Bronwen Cowie
Dados Biográficos
| ID | 203334 |
|---|---|
| NOME | Bronwen Cowie |
| PRENOMES | Bronwen |
| SOBRENOME | Cowie |
| ASSINATURA | COWIE B |
| AFILIAÇÕES | University of Waikato |
| ORCID | 0000-0002-7087-5895 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 31 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2008 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Formative assessment – a global phenomenon
Illuminating the liminal lives of early career teachers
The transition from teacher education to working in the profession is significant. Teacher education programmes are tasked with preparing new graduates to be profession ready, and views on readiness are contentious. In this article we offer contemporary insights into the professional experiences of early career primary teachers in New Zealand. Using liminality as a theoretical framework, we take a longitudinal view capturing the perspectives of e…
Epistemic Objects and Tools on the School Grounds
Plants mediate the supply of energy and matter for all animals, including human beings yet we are faced with “plant blindness” whereby we pay limited attention to and accord little value to plants. Plant blindness is evident in school curricula whereby students have limited opportunities to learn about plants. This paper proposes and illustrates how students' understanding and awareness of plants might be enhanced by building connections with the…
Exploring beginning teachers’ experiences in a liminal phase
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
Epistemic agency, Indigenous knowledge, and the school science curriculum
In this article, we take up ongoing questions about relationships between epistemic agency, Indigenous knowledge, and the school science curriculum. We were brought together as curriculum advisors to provide guidance in the form of a conceptual framing for teams working on updates to Aotearoa New Zealand's national curriculum and assessment frameworks. We contribute, therefore, to this critically important discussion from within the context of an…
Curriculum mapping as a boundary encounter
This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the pr…
Rethinking student agency through ‘material agency’ in the context of learning in nature
Student agency theorising traditionally positions individuals as sovereign and under-theorises the role non-human material elements play in enacting agency. We recognise the role of the material but to honour our research participants and context we adopt an asymmetrical view of the agency of the material non-human in relation to the human in co-shaping agency. We apply this view to students learning in nature, and data from a developmental evalu…
Teacher‐composed cases of practice as and for dissemination, reflection and data
The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end‐users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations a…
On their own terms? Opening up senior science learning for non-specialist science students
The ability to understand science is important for productive participation in societies that rely on scientific knowledge to guide decision-making. A challenge is how to motivate and engage all learners in science, and not just those destined for science-related careers. This challenge becomes more acute in senior secondary high-stakes assessment contexts where science traditionally becomes discipline-based and optional. The New Zealand framewor…
Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data
Governments expect teachers to be able to make sense of and take action on data at various levels of aggregation. In our research we collaborated with 13 teachers from six primary schools and one intermediate school to use a Data Conversation Protocol to analyze and act on mathematics assessment data generated through a standardized assessment tool—the Progressive Achievement Test (PAT). Our intention was to optimize teacher use of this data for …
Patchworks of professional practices
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirati…
The what, when & how factors
This paper provides both a summary and plenary paper for a Special Issue of papers that build on the findings of a research project that investigated formative and summative assessment methods to support and to improve inquiry-based science teaching and learning. The paper aims to unravel some of the complexity that underpins classroom assessment practices as teachers bring change to their pedagogical approaches, taking into consideration both th…
Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
Young children visiting museums
Research in New Zealand on museum visits from two culturally different early years education sites has analysed the ways in which a co-authoring by children/tamariki, teachers/kaiako and artefacts/taonga constructs an understanding of the museum as a ‘forum’ for debate rather than as primarily a ‘temple’ in which the aim is for children to accumulate new understandings and facts. The authors argue that the co-authoring can weave together two proc…
Global, Regional, and National Cancer Incidence, Mortality, Years of Life Lost, Years Lived With Disability, and Disability-Adjusted Life-years for 32 Cancer Groups, 1990 to 2015
IMPORTANCE: Cancer is the second leading cause of death worldwide. Current estimates on the burden of cancer are needed for cancer control planning. OBJECTIVE: To estimate mortality, incidence, years lived with disability (YLDs), years of life lost (YLLs), and disability-adjusted life-years (DALYs) for 32 cancers in 195 countries and territories from 1990 to 2015. EVIDENCE REVIEW: Cancer mortality was estimated using vital registration system dat…
Accountability through access, authenticity and advocacy when researching with young children
Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framewor…
Estimating the burden of disease attributable to injecting drug use as a risk factor for HIV, hepatitis C, and hepatitis B
BACKGROUND: Previous estimates of the burden of HIV, hepatitis B virus (HBV), and hepatitis C virus (HCV) among people who inject drugs have not included estimates of the burden attributable to the consequences of past injecting. We aimed to provide these estimates as part of the Global Burden of Disease (GBD) Study 2013. METHODS: We modelled the burden of HBV and HCV (including cirrhosis and liver cancer burden) and HIV at the country, regional,…
