Katrina McChesney

Katrina McChesney
The University of Waikato · Te Kura Toi Tangata School of Education

BA, BSc, GradDipTchg(Sec), PhD
Senior Lecturer in Initial Teacher Education at the University of Waikato, New Zealand

About

39
Publications
37,841
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
347
Citations
Introduction
I am a senior lecturer in initial teacher education at the University of Waikato - Tauranga in New Zealand. My research uses a range of methods to explore the lived experiences of stakeholders within educational contexts. Past and current projects have considered the experiences of teachers engaging in professional development; teachers working in cross-cultural contexts; and children, teachers, and families across early childhood, schooling, and higher education contexts.

Publications

Publications (39)
Article
With its aggressive education reform, multinational teaching workforce, and increasing implementation of Western-based approaches, Abu Dhabi provides a rich site for learning more about international policy-borrowing in educational improvement initiatives. This article uses survey and interview data from n=35 Abu Dhabi public school teachers who pa...
Article
Full-text available
Mixed methods research is increasingly popular both within and beyond education because of the advantages offered by combining qualitative and quantitative methods. Some mixed methods research, however, does not fully harness the potential or depth that mixed methods has to offer. In this article, I consider some of this potential in terms of how m...
Article
Full-text available
**Open-access version available at https://ro.ecu.edu.au/ajte/vol46/iss3/6 ** This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Facul...
Article
Although school and education system leaders can mandate teachers’ participation in professional development activities, various school-related, teacher-related and student-related factors influence the degree to which professional development opportunities ultimately result in the desired teaching and learning impacts. This study examined teachers...
Article
A recurring debate in mixed methods research involves the relationship between research methods and research paradigms. Whereas some scholars appear to assume that qualitative and quantitative research methods each necessarily belong with particular research paradigms, others have called for greater flexibility and have taken a variety of stances t...
Article
Book review of "Strategies for Writing a Thesis by Publication in the Social Sciences and Humanities" by Lynn P. Nygaard and Kristin Solli , 2021, from the "Insider Guides to Success in Academia" series. Review published in the New Zealand Journal of Educational Studies. **LINK TO FULL TEXT** https://rdcu.be/cKYDm
Conference Paper
Full-text available
Positive transitions into university support long-term student retention and success. Transitions into initial teacher education (ITE) programmes are complex, involving the usual challenges of beginning university as well as additional, unique considerations related to teaching and teacher education. This presentation reports findings of qualitativ...
Article
Full-text available
School climates are known to be associated with a range of student outcomes (including academic, social, behavioural and affective), and much work to date has focused on gathering students’ perceptions of their school climate to inform ongoing improvement efforts. However, parents and caregivers, as well as students, are also influenced by the psyc...
Article
The quality of early childhood education and care fundamentally depends on teachers’ wise practice. However, the environments in which that education and care occur can influence, inform, and shape teachers’ practice, and children’s and families’ experiences. This article draws on a written “portrait” of the learning environment created at one New...
Article
This portrait was written by Katrina McChesney to celebrate and preserve our collective memories of that space. It was presented as a gift to the Greerton Early Learning Centre community and has now been shared, at the request of the teaching team, as a resource for others.
Conference Paper
Full-text available
Mixed methods research is (increasingly) popular in education and other social sciences, partly because of the perceived benefits of exploring a phenomenon using both quantitative and qualitative approaches. Mixed methods studies can sometimes be driven by practical rather than philosophical considerations - what might work, what is achievable, wha...
Article
Full-text available
Because adolescent life satisfaction is associated with important affective, behavioural and health-related outcomes during both adolescence and later life, strategies for promoting adolescent life satisfaction have potential social value. In the study reported in this article, associations are reported between perceptions of the school climate and...
Conference Paper
Full-text available
Researchers have called for culturally responsive approaches to transform inequitable educational practice for several decades, yet the realisation of these aspirations in mainstream educational institutions has been slow. In part, this is due to the difficulty practitioners experience in conceptualising what this type of education looks like in pr...
Conference Paper
Full-text available
Research and practice both in Aotearoa NZ and internationally confirm the important role that parents, caregivers and whānau/fanau play in students’ educational journeys. These stakeholders influence students’ academic outcomes as well as their socioemotional experiences of schooling. Effective engagement with parents, caregivers and whānau/fanau i...
Article
Full-text available
There is increasing recognition that the underachievement of Māori, Pasifika, and other diverse students in New Zealand schools is in large part owing to systemic factors that disadvantage these students. Responding to the urgent need for significant change in our schools and classrooms, the developing mathematical inquiry communities model is a re...
Article
Full-text available
Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at...
Article
The central role of teacher professional development in educational improvement is well-documented, and the investments of time and money into teacher professional development across the globe are immense. Given, however, that the quality of professional development has been shown to vary considerably, meaningful evaluation of professional developm...
Article
Promoting adolescent mental health is a global priority, and schools have an important role to play. This systematic mixed- methods literature review examined relationships between the psychosocial school climate and adolescents’ mental health, mapping the scope and quality of recent research. Forty-eight relevant primary studies published in 2000–...
Article
Schools and education systems are being challenged to improve the evaluation of teacher professional development, yet there is a lack of practical tools for doing so. This article describes the development and validation of a new instrument to assess teachers’ perceptions of the impact of professional development. This instrument, designed to be ti...
Thesis
This thesis reports an interpretivist, mixed-methods investigation of teachers’ experiences of professional development within a major education reform in the Emirate of Abu Dhabi, United Arab Emirates. Drawing on data from 393 Arab and Western teachers, the study considered the factors (design, non-design-related, and cultural) that contributed to...
Conference Paper
Full-text available
Teacher professional development (PD) is relied upon worldwide as a means to improve the quality of teaching and learning. Research has identified features of effective PD opportunities, yet the progression from well-designed PD to actual teaching and learning gains continues to be problematic. There is, therefore, an ongoing need for research inve...
Conference Paper
Full-text available
There is currently a strong emphasis on teaching statistics within the context of the statistical enquiry cycle (PPDAC). This workshop will present a number of engaging activity formats that can be integrated into any statistical enquiry context in order to help students develop the skills required for AS 1.10, 1.11, 2.9 and 2.10. Ready-to-use reso...
Conference Paper
Full-text available
Geometry activities in Years 1-6 can generate colourful and interesting wall displays – but do they always generate learning? This practical workshop will help teachers to (1) focus on the big ideas of geometry for Years 1-6, (2) think critically about what meaningful geometric thinking (not just “geometric doing”) looks like, and (3) explore a num...
Conference Paper
Full-text available
Increased globalisation has meant that education systems today are faced with increasingly culturally-diverse teaching workforces. Research has identified significant differences between the norms, attitudes and values of people from different cultures and these differences are highly relevant for education systems employing multicultural cohorts o...
Conference Paper
Full-text available
NOTE: Readers interested in this conference presentation are also referred to the follow-up journal article, "A new tool for practitioner-led evaluation of teacher professional development" - see https://www.researchgate.net/publication/322702438_A_new_tool_for_practitioner-led_evaluation_of_teacher_professional_development Although teacher profe...
Conference Paper
Full-text available
In the 21st century, teaching and learning in mathematics must move away from traditional, rote-learning approaches which emphasise facts, rules and procedures. Teachers and administrators in primary schools, however, are often not mathematics specialists and may not be equipped to make such a transition. Many teachers and school leaders are aware...
Conference Paper
Full-text available
Professional development is widely recognised as an essential element of school improvement efforts, and much time and money is invested in teacher professional development every year. However, research shows that much professional development is ineffective in changing teacher practice and improving student outcomes. Misconceptions about the natur...
Conference Paper
Full-text available
Although teacher professional development (PD) is widely seen as an effective way to disseminate and promote new teaching strategies and educational trends, research evidence suggests that much PD may be of poor quality and have minimal impact on classroom practice. Accurately evaluating the impact of PD is crucial for schools or education systems...
Conference Paper
Full-text available
Teacher professional development and pedagogical content knowledge are known to be crucial factors for systems seeking to improve the quality of teaching and learning. Traditionally, pedagogical approaches have been separated from curriculum standards and other policy documents; many education systems publish lists of mathematical content and skill...
Chapter
Full-text available
This peer-reviewed chapter draws on the findings of a national longitudinal study of initial teacher education and early-career teaching. It discusses the key areas of learning for newly qualified teachers and offers practical suggestions as to how teachers themselves, and the schools they work in, can support that learning. It integrates theoretic...

