Roseanna Bourke
Biographic Data
| ID | 6508649 |
|---|---|
| NAME | Roseanna Bourke |
| GIVEN NAMES | Roseanna |
| FAMILY NAME | Bourke |
| SIGNATURE | BOURKE R |
| AFFILIATIONS | Victoria University of Wellington |
| ORCID | 0000-0002-0911-4544 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Creating the space for autistic children’s agency and genuine engagement in research
Despite the growing prominence of partnering with children in educational research to influence educational policies and practices, autistic children’s voices and influence for change remain a developing area. There is a growing recognition of autistic children as experts and influencers in their lived experiences, along with a call for their more authentic engagement in the research process as rights-holders. This requires a reconsideration of m…
Children’s rights and their evidence as a force for inclusion in uncertain times
Although education is a basic child’s right, and in many countries is protected through legislation, children with disabilities or support needs are not always afforded their right to experience an education at their local school alongside their peers. There is even less evidence that their ‘voices’ are sought or heard when decisions are made for them. This silencing of children in education results in their views being invisible in practice. Whe…
Inclusive possibilities
Teachers’ joy of teaching children with a chronic illness
Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods …
Understanding ethical drift in professional decision making
Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from …
Fostering success
All children have the right to an education and a voice, to be heard and to influence aspects of their lives and their education. Children and young people in foster care face unique and often challenging experiences that can make them vulnerable to having these basic rights eroded. This paper presents the findings from an in-depth study exploring the educational experiences and self-determined educational successes of young people who spent time…
Self-assessment to incite learning in higher education
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners' metacognitive strategie…
The ethics of including and ‘standing up’ for children and young people in educational research
A sociocultural analysis of the ethics of involving children in educational research
This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at th…
Beyond the official language of learning
Analyzing tensions within a professional learning and development initiative for teachers
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
Educating teachers about a code of ethical conduct
Worldwide, there is a growing expectation that teachers will act in a ‘professional’ manner. Professionalism, in this regard, includes identification of a unique body of occupational knowledge, adherence to desirable standards of behaviour, processes to hold members to account and commitment to what the profession regards as morally right or good. In other words, as ethical conduct. Teaching ethically involves making reasoned decisions about what…
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
Discourses of inclusion in initial teacher education
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
The ethics of including and ‘standing up’ for children and young people in educational research
Beyond the official language of learning
A sociocultural analysis of the ethics of involving children in educational research
This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at th…
Discourses of inclusion in initial teacher education
Inclusive possibilities
Teachers’ joy of teaching children with a chronic illness
Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods …
Fostering success
All children have the right to an education and a voice, to be heard and to influence aspects of their lives and their education. Children and young people in foster care face unique and often challenging experiences that can make them vulnerable to having these basic rights eroded. This paper presents the findings from an in-depth study exploring the educational experiences and self-determined educational successes of young people who spent time…
Discourses of inclusion in initial teacher education
Educating teachers about a code of ethical conduct
Worldwide, there is a growing expectation that teachers will act in a ‘professional’ manner. Professionalism, in this regard, includes identification of a unique body of occupational knowledge, adherence to desirable standards of behaviour, processes to hold members to account and commitment to what the profession regards as morally right or good. In other words, as ethical conduct. Teaching ethically involves making reasoned decisions about what…
Visibly learning
This paper examines the assessment practices of teachers working with students with special educational needs in New Zealand primary and secondary regular and special schools. A national survey was used to identify current assessment practices used by teachers working with students designated, through a resourcing policy, as having high and very high needs. Specifically, the survey sought to determine the type of assessment practices used, reason…
Self-assessment as a process for inclusion
There are multiple ways that assessment is positioned within education: as a method for accountability, a strategy to attract funding and an approach to support learning. Different assessment practices portray students in different ways and can serve to include or exclude them in their learning and assessment. Students are often categorised and differentiated through assessment, at times, to access resources. This paper explores a model where sel…
Analyzing tensions within a professional learning and development initiative for teachers
Beyond the official language of learning
The ethics of including and ‘standing up’ for children and young people in educational research
A sociocultural analysis of the ethics of involving children in educational research
This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at th…
Self-assessment to incite learning in higher education
Incorporating self-assessment tasks in higher education involves a conceptual shift of the function of assessment for both learners and teachers. Self-assessment is an innovative assessment initiative that foregrounds ontological knowledge and professional identity in higher education, especially where external professional bodies require additional competencies for learners to be work-ready. As a tool to develop learners' metacognitive strategie…
Teachers’ joy of teaching children with a chronic illness
Inclusive education communities and systems are based on how teachers can use their knowledge, skills, and social awareness to meet the increasingly diverse needs of the learners within their classrooms. International research suggests that teachers often feel underprepared to meet the needs of all learners and are largely ill-prepared to know how best to teach and include children living with a chronic illness. The findings from a mixed-methods …
Understanding ethical drift in professional decision making
Educational psychologists face challenging decisions around ethical dilemmas to uphold the rights of all children. Due to finite government resources for supporting all learners, one of the roles of educational psychologists is to apply for this funding on behalf of schools and children. Tensions can emerge when unintended ethical dilemmas arise through decisions that compromise their professional judgement. This paper presents the findings from …
Fostering success
All children have the right to an education and a voice, to be heard and to influence aspects of their lives and their education. Children and young people in foster care face unique and often challenging experiences that can make them vulnerable to having these basic rights eroded. This paper presents the findings from an in-depth study exploring the educational experiences and self-determined educational successes of young people who spent time…
Inclusive possibilities
Children’s rights and their evidence as a force for inclusion in uncertain times
Although education is a basic child’s right, and in many countries is protected through legislation, children with disabilities or support needs are not always afforded their right to experience an education at their local school alongside their peers. There is even less evidence that their ‘voices’ are sought or heard when decisions are made for them. This silencing of children in education results in their views being invisible in practice. Whe…
Creating the space for autistic children’s agency and genuine engagement in research
Despite the growing prominence of partnering with children in educational research to influence educational policies and practices, autistic children’s voices and influence for change remain a developing area. There is a growing recognition of autistic children as experts and influencers in their lived experiences, along with a call for their more authentic engagement in the research process as rights-holders. This requires a reconsideration of m…
Pedagogy (14 works) · Psychology (13 works) · Sociology (10 works) · Political science (9 works) · Children's Rights and Participation (6 works) · Mathematics education (6 works) · Inclusion (mineral (5 works) · Social Psychology (5 works) · Computer Science (4 works) · Curriculum (4 works)