Jane Abbiss
Biographic Data
| ID | 6209296 |
|---|---|
| NAME | Jane Abbiss |
| GIVEN NAMES | Jane |
| FAMILY NAME | Abbiss |
| SIGNATURE | ABBISS J |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0001-6523-1051 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Using complexity theory to understand teaching
This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity …
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Boys and machines
Students negotiate their masculine and feminine identities as students of information and communication technology (ICT) and computer users as they participate in specialist ICT courses and in other areas of their lives. As they negotiate these roles, they are established in relations of power and authority with the technology and with each other. Case study research relating to students' experiences in specialist computer courses in a New Zealan…
Rethinking the ‘problem’ of gender and IT schooling
A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limit…
Criterion-Referenced Assessment and the Teaching of Geography in New Zealand Universities
Rethinking the ‘problem’ of gender and IT schooling
A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limit…
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Boys and machines
Students negotiate their masculine and feminine identities as students of information and communication technology (ICT) and computer users as they participate in specialist ICT courses and in other areas of their lives. As they negotiate these roles, they are established in relations of power and authority with the technology and with each other. Case study research relating to students' experiences in specialist computer courses in a New Zealan…
Criterion-Referenced Assessment and the Teaching of Geography in New Zealand Universities
Rethinking the ‘problem’ of gender and IT schooling
A review of the international research literature pertaining to gender and information technology (IT) schooling reveals changing ideas about what constitutes a gender problem. Much of the literature is concerned with gender differences in computer uses and interests and perceived disadvantages accruing to females as a result of these differences. This reflects and contributes to a dominant liberal equity discourse. Growing awareness of the limit…
Criterion-Referenced Assessment and the Teaching of Geography in New Zealand Universities
Boys and machines
Students negotiate their masculine and feminine identities as students of information and communication technology (ICT) and computer users as they participate in specialist ICT courses and in other areas of their lives. As they negotiate these roles, they are established in relations of power and authority with the technology and with each other. Case study research relating to students' experiences in specialist computer courses in a New Zealan…
The Importance of Community Knowledge in Learning to Teach
Culturally responsive teaching is an essential component of reframing educator preparation for equity and has particular resonance when working in partnership with indigenous communities. As teacher educators in Aotearoa New Zealand, we continually seek to enhance our practices to ensure that Māori cultural values, pedagogies, and epistemologies inform all aspects of our teacher education curricula and support Māori educational aspirations. In th…
Using complexity theory to understand teaching
This paper is an exploratory analysis of preservice teachers' understandings of teaching as complex activity through the explicit use of complexity theory. Interviews with 38 primary and secondary preservice teachers enrolled in a one-year, graduate-level, university-based teacher education programme in Aotearoa New Zealand indicate limitations in the conceptual language these preservice teachers have for naming and understanding this complexity …
Psychology (4 works) · Sociology (4 works) · Social science (3 works) · Computer Science (2 works) · Educator Training and Historical Pedagogy (2 works) · Gender and Technology in Education (2 works) · Pedagogy (2 works) · Political science (2 works) · Social Psychology (2 works) · Social Psychology (2 works)