NZJES); and Associate Editor on the International Journal of Student Voice Resesearch (IJSVR).

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Professional

Contact details

Ph: +64 (06) 356 9099 ext. 86374
Location: Room 3.03, Building 3, Collinson Village
Campus: Manawatu

Qualifications

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

Research Expertise

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	4	5
Team Member	0	1

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:

Prof Roseanna Bourke - Project Leader
Prof John O'Neill - Project Leader

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

Research Outputs

Journal

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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.

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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:

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.

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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.

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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.

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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.

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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.

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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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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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. 2(4), 265-276
[Journal article]Authored by: Bourke, R., Mentis, M., O'Neill, J.

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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.

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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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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.

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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.

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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.

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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.

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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.

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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.

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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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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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Book

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.

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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.

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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.

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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.. : 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.

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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.

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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.

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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.

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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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Report

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.

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.

Read article at Massey Research Online:

Conference

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.

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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.

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.

Teaching and Supervision

Courses Coordinated

256.754 Assessment in Educational Psychology
256.843 Evidence-based practice in educational psychology
256.844 Competencies for Educational Psychologists
256.846 Professional Leadership in Educational Psychology
256.847 Applied Research in Educational Psychology
256.854 Educational and Developmental Psychology Assessment
263.315 Teaching and Learning in Everyday Settings

Contact Supervisor

Summary of Doctoral Supervision

Position	Current	Completed
Main Supervisor	4	0
Co-supervisor	1	0

Current Doctoral Supervision

Main 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
Cherie Te Rore - Doctor of Philosophy
Personal narrative in foundation studies: Lived experience, Mātauranga Māori, social media and adult education
Vani Narayanan - Doctor of Philosophy
Social experiences of children with autism in inclusive educational settings.

Co-supervisor of:

Ann Terry - Doctor of Philosophy
A Dynamic Approach to Metacognitive Assessment Using Games

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Prof Roseanna Bourke PhD, MEd, PGDipEdPsych, BEd

Professor of Learning and Assessment

Professional

Contact details

Qualifications

Research Expertise

Thematics

Area of Expertise

Keywords

Research Projects

Summary of Research Projects

Current Projects

Completed Projects

Research Outputs

Journal

Book

Report

Conference

Consultancy and Languages

Consultancy

Teaching and Supervision

Courses Coordinated

Summary of Doctoral Supervision

Current Doctoral Supervision

Media and Links

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