Effective digital pedagogies


A research practice partnership with

The Manaiakalani Programme



Further readings

Below are further readings recommended by the team at Te Pūtahi Whakatairanga Hapori Ako Angitu Woolf Fisher Research Centre. To see the findings that arise directly from our research please visit the publications page. For milestones and technical reports, please visit the research and development page of the Manaiakalani website.

Accelerating writing achievement

Jesson, R. (2013) Accelerating writing achievement. Set: Research Information for Teachers (2), 63-66.

A case study of literacy teaching in six New Zealand schools

Wilson, A., & Jesson, R. (2018). A case study of literacy teaching in six middle-and high-school science classes in New Zealand. In Tang KS., Danielsson K. (eds) Global Developments in Literacy Research for Science Education. Springer, Cham. 133-147.

Teachers leading inquiry for school problem solving

Jesson, R., Wilson, A., McNaughton, S., & Lai, M. (Eds.) (2017). Teachers leading inquiry for school problem solving. Wellington, N.Z.: NZCER Press.

Rethinking language use during literature discussion

Reznitskaya, A. (2012) Dialogic Teaching: Rethinking Language Use During Literature Discussions. The Reading Teacher 65 (7), 446-456.

A bicultural mana ōrite perspective on responsive pedagogy

Berryman, M., Lawrence, D., & Lamont, R. (2018) Cultural relationships for responsive pedagogy: A bicultural mana ōrite perspective. Set: Research Information for Teachers (1), 3-10.

The word-conscious classroom

Scott, J. A., Skobel, B. J., & Wells, J. (2016) The Word Conscious Classroom: Building the vocabulary readers and writers need. TextProject, Inc.

Becoming a high-expectation teacher

Rubie-Davies, C. (2015) Becoming a High Expectation Teacher: Raising the Bar. Routledge, New York.

Recognising the richness of bi/multilingual students’ linguistic repertoires

Martínez, R. A. (2018) Beyond the English Learner Label: Recognizing the Richness of Bi/Multilingual Students’ Linguistic Repertoires. The Reading Teacher 71 (5), 515-522.

Engagement with young adult literature

Ivey, G., & Johnston, P. H. (2013) Engagement With Young Adult Literature: Outcomes and Processes. Reading Research Quarterly 48 (3).

Using NCEA to profile students’ subject-area literacy

Wilson, A., & McNaughton, S. (2014). Using selected NCEA standards to profile senior students’ subject-area literacy. Set: Research Information for Teachers, 2014 (2), 61-61

Leading literacy change

Wilson, A., & Lai, M. K. (2019) Leading Literacy Change Through Collaborative Analysis of Practice. Journal of Adolescent & Adult Literacy, 62(4), 455-458.

Disciplinary literacy in secondary English classrooms

Wilson, A., Madjar, I., & McNaughton, S. (2016). Opportunity to learn about disciplinary literacy in senior secondary English classrooms in New Zealand. The Curriculum Journal, 27 (2), 204-228.

The challenges of creating coherent school improvement

Robinson, V., Bendikson, L., McNaughton, S., Wilson, A., & Zhu, T. (2017). Joining the dots: The challenge of creating coherent school improvement. Teachers College Record, 119 (8), 1-44.

The impact of a literacy project on reading comprehension in secondary schools

Lai, M. K., Wilson, A., McNaughton, S., & Hsiao, S. (2014). Improving achievement in secondary schools: Impact of a literacy project on reading comprehension and secondary school qualifications. Reading Research Quarterly, 49 (3), 305-334.

Subject area literacy in low socio-economic secondary schools

Wilson, A., McNaughton, S., & Zhu, T. (2017). Subject area literacy instruction in low SES secondary schools in New Zealand. Australian Journal of Language and Literacy, 40 (1), 72-85.

Designing literacy leadership

Greenleaf, C., Katz, M. L., & Wilson, A. (2018). Designing Literacy Leadership: Fractal Motifs for Teaching and Learning Journal of Adolescent & Adult Literacy, 62(1), 105-109.