Dr Barbara Mary Ormond
PhD in Education, MA (Hons), BTP, DipTchg
Barbara is the Director of Secondary Programmes in the Faculty of Education and Social Work. She lectures in History, Social Studies, Art History and Classical Studies education.
Barbara’s research interests include study into the framing of knowledge in curricula focussing upon the disciplines of History, Art History and Classical Studies. Her research relates to epistemological theories within the field of social realism, to address the question of how students can equitably be given access to valuable historical knowledge. Developing pedagogies for interpreting visual evidence is a further interest that is interdisciplinary and draws upon art historical and historical methodologies. Specific areas of research into pictorial evidence include early modern English religious prints and New Zealand art.
Barbara has also published on the shifts in teacher practice that have resulted from assessment practices within the fields of secondary level History, Art History, Classical Studies and Social Studies.
Research | Current
The place of knowledge in history education.
Teaching | Current
Barbara lectures in the Graduate Diploma of Teaching (Secondary), preparing students to teach History, Social Studies, Art History and Classical Studies. She is Course Director and Lecturer for the following courses.
EDCURSEC 692 Design for Learning (Director and Lecturer for Social Sciences)
EDCURSEC 691 Teaching Subject Specialism (Lecturer for History)
EDCURSEC 691 Teaching Subject Specialism (Lecturer for Classical Studies)
- Veronica Loveday - Female students' perspectives on what motivates them to achieve in internal assessment in History. Master of Professional Studies. 2013.
- Mary Kerrigan - Pasifika Transitions: A Case Study of a Secondary School Mentoring Programme. Master of Professional Studies. 2014.
- Stephanie Lees - Secondary school music teachers' conceptions of creativity and the influence on their practice. Master of Professional Studies. 2015.
Sustained Excellence in Teaching Award (Faculty of Education) 2017
Director of Secondary Education
Areas of expertise
Curriculum Development and Implementation - knowledge in secondary History, Social Sciences, Art History and Classical Studies.
Assessment – standards-based assessment and the NCEA.
Pedagogy - teaching strategies for interpreting visual imagery
History – Early modern English prints and iconography.
Social realist theory within the sociology of education.
- Special Interest Group - Art Collection Committee, Faculty of Education and Social Work (2019)
- President of the New Zealand Art History Teachers’ Association (2017-2020).
- Member of the Review of Achievement Standards Reference Group, Ministry of Education (2019)
- Member of the Visual Arts NZC Learning Areas Group, Ministry of Education (2019)
- Member of the Expert Subject Group (Art History), Ministry of Education (2020)
- National Moderator for Art History 1999-2007
- Member of the expert writing panels for the development and review of national assessment and teaching guidelines for Art History from 1995 - 2012.
- An examiner for NCEA and Scholarship Art History
- A marker for the former Bursary and School Certificate examinations in History
- President of the New Zealand Art History Teachers Association 1996-2001, 2006-8.
EDITORIAL AND REVIEW POSITIONS:
Assistant Editor - Curriculum Matters , New Zealand Council for Educational Research, 2011-2013.
Reviewer – Journal of Curriculum Studies, 2015 - 2019.
Reviewer - Curriculum Journal, UK, 2018.
Reviewer - European Journal of Curriculum Studies, 2017.
Reviewer - Policy Futures in Education, 2017-8.
Reviewer - The European Conference on Curriculum Studies, 2017.
Reviewer - Curriculum Matters , New Zealand Council for Educational Research, 2017.
Reviewer - New Zealand Journal of Teachers’ Work, 2015.
Reviewer - Bridget Williams Books, 2020
Selected publications and creative works (Research Outputs)
- Harris, R., & Ormond, B. (2019). Historical knowledge in a knowledge economy–what types of knowledge matter?. Educational Review, 71 (5), 564-580. 10.1080/00131911.2018.1462764
- Ormond, B. M. (2019). Knowledge in History Education: History Teachers as Curriculum Makers The University of Auckland. ResearchSpace@Auckland.
- Ormond, B. M. (2019). The impact of standards-based assessment on knowledge for history education in New Zealand. Assessment in Education: Principles, Policy and Practice, 26 (2), 143-165. 10.1080/0969594X.2018.1432564
- Ormond, B. (2018). Seeing beyond the frame: Practical strategies for connecting visual clues and contextual knowledge. Teaching History (171), 42-53.
- Ormond, B. (2018). Unintended consequences - the impacts of assessment on knowledge in senior secondary school. Paper presented at KERU 2018: The 8th International Knowledge and Education Research Unit (KERU) Symposium, Auckland, New Zealand. 25 May - 25 May 2018. Related URL.
- Ormond, B. (2018). Subject knowledge for secondary teachers: The critical place of knowledge in education. Wellington, New Zealand. 16 April - 17 April 2018. Related URL.
- Ormond, B. M. (2018). Conceptions of knowledge in history teaching. In B. Barrett, U. Hoadley, J. Morgan (Eds.) Knowledge, curriculum and equity: Social realist perspectives (pp. 102-116). New York: Routledge. 10.4324/9781315111360
- Ormond, B. M. (2017). Epistemic progression: The challenge of systematic progression in a complex horizontally structured field. Paper presented at Knowledge in Education Unit (KERU) 7th Annual International Symposium, Faculty of Education and Social Work, The University of Auckland. 13 November - 13 November 2017.