Dr Eleanor Hawe

PhD, MEd, BEd, DipTchg

Biography

Following a twelve year career as a classroom teacher and assistant principal in New Zealand primary schools, Eleanor Hawe was appointed in 1987 to the Auckland College of Education as a visiting fellow in Education. During 1988 she served as Director of Lopdell Centre, the Ministry of Education’s National In-service Centre located on Auckland’s North Shore, then returned to the College of Education in 1989. She joined the Faculty of Education and Social Work in 2004 as a Senior Lecturer in Education. Eleanor teaches in a range of postgraduate and undergraduate programmes. She has also supervised postgraduate students undertaking research in Honours, Masters and Doctoral programmes and has been invovled in and led a number of research projects. In 2015 Eleanor was the recipient of a National Tertiary Teaching Excellence award.

Faculty roles:

  • Faculty Associate Dean (Programmes) (2012 - 2014)
  • Faculty of Education PhD Advisor (2008 - 2011)
  • Faculty of Education Advisor for and Programme Leader of the Bachelor of Education (Teaching) (Honours) (2005 - 2008)
  • Convener of Bachelor of Education (Teaching) (Honours) subcommittee (2003-2005) with responsibility for initial development, review and oversight of the programme
  • Ethics adviser (School of Teaching, Learning and Development) and signatory for Faculty of Education (July 2006- March 2008)
  • Co-ordinator of postgraduate courses
    • EDPROF 737 Ako: Learning to Learn; Learning to Teach; Teaching to Learn (2015)
    • EDPROFST 752 ‘Assessment for teaching and learning’ (2006-)
    • EDPROFST 753 ‘Issues in assessment’ (2006-)
  • Co-ordinator of Bachelor of Education (Teaching) (Honours) cohort based dissertation (2008 - 2010)
  • Co-ordinator of undergraduate B. Ed. (Tchg) Teachers’ Specialisation papers
    • EDPROFST 222 ‘Reporting student achievement’ (2006-)
    • EDPROFST 350 ‘Assessment for learning’ (2006-)

Research | Current

Eleanor's primary research focus is in educational assessment including assessment for learning, feedback, peer review, use of exemplars, with complementary research in curriculum areas. In 2016 she applied successfully for an Ako Aotearoa Regional Hub project award to investigate why teachers/lecturers in higher education use exemplars or not, how they use them and issues and challenges associated with implementation. Eleanor is currently working with Associate Professors Helen DIxon and Richard Hamilton on this project which they anticipate will be completed by the end of 2017.

Eleanor has carried out assessment related research in a range of contexts and curriculum areas including mathematics and drama in teacher education / higher education, the national monitoring of student achievement in social studies, and written language in primary schools. During the first decade of 2000 Eleanor led two externally funded National Educational Monitoring Probe (NEMP) Projects, re-analysing data gathered as part of the annual monitoring of student achievement in New Zealand. The first of these studies examined year 8 students’ understanding and knowledge about New Zealand society; the second investigated variations in the administration of one-to-one social studies assessment interviews with years 4 and 8 students. In addition, Eleanor was involved in an externally funded Teaching and Learning Research Initiative (TLRI) project where  she co-led a team of teachers and researchers in the development of a tool to capture the critical elements of teachers’ literacy practice (including use of feedback, peer and student self assessment). These projects have all resulted in publications in national and international journals.

 

Teaching | Current

  • Courses about the assessment of student learning in particular assessment for learning.  These courses are taught within undergraduate teacher education (Teachers’ Specialisation) and postgraduate programmes (Masters, Honours and PG Diploma) eg: EDPROF 737, EDPROFST 752, 753, EDPROFST 350, 222.  Key aspects addressed within these courses include assessment for learning, student self-regulation and self-efficacy, feedback, use of exemplars, peer review (feedback), assessment of learning, reporting to parents, assessors’ qualitative judgements and criteria-based / standards-referenced assessment.

