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, children's rights, student voice, informal and everyday learning, ethics in education, and the impact on institutionalised practices on student learning. I was Co-PI on the research exploring Children's informal learning during COVID-19 lockdown. I recently completed a 3-year programme of research on the impact of children’s everyday learning on teaching and learning in classrooms. I have been Co-Editor of the New Zealand Journal of Educational Studies (NZJES); and am currently Associate Editor on the International Journal of Student Voice Resesearch (IJSVR).
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
- 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
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
Summary of Research Projects
| Position | Current | Completed |
|---|---|---|
| Not Specified | 0 | 5 |
| Project Leader | 2 | 8 |
| Team Member | 0 | 1 |
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. (2021). Inclusive possibilities: giving children the pedestal, not the obstacle, to learn. International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R.
[Journal article]Authored by: Bourke, R.
Read Online: 
Bourke, R., Pullen, R., & Mincher, N. (2021). Understanding ethical drift in professional decision making: dilemmas in practice. International Journal of Inclusive Education.
[Journal article]Authored by: Bourke, R., Mincher, N.
[Journal article]Authored by: Bourke, R., Mincher, N.
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Read Abstract: 
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.
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Read Abstract:
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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:
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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:
Book
Bourke, R., O'Neill, J., & Loveridge, J. (2022). Children's rights, student voice, and partnerships in learning and teaching. In MA. Peters (Ed.) Encyclopedia of Teacher Education.
[Chapter]Authored by: Bourke, R., O'Neill, J.
[Chapter]Authored by: Bourke, R., O'Neill, J.
Read Online:
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: Bourke, R., O'Neill, J.
[Chapter]Authored by: Bourke, R., O'Neill, J.
Read Online:
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.
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Read Abstract:
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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.
[Technical Report]Authored by: Bourke, R., Dacre, M., Mincher, N., Narayanan, V., O'Neill, J.
Read article at Massey Research Online: 
Read Abstract:
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
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. , HERDSA 2018 (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.
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.
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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'.
Courses Coordinated
Summary of Doctoral Supervision
| Position | Current | Completed |
|---|---|---|
| Main Supervisor | 2 | 0 |
| Co-supervisor | 1 | 1 |
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 experiences in the everyday lives of whānau. Paying attention to the ordinary in our extraordinary lives.
Completed Doctoral Supervision
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
- 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