Dr Claire Sinnema

EdD, MEdMgmt, BEd (Tchg), DipTchg, LTCL

Biography

Claire's research focuses on the improvement of teaching and learning across four main strands - educational leadership, curriculum, practitioner inquiry and standards. It is concerned with understanding how teachers and educational leaders can improve their practice. It is also concerned with the role of policy in such improvement. Leadership, curriculum, practiioner inquiry and standards are important fields, since each influence (albeit in different ways) the nature of student experience in schooling, and the quality of outcomes for diverse learners. Understanding and explaining the extent of that influence, in various contexts, is the key contribution of my research.

Research | Current

EDUCATIONAL LEADERSHIP:

- Problem-solving in educational contexts - resolving concerns

- Interpersonal skills/open-to-learning conversations

- Leadership effectiveness (progressions of leadership practice difficulty,and comparisons of perceptions of leadership effectiveness)

- Goal-setting and goal-achievement

- Teacher appraisal and evaluation

CURRICULUM: 

- The implementation of New Zealand's national curriculum

- Curricular comparisons - national curricula, and International Baccalaureate 

- Curriculum policy and design

 EFFECTIVE PEDAGOGY AND PRACTITIONER INQUIRY:

- Teaching as inquiry

- Inquiry-oriented practice

- Evidence-informed practice (see, for example the Best Evidence Synthesis iteration on effective pedagogy in the Social Sciences with Associate Professor Graeme Aitken 

STANDARDS:

- Teaching standards - see, for example, the discussion paper on graduating teacher standards prepared for the New Zealand Ministry of Education

- International comparison of teaching standards

- Teaching for Better Learning (TBL): An inquiry-oriented approach to teaching standards

 

 

Teaching | Current

  • Research methods
  • Educational Leadership
  • Practitioner research
  • Practitioner inquiry

Postgraduate supervision

Supervision areas:  Curriculum (policy, implementation, design, comparisons); Leadership; Inquiry; Teaching as Inquiry; Teacher appraisal; Open to Learning Approaches; Evidence-informed practice; Social Sciences education. Methodologies:  Mixed methods; Problem-based methodology - educational problems of practice.

Completed supervisions:

Laycock, S. (2016). Leadership Approaches to Implementing Professional Learning Communities in Secondary Schools. ((MEd Ldshp Thesis), The University of Auckland.

Brown, J. (2016). Building Beginning Teachers’ Pedagogical Content Knowledge (PCK) Through Induction Programmes. (MProfStudies Dissertation), The University of Auckland.

Dickin, J. (2016). Success in boys' education. (MProfStudies Dissertation), The University of Auckland.

Robertson, Margaret. (2015). Associate teacher feedback to pre-service secondary teachers during practicum: the influence of an inquiry-oriented effective teaching model intervention. (MEd Ldshp Thesis), The University of Auckland.  

Hannah, Darren. (2015). Open To Learning Conversations in Different Language Paradigms. (MEd Ldshp Dissertation), The University of Auckland.  

Johnson, B. (2015). e-Portfolios: Empowering parents to engage with their child’s learning. (MEd Ldshp Thesis), The University of Auckland.  

Makin, Miranda. (2015). It is the conversations that matter: The nature and Influence of leader-teacher professional inquiry conversations. (MEd Ldshp Thesis), The University of Auckland.  

Mathews, P. (2014). Capturing the Realities of the Daily Time-use of School Principals. (MEd Ldshp Dissertation), The University of Auckland.  

Mathews, P. (2013). Issues Involved in Measuring the Time-Use of School Principals A Methodological Exploration. (MEd Ldshp Dissertation), The University of Auckland.  

Allen, S. (2013). The Influence of Talk in Professional Learning Communities. (MEd Ldshp Dissertation), The University of Auckland.  

Davison, M. D. (2013). “It is Really Hard Being in Their Shoes”: Developing Historical Empathy in Secondary School Students. (EdD Doctoral Thesis), The University of Auckland.

