Rebecca Jesson
Biographic Data
| ID | 3655645 |
|---|---|
| NAME | Rebecca Jesson |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Jesson |
| SIGNATURE | JESSON R |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-4673-9655 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Conceptualising pedagogical content knowledge for writing through the lens of curriculum statements: A comparative case study
This study explores the knowledge required for teaching writing by considering how writing and learning to write are conceptualised in Norway's and Aotearoa New Zealand's curricula. Using Shulman's concept of Pedagogical Content Knowledge as a lens, it examines the explicit and implicit knowledge requirements of the curricula that have implications for teachers' interpretation and implementation work. While previous research focused on the craft …
“More like a Manifesto than a Curriculum”: A Collaborative, Critical Discussion on English Curriculum-Making
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
Storybook reading: Literacy and teacher knowledge in early childhood education
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowle…
Holding the line: Maintaining Indigenous sovereignty and authority in international research collaborations
This article calls to attention the possibilities and problematics of upholding Indigenous ethics and approaches in cross-cultural international research collaborations. We describe the opportunities and challenges that present themselves and elaborate on four lessons learned during a recent education project, including (1) how the authority and mana of Indigenous stakeholders can be maintained, (2) how to ensure Indigenous concepts and worldview…
The importance of the figure of the imagined reader in shaping children’s metalinguistic awareness while writing
Good writing meets the needs of readers and evokes a response.Expert writers consider their readers as part of their thinking in the writing process. Children, however, may be so absorbed in the challenges of employing basic writing skills they may not be able to consider an imagined reader. This study is a qualitative investigation into the nature of children’s meta-pragmatic awareness of readers as they wrote. Participants with differing writin…
“Why are you rushing this minister?” Imposing an Aotearoa New Zealand strain of the science of reading
Publicised claims of young people’s low literacy rates on international assessments concern parents, teachers and policy-makers in Aotearoa New Zealand (ANZ). Policymakers often turn to policy solutions from elsewhere when faced with crisis narratives. In this illustrative case study, we have captured a particular moment in ANZ as the diffusion of international literacy policies informed by the Science of Reading (SOR) has morphed into a particul…
Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference
Teaching that is responsive to students requires adjusting lessons based on the current expertise of the students. However, such an approach comes with a degree of instructional risk if the expectations for achievement are lessened for lower-achieving students. The current study aimed to examine whether students' learning opportunities were differentiated as a function of class average achievement levels in a context where students use digital de…
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
The Summer Learning Journey: Ameliorating the summer learning effect using blogging
Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand
Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
Writing interventions that respond to context: Common features of two research practice partnership approaches in New Zealand
The Summer Learning Journey: Ameliorating the summer learning effect using blogging
In school and out of school digital use and the development of children's self-regulation and social skills
More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both non-digital and digital contexts. Downward trends in self-regulation and related personality dimensions wer…
Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference
Teaching that is responsive to students requires adjusting lessons based on the current expertise of the students. However, such an approach comes with a degree of instructional risk if the expectations for achievement are lessened for lower-achieving students. The current study aimed to examine whether students' learning opportunities were differentiated as a function of class average achievement levels in a context where students use digital de…
“Why are you rushing this minister?” Imposing an Aotearoa New Zealand strain of the science of reading
Publicised claims of young people’s low literacy rates on international assessments concern parents, teachers and policy-makers in Aotearoa New Zealand (ANZ). Policymakers often turn to policy solutions from elsewhere when faced with crisis narratives. In this illustrative case study, we have captured a particular moment in ANZ as the diffusion of international literacy policies informed by the Science of Reading (SOR) has morphed into a particul…
Conceptualising pedagogical content knowledge for writing through the lens of curriculum statements: A comparative case study
This study explores the knowledge required for teaching writing by considering how writing and learning to write are conceptualised in Norway's and Aotearoa New Zealand's curricula. Using Shulman's concept of Pedagogical Content Knowledge as a lens, it examines the explicit and implicit knowledge requirements of the curricula that have implications for teachers' interpretation and implementation work. While previous research focused on the craft …
“More like a Manifesto than a Curriculum”: A Collaborative, Critical Discussion on English Curriculum-Making
Curriculum-making is always political and contentious. Kaiako, ākonga, whānau, subject associations, researchers, and politicians all have their own beliefs and knowledge shaping which knowledge counts. The subject of English is undergoing a global battle for the ‘correct’ pedagogy and content, which is playing out in Aotearoa New Zealand. In this collaborative commentary, literacy researchers, teacher educators, and English writing group contrib…
Storybook reading: Literacy and teacher knowledge in early childhood education
Language and literacy are prioritised across education as tools for thinking with texts, and cultural tools to access participation in society, culture and learning. Teacher knowledge about ways to promote language and literacy are therefore critical. How might this intention play out in early childhood education, where longstanding beliefs about play and child-centred education have dominated Western provision? This paper explores teacher knowle…
Holding the line: Maintaining Indigenous sovereignty and authority in international research collaborations
This article calls to attention the possibilities and problematics of upholding Indigenous ethics and approaches in cross-cultural international research collaborations. We describe the opportunities and challenges that present themselves and elaborate on four lessons learned during a recent education project, including (1) how the authority and mana of Indigenous stakeholders can be maintained, (2) how to ensure Indigenous concepts and worldview…
The importance of the figure of the imagined reader in shaping children’s metalinguistic awareness while writing
Good writing meets the needs of readers and evokes a response.Expert writers consider their readers as part of their thinking in the writing process. Children, however, may be so absorbed in the challenges of employing basic writing skills they may not be able to consider an imagined reader. This study is a qualitative investigation into the nature of children’s meta-pragmatic awareness of readers as they wrote. Participants with differing writin…
Psychology (6 works) · Literacy (5 works) · Aotearoa (4 works) · Pedagogy (4 works) · Political science (4 works) · Computer Science (3 works) · Educational Theory and Curriculum Studies (3 works) · Mathematics education (3 works) · Writing and Handwriting Education (3 works) · Autonomy (2 works)