Programmes:

  • Postgraduate - Doctor of Philosophy in Education; Master of Education; Master of Teaching (Primary); Master of Professional Studies; Bachelor of Education (Teaching) (Honours); Postgraduate Diploma in Education; Bachelor of Education (Teaching) Teachers’ Specialisation.

Postgraduate supervision

Current supervisions

 PhD

  • Razlina Razali - Supervision of student research in undergraduate degree programmes in Malaysia: how students and supervisors understand and experience feedback [working title] (2015-)
  • Mina Rizaei - an investigation into how students aged 7 to 8 years in Iran and New Zealand understand and experience self-regulation in the writing classroom (2016-)
  • Junita Purwandari - a study of feedback in ESL classrooms in Indonesia (2016-)

Master of Education

  • Kellie McLean - an investigation into how schools report children’s achievement and progress to parents with reference to the National Standards in Literacy and Mathematics, and the perceptions and understandings of parents with reference to their child’s/children’s achievement and progress in Literacy and Mathematics (2017-)
  • Christopher Niles

Bachelor of Teaching (Honours)

  • Kimberley Rivett - teachers' and students' understandings and experience of feedback in the writing conference [Years 3-4] (2017)
  • Claire Galvin - teachers' and students' understandings and experience of feedback in the writing conference [Years 5-6] (2017)

Completed supervisions 2010-2016 (* have resutled in publications in national and/or international journals)

2016 Master of Education thesis

  • Kathryn Eltringham - Taking Control of the Writing Process: Student Self-Regulation in the Writing Classroom *

2015 Master of Professional Studies (Education) dissertation

  • Una Lightfoot  - Show me so I can understand: Students’ perceptions of the use of exemplars to support learning *
  • Amanda Caldwell - Teachers' understandings and uses of the Progressive Achievement Test: Mathematics *

2015 Master of Education thesis

  • Rowena Pearson – Written reporting. Exploring school approaches and parental understandings *

2014 Master of Education dissertation

  • Paul Pirihi - Students' experience of feedback: a case study in the writing classroom

2013 Master of Professional Studies (Education) dissertation

  • Megan Peterson – How Year 12 Classical Studies students understand, experience and use written feedback *

2013 Master of Education dissertation

  • Callum Green - Teacher understandings and promotion of dialogue in Social Studies

2012 Master of Education thesis

  • Patsy Torrie – Factors impacting teachers' analysis, interpretation and use of formal reading assessments: PAT, Probe and asTTle.

2010 Bachelor of Education (Teaching) (Honours) portfolio

  • Gail Ledger - The efficacy of data collection methods to capture evidence of one teacher's judgment making processes, when administering the one-to-one, diagnostic mathematics assessment GloSS.

2010 Bachelor of Education (Tchg) (Hons) dissertations
Supervision of a cohort of students who investigated primary students' perceptions of and/or attitudes towards social studies; and parental perceptions of written reporting about children's achievement and progress.

  • Monique Hamlin - Students’ liking for and perceptions of social studies
  • Ella Howard - Students’ attitudes towards social studies
  • Kellie McLean - Students’ attitudes towards and understandings about social studies
  • Gina Matheson - Students’ linking for and attitudes towards social studies
  • Meghan Wood – What are Year 5 students’ attitudes towards and perceptions of social studies
  • Katrin Harms – What do students think: Year 5 students’ perceptions of social studies
  • Rachael Barnett – What are Years 5 and 6 students’ attitudes towards and perceptions of social studies
  • Christina Post – Parental perceptions about the purpose(s) and nature of written reports in Years 1-3
  • Sarah Knox – Parental perceptions about the nature and purpose of written reporting about children in Years 1-3

Student awards:

2008 Doctor in Education (EdD) thesis

  • Helen Dixon - Feedback for learning: Deconstructing teachers' conceptions and use of feedback.
    Helen was the 2008 recipient of the New Zealand Association for Research in Education’s Sutton-Smith doctoral award for excellence in a doctoral thesis in education.

