Research & Publications

Research interests and scholarly activities

Teaching Fields

Research and Technology Partnerships

Publications

Anthony, G., Kane, R.G., Bell, B., Davey, R., Fontaine, S., Haigh, M., Lovett, S., Mansell, R., Ord, K., Prestidge, B., Sandretto, S., Stephens, C. (2008) Making a difference: The role of initial teacher education and induction in the preparation of secondary teachers, Commissioned Research Reports

Anthony, G., Bell, B., Haigh, M., Kane, R.G. (2007), Induction into the profession: Findings from New Zealand beginning teachers, American Educational Research Association Annual Meeting (AERA), Conference - Full Paper

Sandretto, S., Ballard, K., Burke, P., Kane, R.G., Lang, C., Schon, P., Whyte, B. (2007) Nailing jello to the wall: articulating conceptualizations of social justice, Teachers and teaching: theory and practice

Kane, R.G.; Maw, N. & Chimwayange, C. (2006) Making sense of learning: An Exploration by Teachers with students. A final report to the New Zealand Council of Educational Research (NZCER), submitted January 2006.

Kane, R.G. & Mallon, M. (2005) Perceptions of Teachers, Teaching and the Status of Teachers in Aotearoa New Zealand. A final research report to the Ministry of Education. Submitted November 2005.

Bell, B., Prestidge, B., Haigh, M., Kane, R.G., Lovett, S., Mansell, R., Stephens, C. (2005) Will the data reflect what beginning teachers say about initial teacher education? The potential and challenges of interviews, New Zealand Association for Research in Education, Presentation

Kane, R.G. & Maw, N. (2005) Making sense of learning at secondary school: involving students to improve teaching practice, Cambridge Journal of Education, 35(3):311-322

Kane, R.G. & Broadley, G. (2005) Learning From Experience Within Professional Relationships. In P. Adams (Ed) Teachers' work in Aotearoa New Zealand: Becoming a professional early childhood, primary and secondary educator. Palmerston North: Dunmore Press, pp. 307-319.

Kane, R.G. (2005) Listening to Students' Voices: Self Study of Teacher Education Practice. In Denicolo, P.M. & Kompf. M. (Eds) Connecting Policy and Practice: Challenges for Teaching and Learning in Schools and Universities. Amsterdam: Taylor & Francis Group, pp. 134-142.

Kane, R.G. & Russell, T. (2005) Reconstructing knowledge-in-action: Learning from the authority of experience as a first-year teacher. In D. Beijaard, P.C. Meijer, G. Morine-Dershimer, & H. Tillema (Eds.). New Directions in Teachers' Working and Learning Environment. Dordrecht, Boston, London: Kluwer Academic Publishers, pp. 133-149.

Kane, R.G., Burke, P., Cullen, J., Davey, R., Jordan, B., McMurchy-Pilkington, C., Mansell, R., MacIntyre, L., Scrivens, C., Stephens, C., & Waiti, P. (2005) Initial Teacher Education Policy and Practice. A final research report to the Ministry of Education and the New Zealand Teachers Council. Submitted October 2005. Published December 2005 ISBN 0-478-13396-0.

Alcorn, N., Bishop, A., Cardno, ., Crooks, T., Fairbairn-Dunlop, P., Hattie, J., Jones, A., Kane, R.G, O'Brien, P., Stephenson, J. (2004) Enhancing education research in New Zealand: Experiences and recommendations for the PBRF education peer review panel, New Zealand Journal of Educational Studies

Ham, V & Kane, R.G. (2004) Finding a way through the Swamp: A case for self-study as research. In J. Loughran, T. Russell, V. LaBoskey & M. L. Hamilton (Eds.) International Handbook on Self-Study in Teaching and teacher Education, Amsterdam, Kluwer Press, pp. 103-150.

Kane, R.G., Sandretto, S., Heath, C. (2004) An investigation into excellent tertiary teaching: Emphasising reflective practice. Higher Education, 47(3), pp. 283-310.

Sandretto, S., Kane, R.G. & Heath, C. (2002). Making the tacit explicit: A teaching intervention program for early career academics. International Journal for Academic Development. 7(2), pp. 135-145.

Kane, R.G., Sandretto, S., Heath, C. (2002) Telling half the story: A critical review of the research into tertiary teachers’ beliefs, Review of Educational Research. 72(2), 177-228.

Kane, R.G. (2002) How we teach the teachers: new ways to theorize practice and practice theory. Prospects, UNESCO, Paris, vol. 32, no. 3, p.348-363.