Jaggs, P. (2012). Improving experienced principals’ capabilities in dealing with staff performance issues. (MEd Thesis), The University of Auckland.  

Moselen, C. (2012). Is it all just Google?  The research behaviour of education masters students. (MEd Thesis), The University of Auckland.  

Niehaus, M. (2011). The relationship was between teachers’ interpretations of Values in the New Zealand Curriculum and their teaching practices. (MEd Dissertation), The University of Auckland.   

MEdLdshp - Class Placement of Pasifika Students

MEdLdshp - The approaches to and impact of schools approaches to engaging pasifik families

MEdLdshp -  Feedback to pre-service teachers not yet meeting expectations

MEdLdshp - Boys’ Engagement in Writing in Intermediate Schools.

Current supervisions:

PhD - Characterising the nature of 21st century food literacy

PhD - Open-to-learning conversations and their link to improving student achievement in reading

PhD - Distributed leadership and creative problem solving

PhD - Enhancing the effectiveness of teacher performance appraisal in higher education

PhD - Educational Assessment in Relation to Policy and Practitioner Culture: A Policy Case Study in the  Indonesian Education System

MEd -  Understanding the Theories of Action Underpinning the Foundation Year Curriculum Design at Cambodian Tertiary Institutions

EdD - Navigating across cultural contexts in open to learning approaches to address concerns in educational settings

EdD - Improving the leadership of inquiry conversations and their influence on practice

EdD - The impact of nursing education on patient outcomes

EdD - Opportunities to Learn to Write: Accounting Academics Approaches to Embedding and Giving Feedback on Writing

EdD - The identification and remediation of problems of clinical reasoning in undergraduate medical students

MEdLdshp - Resource Teachers of Learning and Behaviour (RTLB) implementing a collaborative-consultation model in casework

MEdLdshp - Patterns in educational leaders’ attempts at social problem solving

MEdLdshp - From Policy to Practice:  A comparative analysis of policy makers' and practitioners' theories of action in an educational improvement initiative

 

Distinctions/Honours

Selected invited keynote addresses

October, 2015 - Invited (by the Norwegian Secretariat) Keynote Address to Ludvigsen Committee Conference on Pupil’s learning in the School for the Future:  Curriculum Leadership in Times of Curriculum Change

March, 2013, Novotel Hotel, Rotorua - Invited Keynote Address to the He Kakano Conference: Teacher appraisal and inquiry-oriented conversations:  Sowing the seeds of appraisal for learning

November 2011, Copthorne Hotel, Waitangi - Invited Keynote Address to the Northland Principals’ New Zealand Curriculum Symposium: Beyond compliance in curriculum implementation: Attending to curriculum complexity, learner experience and theory engagement.

April 2011,Rosebank School - Invited Keynote Address to The Waitakere Area Schooling Improvement Project: Teaching as inquiry:  Strengthening Inquiring practice

April 2011, Crowne Plaza Hotel - Invited Keynote Address to the National Aspiring Principals' Programme (NAPP) Hui: Leading pedagogical change through inquiry.

 June 2009, Waipuna Hotel - Invited Addresses for the University of Auckland Centre for Educational Leadership Seminar Series: Leading the Curriculum" A Leadership and Teaching Framework for Improving Student Outcomes

Responsibilities

Programme Leader of the Doctor of Education (Leadership) offered by the School of Learning, Development and Professional Practice at the Faculty of Education - http://www.education.auckland.ac.nz/en/about/programmes/postgraduate-programmes/edd-programme-home/inquiry-pathways/2015.html

This EdD (Leadership) aims to develop scholarly practitioners as they become leaders who are self-reflective, ethical and knowledgeable as they lead improvement that serves diverse communities and learners in Aotearoa/New Zealand. The programme is aimed at practitioners in diverse educational settings including early childhood, primary, secondary, tertiary and inclusive education contexts. In the EdD (Leadership) student carry out research that is ethical, rigorous and focused on problems of practice in order to contribute to educational improvement, make an original contribution to knowledge and engage with and serve relevant communities of practice.

