Contact details +6469519374
Prof Roseanna Bourke PhD, MEd, PGDipEdPsych, BEd
Professor of Learning and Assessment
Doctoral Supervisor Institute of EducationMy 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).
Professional
Contact details
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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)
Certifications and Registrations
- Licence, Supervisor, Massey University
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
Adams, N., & Bourke, R. (2021). Teachers’ joy of teaching children with a chronic illness: the opportunities to learn. International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R.
[Journal article]Authored by: Bourke, R.
Read Online: 
Read Abstract: 
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.
[Journal article]Authored by: Bourke, R., Muralidharan, V.
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Read Abstract:
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.
[Journal article]Authored by: Bourke, R., O'Neill, J.
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Read Abstract:
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.
[Journal article]Authored by: Bourke, R., O'Neill, J.
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Read Abstract:
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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.
[Journal article]Authored by: Bourke, R.
Read Online:
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.
[Chapter]Authored by: O'Neill, J.Edited by: Bourke, R.
Read Abstract:
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.
[Chapter]Authored by: Forster, M., O'Neill, J.Edited by: Bourke, R.
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.
[Chapter]Authored by: Bourke, R.
Read Online:
Read Abstract:
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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.
[Chapter]Authored by: Bourke, R.
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Read Abstract:
2
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.
[Chapter]Authored by: Bourke, R.
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Read Abstract:
Report
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
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.
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.
[Conference Paper]Authored by: Bourke, R., Erueti, B., O'Neill, J.
Read Abstract:
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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.
[Conference Paper]Authored by: Bourke, R.
Bourke, R.Self-assessment to liberate the learner. . Edinburgh, Scotland
[Conference Paper]Authored by: Bourke, R.
[Conference Paper]Authored by: Bourke, R.
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.
Teaching and Supervision
Courses Coordinated
Summary of Doctoral Supervision
| Position | Current | Completed |
|---|---|---|
| Main Supervisor | 3 | 0 |
| Co-supervisor | 2 | 0 |
Current Doctoral Supervision
Main Supervisor of:
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Maria Dacre
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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 -
Vani Narayanan
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Doctor of Philosophy
Social experiences of children with autism in inclusive educational settings.
Co-supervisor of:
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Sarika Rona
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Doctor of Philosophy
Pūrākau of learning in the everyday lives of whānau. Rediscovering the extraordinary in the ordinary. -
Ann Terry
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Doctor of Philosophy
A Dynamic Approach to Metacognitive Assessment Using Games
Media and Links
Other Links
- 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