Improving the identification of priority populations to increase hepatitis B testing rates, 2012
CHB infection is an important long-term health issue in Australia and strategies to increase appropriate and timely testing are required. The study was effective at identifying whether Asian-born patients and patients of Asian had been tested or vaccinated for HBV; however the intervention was not effective at increasing HBV testing
Global and regional mortality from 235 causes of death for 20 age groups in 1990 and 2010
Adoption of innovative e-learning support for teaching
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall go…
Culturally Responsive Pedagogy
This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate course, which encouraged them to incorporate into their classroom learning two Māori pedagogical pri…
Collaborative research for assessment for learning
An evaluation of characteristics of environmental education practice in New Zealand schools
This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002–2003. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand schools and case studies of environmental education practice in eight schools. In this paper we describe and discuss key features of environmental educ…
An evaluation of characteristics of environmental education practice in New Zealand schools
This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002–2003. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand schools and case studies of environmental education practice in eight schools. In this paper we describe and discuss key features of environmental educ…
Culturally Responsive Pedagogy
This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate course, which encouraged them to incorporate into their classroom learning two Māori pedagogical pri…
Accountability through access, authenticity and advocacy when researching with young children
Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framewor…
Young children visiting museums
Research in New Zealand on museum visits from two culturally different early years education sites has analysed the ways in which a co-authoring by children/tamariki, teachers/kaiako and artefacts/taonga constructs an understanding of the museum as a ‘forum’ for debate rather than as primarily a ‘temple’ in which the aim is for children to accumulate new understandings and facts. The authors argue that the co-authoring can weave together two proc…
Collaborative research for assessment for learning
Epistemic agency, Indigenous knowledge, and the school science curriculum
In this article, we take up ongoing questions about relationships between epistemic agency, Indigenous knowledge, and the school science curriculum. We were brought together as curriculum advisors to provide guidance in the form of a conceptual framing for teams working on updates to Aotearoa New Zealand's national curriculum and assessment frameworks. We contribute, therefore, to this critically important discussion from within the context of an…
Rethinking student agency through ‘material agency’ in the context of learning in nature
Student agency theorising traditionally positions individuals as sovereign and under-theorises the role non-human material elements play in enacting agency. We recognise the role of the material but to honour our research participants and context we adopt an asymmetrical view of the agency of the material non-human in relation to the human in co-shaping agency. We apply this view to students learning in nature, and data from a developmental evalu…
An evaluation of characteristics of environmental education practice in New Zealand schools
This paper reports on a national evaluation project that investigated characteristics of environmental education (EE) practice in New Zealand schools in 2002–2003. The research included a review of New Zealand and international environmental education literature, a survey of nearly 200 New Zealand schools and case studies of environmental education practice in eight schools. In this paper we describe and discuss key features of environmental educ…
Collaborative research for assessment for learning
Culturally Responsive Pedagogy
This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate course, which encouraged them to incorporate into their classroom learning two Māori pedagogical pri…
Adoption of innovative e-learning support for teaching
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting e-learning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall go…
Global and regional mortality from 235 causes of death for 20 age groups in 1990 and 2010
Improving the identification of priority populations to increase hepatitis B testing rates, 2012
CHB infection is an important long-term health issue in Australia and strategies to increase appropriate and timely testing are required. The study was effective at identifying whether Asian-born patients and patients of Asian had been tested or vaccinated for HBV; however the intervention was not effective at increasing HBV testing
Estimating the burden of disease attributable to injecting drug use as a risk factor for HIV, hepatitis C, and hepatitis B
BACKGROUND: Previous estimates of the burden of HIV, hepatitis B virus (HBV), and hepatitis C virus (HCV) among people who inject drugs have not included estimates of the burden attributable to the consequences of past injecting. We aimed to provide these estimates as part of the Global Burden of Disease (GBD) Study 2013. METHODS: We modelled the burden of HBV and HCV (including cirrhosis and liver cancer burden) and HIV at the country, regional,…
Global, Regional, and National Cancer Incidence, Mortality, Years of Life Lost, Years Lived With Disability, and Disability-Adjusted Life-years for 32 Cancer Groups, 1990 to 2015
IMPORTANCE: Cancer is the second leading cause of death worldwide. Current estimates on the burden of cancer are needed for cancer control planning. OBJECTIVE: To estimate mortality, incidence, years lived with disability (YLDs), years of life lost (YLLs), and disability-adjusted life-years (DALYs) for 32 cancers in 195 countries and territories from 1990 to 2015. EVIDENCE REVIEW: Cancer mortality was estimated using vital registration system dat…