This doctoral pathway is  for those who aspire to use and conduct empirical research to build their own and others’ educational leadership capability. Our concept of leadership includes both formal and informal leadership roles and is thus inclusive of all educators whether or not they hold a formal leadership role. There are nine EdD candidates in this cohort.

Areas of expertise

  • Educational leadership
  • Curriculum- design, policy and implementation
  • Pedagogy
  • Teaching as Inquiry
  • Practitioner research
  • Teacher appraisal/Teacher evaluation
  • Mixed-methods research

Committees/Professional groups/Services

Committees

  • Chair of the School of Learning, Development and Professional Practice Research Committee

  • Member of the Faculty of Education Research Committee

  • Member of the School of Learning, Development and Professional Practice Post-graduate Committee

  • Member of the University of Auckland Information Technology Faculties Forum

Memberships

  • Member of the International Consortium on Schooling Effectiveness and Improvement (ICSEI) - www.icsei.net
  • Member of the American Educational Research Association (AERA) - www.aera.net
  • Member of the International Study Association on Teachers and Teaching (ISATT) - www.isatt.org

Selected publications and creative works (Research Outputs)

  • Sinnema, C. E., Meyer, F., & Aitken, G. (2017). Capturing the complex, situated and active nature of teaching through inquiry-oriented standards for teaching. Journal of Teacher Education, 68 (1), 9-27. 10.1177/0022487116668017
    URL: http://hdl.handle.net/2292/31933
    Other University of Auckland co-authors: Frauke Meyer
  • Sinnema, C. E. L., Ludlow, L., & Robinson, V. M. J. (2016). Educational Leadership Effectiveness: A Rasch Analysis. Journal of Educational Administration, 54 (3), 305-339. 10.1108/JEA-12-2014-0140
    URL: http://hdl.handle.net/2292/28599
    Other University of Auckland co-authors: Viviane Robinson
  • Sinnema, C. (2015). The ebb and flow of curricular autonomy: Balance between local freedom and national prescription in curricula. In D. Wyse, L. Hayward, J. Pandya (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 965-965). London.
  • Sinnema, C., & Aitken, G. A. (2015). Teaching as Inquiry. In M. Hill, D. Fraser (Eds.) The Professional Practice of Teaching in New Zealand (pp. 79-97). Cengage. Related URL.
    URL: http://hdl.handle.net/2292/27413
    Other University of Auckland co-authors: Mary Hill
  • Le Fevre, D. M., Robinson, V. M. J., & Sinnema, C. E. L. (2015). Genuine inquiry: Widely espoused yet rarely enacted. Educational Management Administration and Leadership, 43 (6), 883-899. 10.1177/1741143214543204
    URL: http://hdl.handle.net/2292/33126
    Other University of Auckland co-authors: Viviane Robinson, Deidre Le Fevre
  • Sinnema, C. E., Robinson, V., Ludlow, L., & Pope, D. (2015). How Effective is the Principal? Discrepancy between Teachers’ and Principals’ Perceptions of Principal Effectiveness. Educational Assessment, Evaluation and Accountability, 27 (3), 275-301. 10.1007/s11092-014-9209-y
    URL: http://hdl.handle.net/2292/24315
    Other University of Auckland co-authors: Viviane Robinson
  • Robinson, V. M. J., Sinnema, C. E. L., & Le Fevre, D. (2014). From Persuasion to Learning: An Intervention to Improve Leaders’ Response to Disagreement. Leadership and Policy in Schools, 13 (3), 260-296. 10.1080/15700763.2014.922997
    Other University of Auckland co-authors: Viviane Robinson
  • Sinnema, C., & Aitken, G. (2014). Teachers’ use of research to improve practice: Why should we, how could we?. In A. St George, S. Brown, O'Neill J (Eds.) Facing the Big Questions in Teaching: Purpose, power and learning (pp. 146-153). North Shore, N.Z.: Cengage Learning. Related URL.
    URL: http://hdl.handle.net/2292/24750