PhD, PGDipEdPsych, MEd (distinction), BEd, Adv Dip Tchg, Registered Psychologist
Roseanna Bourke is Associate Professor and the Educational Psychology Internship Director in the School of Education Te Puna Akopai. She is a registered psychologist and teacher, with extensive research and leadership experience in inclusive education, professional practice, learning and assessment. Previously, Roseanna was the Professional Practice Manager (2003-2006) within the Ministry of Education, and the Director of the Centre for Educational Development (2006-2009) for Inservice Teacher Education across the early childhood, primary and secondary sectors at Massey University.
Roseanna’s research interest lies in the area of learning and student voice: students’ conceptions of learning and self-assessment, informal learning, inclusive learning settings, the role of assessment on learning and motivation, and how motivation influences learning and assessment. She has also led national evaluations of educational policy and practice in the areas of policy (SE2000) and assessment (narrative assessment), and led a national professional learning programme for teachers on ethics into practice.
Roseanna is one of the Principal Investigators on a 3-year TLRI project (2015-2017) ‘The impact of children’s everyday learning on teaching and learning in classrooms and across schools.’ This work with colleagues from VUW and Massey University involves gathering rich data to understand how a diverse group of Year 5 students learn in everyday activities and settings outside school. In year two, the team will support the students’ Year 6 teachers to trial teaching methods that draw on students’ informal learning strengths. In year three, those teachers will mentor colleagues in other schools to replicate the experience. The project will provide robust knowledge of how and how far teachers’ pedagogical practices change as they incorporate students’ informal learning into classroom relations, activities, teaching and assessments.
Roseanna edited a book on learning with and for teachers, Talk About Learning. Working alongside teachers (Pearson Education, 2008), and authored a book about student learning, The Chameleonic Learner: Learning and Self-assessment in Context (NZCER Press, 2010).
She is interested in supervising PhD or masterate students in the areas of informal learning, inclusive education, student or teacher learning, and for those who want to extend their knowledge and use of Cultural Historical Activity Theory.