Accountability through access, authenticity and advocacy when researching with young children
Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framewor…
Young children visiting museums
Research in New Zealand on museum visits from two culturally different early years education sites has analysed the ways in which a co-authoring by children/tamariki, teachers/kaiako and artefacts/taonga constructs an understanding of the museum as a ‘forum’ for debate rather than as primarily a ‘temple’ in which the aim is for children to accumulate new understandings and facts. The authors argue that the co-authoring can weave together two proc…
Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
Explicating the Value of Standardized Educational Achievement Data and a Protocol for Collaborative Analysis of This Data
Governments expect teachers to be able to make sense of and take action on data at various levels of aggregation. In our research we collaborated with 13 teachers from six primary schools and one intermediate school to use a Data Conversation Protocol to analyze and act on mathematics assessment data generated through a standardized assessment tool—the Progressive Achievement Test (PAT). Our intention was to optimize teacher use of this data for …
Patchworks of professional practices
In Australia and Aotearoa New Zealand, the impetus to create open learning spaces that afford spatial and pedagogical flexibility have disrupted the nature of teachers’ work. In redesigned education facilities, teachers engage in sophisticated processes of collaboration and ongoing teacher professional learning. Moving from traditional classroom designs brings with it a shift in how knowledge is transmitted, co-produced and engaging with aspirati…
The what, when & how factors
This paper provides both a summary and plenary paper for a Special Issue of papers that build on the findings of a research project that investigated formative and summative assessment methods to support and to improve inquiry-based science teaching and learning. The paper aims to unravel some of the complexity that underpins classroom assessment practices as teachers bring change to their pedagogical approaches, taking into consideration both th…
On their own terms? Opening up senior science learning for non-specialist science students
The ability to understand science is important for productive participation in societies that rely on scientific knowledge to guide decision-making. A challenge is how to motivate and engage all learners in science, and not just those destined for science-related careers. This challenge becomes more acute in senior secondary high-stakes assessment contexts where science traditionally becomes discipline-based and optional. The New Zealand framewor…
Curriculum mapping as a boundary encounter
This paper illustrates the use of curriculum mapping as a process that can support productive boundary encounters between lecturers in an initial teacher education (ITE) programme as part of curriculum review. Using mathematics as the context, lecturers in a 1-year primary graduate ITE programme developed a curriculum map to identify the mathematical thinking opportunities available to their pre-service teachers in their courses and across the pr…
Rethinking student agency through ‘material agency’ in the context of learning in nature
Student agency theorising traditionally positions individuals as sovereign and under-theorises the role non-human material elements play in enacting agency. We recognise the role of the material but to honour our research participants and context we adopt an asymmetrical view of the agency of the material non-human in relation to the human in co-shaping agency. We apply this view to students learning in nature, and data from a developmental evalu…
Teacher‐composed cases of practice as and for dissemination, reflection and data
The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end‐users of this knowledge, as this impacts decisions throughout the research process. Researcher–teacher collaborations a…
Exploring beginning teachers’ experiences in a liminal phase
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
Epistemic agency, Indigenous knowledge, and the school science curriculum
In this article, we take up ongoing questions about relationships between epistemic agency, Indigenous knowledge, and the school science curriculum. We were brought together as curriculum advisors to provide guidance in the form of a conceptual framing for teams working on updates to Aotearoa New Zealand's national curriculum and assessment frameworks. We contribute, therefore, to this critically important discussion from within the context of an…
Formative assessment – a global phenomenon
Illuminating the liminal lives of early career teachers
The transition from teacher education to working in the profession is significant. Teacher education programmes are tasked with preparing new graduates to be profession ready, and views on readiness are contentious. In this article we offer contemporary insights into the professional experiences of early career primary teachers in New Zealand. Using liminality as a theoretical framework, we take a longitudinal view capturing the perspectives of e…
Epistemic Objects and Tools on the School Grounds
Plants mediate the supply of energy and matter for all animals, including human beings yet we are faced with “plant blindness” whereby we pay limited attention to and accord little value to plants. Plant blindness is evident in school curricula whereby students have limited opportunities to learn about plants. This paper proposes and illustrates how students' understanding and awareness of plants might be enhanced by building connections with the…
Pedagogy (16 obras) · Psychology (14 obras) · Sociology (13 obras) · Mathematics education (11 obras) · Computer Science (8 obras) · Curriculum (6 obras) · Social science (6 obras) · Teacher Education and Leadership Studies (6 obras) · Medicine (5 obras) · Political science (5 obras)