Roseanna Bourke

Roseanna Bourke is a New Zealand academic and registered educational psychologist. As of 2019 she is a full professor at Massey University.

Roseanna Bourke
Bourke in 1999
Occupation(s)Academic, educational psychologist
Academic background
EducationUniversity of Otago
Alma materMassey University
ThesisStudents' conceptions of learning and self-assessment in context (2001)
Academic work
InstitutionsVictoria University of Wellington
Massey University

Academic career

Bourke has a BEd (1988) from Massey University and a MEd (1991) from the University of Otago.[1] She received a PhD (2001) from Massey University[2] for her thesis titled Students' conceptions of learning and self-assessment in context.[3] Bourke joined Massey University in 2006 and moved to Victoria University of Wellington in 2009. She returned to Massey in 2016, where she was appointed full professor with effect from 1 January 2019.[2]

Selected works

Books

  • Bourke, Roseanna (September 2008), Talk about learning: Working alongside teachers, Pearson/Prentice Hall (published 2008), ISBN 978-1-4425-0871-2
  • Bourke, Roseanna (November 2011), The chameleonic learner: Learning and self-assessment in context, NZCER Press (published 2010), ISBN 978-1-877398-61-2
  • Bourke, Roseanna; Loveridge, Judith, eds. (17 August 2018), Radical collegiality through student voice : educational experience, policy and practice (1st ed. 2018 ed.), Springer (published 2018), ISBN 978-981-1318-58-0
  • Bourke, Roseanna, ed. (14 August 2018), Ethical and inclusive research with children, Routledge (published 2019), ISBN 978-1-138-33450-2

Articles

References

  1. "Prof Roseanna Bourke, Professor of Learning and Assessment". Massey University. Archived from the original on 30 November 2020. Retrieved 28 December 2020.
  2. "2019 Professorial promotions announced". Massey University. 13 December 2018. Archived from the original on 19 February 2021. Retrieved 28 December 2020.
  3. Bourke, Roseanna (2000), Students' conceptions of learning and self-assessment in context: A thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, archived from the original on 18 October 2021, retrieved 29 December 2020
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