Questions

Question (1)
Question
By 'new entrant' I mean students who are just starting school ... this may be KG or Year / Grade 1 depending on the school system.

Network

Cited By

Projects

Projects (7)
Project
Our work centres the experiences of doctoral researchers studying at a "distance" (conceptualised broadly). Key components of this work include a book contract with Routledge's Insider Guides to Success in Academia series as well as an international research study to capture the diverse experiences of doctoral researchers working off-campus. We resist the idea that doctoral research by distance is “second best” or an anomaly, and we seek to equip and empower students, supervisors, and institutions to make the most of distance, flexible, hybrid, online, remote, and cross-national modes of doctoral study.
Project
This longitudinal research study explores the experiences of students preparing for, and then transitioning into, caring professions. Participants contribute data annually (round 1 = 2019) throughout their degree programme and in their early years post-degree, with data collection exploring their wellbeing and resilience, their perceptions of the university learning environment, their transition experiences, and the relationships among these variables. The professions in the study at present are teaching and social work, with scope to expand this in future. Together, the research team bring expertise across teacher education, social worker education, wellbeing, resilience, transitions, learning environments, and Māori education.
Project
Developing Mathematical Inquiry Communities (DMIC) is a professional development and pedagogical change initiative that seeks to enact culturally responsive, culturally sustaining, equitable and ambitious mathematics teaching and learning in New Zealand classrooms. The project is headed by Professor Roberta Hunter and Dr Jodie Hunter of Massey University, New Zealand. More information at https://www.cerme.nz/dmic