2010 Bachelor of Teaching (Honours)

  • Monique Hamlin was awarded a faculty prize in recognition of her achievement as the top Honours student in 2010. 

Distinctions/Honours

  • Recipient - National Tertiary Teaching Excellence Award (August, 2015)
  • Recipient - Sustained Excellence in Teaching Award, The University of Auckland (November, 2014)
  • Recipient - Sustained Excellence in Teaching Award, Faculty of Education (June, 2014)

Responsibilities

  • Associate Dean (Programmes) (Jan 2012 - Dec 2014).
  • PhD advisor for students in the Faculty of Education (March 2008 - Dec 2011).
  • Dean of the Faculty of Education's nominee on The University of Auckland Human Participants Ethics committee (2008 - April 2010).

Areas of expertise

  • Assessment for learning including goal setting, feedback, peer review, self-monitoring - across a range contexts and curriculum areas
  • Assessment for learning in higher education
  • Use of exemplars as a pedagogic tool in higher education
  • Student self-regulation (in association with assessment for learning)
  • Assessment of learning, reporting student achievement and progress
  • Criteria-based/standards-referenced assessment, standards, making qualitative judgements about student performance and achievement
  • Use of naturalistic field study, ethnography, case study, grounded theory and qualitative strategies eg: interviews, participant observation.

Committees/Professional groups/Services

Faculty committee membership

  • Teaching and Learning Quality Committee (2017-)
  • Academic Programmes and Regulations Committee (Chair) (2012-2014 )
  • Teaching and Learning Committee (2012- 2014)
  • Education Committee (2012-2013 )
  • Board of Studies (2012-2013 )

University of Auckland committee membership

  • General Education Board of Studies Committee (2012 - )
  • Academic Programmes Committee (2012 - 2014)

School of Learning, Development and Professional Practice committee membership

  • Teaching and Learning committee (Chair) (2017-)
  • LDPP Leadership Team (2017-)

Membership of external groups / committees

  • Ako Aotearoa Academy of Tertiary Teaching Excellence (2015-)
  • HERDSA (Higher Education Research and Development Society of Australasia)
  • NZARE (New Zealand Association for Research in Education)

Selected publications and creative works (Research Outputs)

  • Parr, J. M., & Hawe, E. (2016). Facilitating real-time observation of, and peer discussion and feedback about, practice in writing classrooms. Professional Development in Education, 1-20. 10.1080/19415257.2016.1241818
    Other University of Auckland co-authors: Judy Parr
  • Hawe, E., & Dixon, H. (2016). Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education, 1-12. 10.1080/02602938.2016.1236360
    Other University of Auckland co-authors: Helen Dixon
  • Peterson, M., & Hawe, E. (2015). How year 12 classical studies students experience, understand, and use written feedback. Assessment Matters, 9, 24-52. 10.18296/am.0010
    URL: http://hdl.handle.net/2292/28478
  • Hawe, E. M., & Parr, J. M. (2014). Assessment for learning in the writing classroom: An incomplete realisation. Curriculum Journal, 25 (2), 210-237. 10.1080/09585176.2013.862172
    Other University of Auckland co-authors: Judy Parr
  • Hawe, E. M., & Dixon, H. R. (2014). Building students' evaluative and productive expertise in the writing classroom. Assessing Writing, 19, 66-79. 10.1016/j.asw.2013.11.004
    Other University of Auckland co-authors: Helen Dixon
  • Hawe, E. M. (2003). 'It's pretty difficult to Fail': the reluctance of lecturers to award a failing grade. Assessment and Evaluation in Higher Education, 28 (4), 371-382. 10.1080/0260293032000066209
  • Hawe, E. M. (2002). Assessment in a pre-service teacher education programme: the rhetoric and the practice of standards-based assessment. Asia-Pacific Journal of Teacher Education, 30 (1), 93-106. 10.1080/13598660120115002

Contact details

Primary location

H - BLOCK. EPSOM - Bldg 6EH
Level 1, Room 109
EPSOM CAMPUS, 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand