Professor Christine Margaret Rubie-Davies
PhD, MEd (Hons), BA, DipTchg
Biography
Professor Christine Rubie-Davies is based in the School of Learning, Development and Professional Practice in the Faculty of Education. She has been at the University of Auckland since April 1998.
Previous professional experience
- 2012-2014 Head of School, Learning Development and Professional Practice
- 2012 Visiting Scholar, University of Arizona
- 2008-2009 Visiting Scholar, University of California at Berkeley
- 2007-2009 Visiting Scholar, University of London, Institute of Education
- 2007-2010 Senior lecturer
- 2006 Senior researcher asTTle
- 2002-2005 Programme Coordinator Primary Teacher Education
- 1998-2002 Deputy Director Primary Teacher Education
- 1974-1998 Deputy Principal, Assistant Principal, Senior Teacher, Scale A Teacher Primary
Research | Current
Current projects:
- HERO (High Expectations Remarkable Outcomes): This project is a collaboration with the Mt Albert Kahui Ako and consists of two early childhood centres, and five primary, two intermediate and two secondary schools. These schools have high expectations as their underlying theory of improvement. Christine is delivering the professional development across all sites. The research team are very grateful to the Cognition Educaiton Trust who provided funding in 2018 for the collection of some initial baseline data. Christine has also delivered professional development related to high expectation teaching across a large number of other school sites.
- LITHE (Leaders Influencing Teachers' High Expectations): The success of the Teacher Expectation Project (see below) has led to the development of four modules designed for middle school leaders to implement in schools. School leaders are being taught how to support their staff to implement high expectation principles in order to lift the achievement of all students in their departments. The project was trialled in Auckland and has since been delivered in other New Zealand locations, and in Melbourne, .Leceister and Birmingham in the UK, and Montreal in Canada.
- I Have a Dream: Christine is overseeing the research on this important project. The project is based in four Northland schools in low socioeconomic communities. All students in the project have an academic mentor who will support and advise their group of students through primary school, to intermediate, secondary and into tertiary education. Academic outcomes for this group will be compared with those of similar students in other similar schools.
- Teacher Expectation Project: This was a three-year experimental project funded by a Marsden Fast Start Grant and a grant from the Cognition Institute. The project began in 2011. This was the first ever project in the teacher expectation field designed to train teachers in the practices of high expectation teachers. The study used a randomised control design and 84 Year 3-8 teachers from 12 schools who comprised the control and intervention groups. The instructional intervention focused on grouping and learning experiences, class climate and goal setting. After just one year, students of teachers in the intervention group improved their mathematics achievement 28% above that of students with control group teachers. Analyses also showed that no matter what school, SES group, class level, ethnicity or gender, all students benefited through being with intervention teachers in comparison to controls. To find out more about this project, visit: Teacher Expectation Project website.
- Teacher beliefs and student beliefs: what are the relationships? This project was funded by Christine’s Early Career Research Excellence Award. Christine examined whether student beliefs and teacher beliefs were related. Teacher and student efficacy, motivation and perceptions of the class climate were measured. Student achievement was also measured in relation to the beliefs of teachers and students.
- Ethnic Identity Project: This project has been funded by PBRF grants from the School of Learning Development and Professional Practice. The project involves four members of LDPP and Professor Frank Worrell from University of California at Berkeley. The team are examining the ethnic identity beliefs, attitudes to school and teachers and views of past, present and future of approximately 3000 secondary school students.
In the Public Eye
Teaching | Current
- Educational psychology
- Social psychology of the classroom
- Teacher expectations and beliefs
Programmes
- Liberal arts
- Postgraduate
- Teacher education
Postgraduate supervision
Current students
Name |
Degree |
Title |
Enrolled |
Projected Completion |
Role |
Ya Li |
PhD |
Relations between teacher expectations and language learning in Chinese |
May 2019 |
April 2023 |
Main supervisor |
Mengnan Li |
PhD |
Vulnerability of Chinese teachers in high school |
April 2019 |
March 2023 |
Main supervisor |
Casey Gilligan |
MProfPrac |
Promoting engaged reading in a primary school classroom |
March 2019 |
November 2019 |
Co-supervisor |
Lingling Fan |
PhD |
Teacher expectations of rural and ethnic minority students in China |
October 2018 |
September 2022 |
Main supervisor |
Georgina Toma |
PhD |
Mindfulness in schools |
September 2018 |
August 2022 |
Co-supervisor |
Siaosi Vaili |
PhD |
Relations between Samoan students’ self-efficacy, future aspirations, teacher expectations, parent expectations and academic achievement |
June 2018 |
May 2022 |
Co-supervisor |
Deepika Roy |
PhD |
Asian female tertiary students’ experiences of stereotype threat and teacher expectations |
May 2018 |
April 2022 |
Co-supervisor |
Alistair Munro* |
PhD |
Speaking up for confidence: Reducing communication apprehension in secondary school students. |
March 2016 |
March 2022 |
Main supervisor |
Lifeng Hao |
PhD |
The mediating and moderating roles of self-esteem in the relationship between teacher expectation and undergraduates’ academic and socio-psychological outcomes |
May 2015 |
May 2019 |
Main supervisor |
Aaron Peeters* |
PhD |
Taking the risk out of learning: A theory of action intervention |
April 2015 |
April 2021 |
Co-supervisor |
Shengnan Wang |
PhD |
A longitudinal study of teacher expectation: Stability and impact on student achievement |
August 2014 |
July 2019 |
Main supervisor |
Tessa Tupai* |
PhD |
Factors leading to success in postgraduate study for first in family to go to university |
December 2011 |
June 2019 |
Main supervisor |
Annaline Flint* |
PhD |
Characteristics and contextual factors related to teacher beliefs |
March 2011 |
June 2019 |
Main supervisor |
* Enrolled part-time
Completed students Honours and Masters
Name |
Degree |
Title |
Enrolled |
Completion |
Role |
Result |
Tematanq Iaoniman |
MEd |
Teacher expectations of Kiribati boys |
July 2017 |
June 2018 |
Co-supervisor |
First class honours |
Aleksei Surikov |
BEd (Hons) |
Teacher expectations of learning disabled students in mainstream environments |
January 2017 |
December 2017 |
Main supervisor |
First class honours |
Siaosi Vaili |
MEd |
Relations between Year 13 Pasifika boys’ self-beliefs, perceptions of teacher expectations and achievement |
January 2017 |
December 2017 |
Main supervisor |
First class honours |
Casey Zhang* |
MEd |
Teacher expectations in mathematics at different school deciles |
July 2016 |
July 2017 |
Co-supervisor |
First class honours |
Asma Shah* |
MA |
Relationships between perceptions’ of expectations and students’ achievement: the role of mediating factors |
December 2013 |
October 2016 |
Main supervisor |
First class honours |
Alistair Munro |
BA (Hons) |
Overcoming anxiety in public speaking |
January 2014 |
December 2014 |
Second supervisor |
First class honours |
Hana Turner |
MEd |
Teacher expectations of different ethnic groups |
January 2013 |
May 2015 |
Main supervisor |
First class honours |
Fiona Toloa |
MProfSt |
Teacher expectations of Pasifika students in science in a low decile school |
July 2014 |
December 2014 |
Main supervisor |
First class honours |
Esther Graham* |
MProfSt |
Mindfulness and children’s well-being |
March 2014 |
December 2014 |
Main supervisor |
First class honours |
Annabel Medland-Slater* |
MProfSt |
Student achievement: teachers’ perspectives of what leads to success |
January 2014 |
December 2014 |
Main supervisor |
First class honours |
Fiona Hui |
MA |
Teachers’ views in special education |
July 2012 |
October 2013 |
Main supervisor |
Second class honours 2nd Div |
Hanin Bukamal |
MA |
Teacher expectations of Muslim students in state and Muslim schools |
July 2012 |
June 2013 |
Main supervisor |
Second class honours 1st Div |
Melissa Beaumont* |
MEd |
Student perceptions of teachers and relationships with course choice |
June 2011 |
December 2012 |
Main supervisor |
Second class honours 1st Div |
Jessica Brown* |
MProfSt |
Early childhood teachers’ perceptions of quality care in early childhood settings |
March 2012 |
December 2012 |
Main supervisor |
Second class honours 1st Div |
Mohamed Alansari |
MA |
Teacher and Student assessments of the class climate
|
Jul 2011 |
Jun 2012 |
Supervisor |
First class honours |
Hanin Bukamal |
BA (Hons) |
Teacher expectations of students’ performance in mathematics |
Feb 2012 |
Aug 2012 |
Supervisor |
First class honours |
Rachel Aranui |
MEd |
Self-esteem, school connectedness and identity of Maori primary school students in bilingual units |
Jul 2010 |
Jul 2011 |
Main supervisor |
First class honours |
Mohamed Alansari |
BA (Hons) |
Perceptions of class climate in tertiary maths classrooms |
Jun 2010 |
Mar 2011 |
Main Supervisor |
First class honours |
Esther Fitzpatrick* |
MEd |
Identity of intermediate-aged Pakeha students |
Feb 2010** |
Nov 2010 |
Co- supervisor |
Second class honours 1st Div |
Lisa Watson |
MEd |
Self-concept and motivation of successful Maori students at secondary school
|
Mar 2010 |
Dec 2010 |
Co-supervisor |
First class honours |
Catherine Alpe |
MEd |
Self-efficacy of Year 8 girls transitioning to secondary school
|
Mar 2010 |
Dec 2010 |
Main supervisor |
First class honours |
Nane Rio |
MEd |
Factors that contribute to the success of Pasifika teacher education students
|
Feb 2004 |
Dec 2004 |
Co-supervisor |
Second class honours 1st Div |
Andrea Craig |
MA |
Promoting friendships as a means of preventing suicide
|
Feb 2003 |
Dec 2003 |
Main Supervisor |
First class honours |
Satomi Mizutani |
MA |
An investigation of the effects of goal-setting on language learning motivation |
Feb 2002 |
Dec 2002 |
Co-supervisor |
First class honours |
* Enrolled part-time
Completed students: Doctoral
Name |
Degree |
Title |
Enrolled |
Completion |
Role |
Rajshree Krishnan* |
PhD |
Teacher expectations and student perceptions of mature-aged students in three faculties |
January 2013 |
July 2019 |
Main supervisor |
Hana Turner |
PhD |
Differential teacher treatment, expectations and student success at secondary school |
July 2014 |
March 2019 |
Main supervisor |
Mohamed Alansari |
PhD |
Measuring class climate in the tertiary environment: Development of a scale |
January 2013 |
August 2017 |
Main supervisor |
Annie Zhuoni Cai |
PhD |
Teacher expectations of students with autism |
April 2013 |
July 2017 |
Main supervisor |
Nane Rio* |
PhD |
Teacher expectations for minority ethnic groups in Aotearoa New Zealand |
May 2009 |
February 2017 |
Main supervisor |
Derek Shafer |
PhD |
Teaching the classroom to transgress: Pedagogy for critical thinkers |
January 2016 |
January 2017 |
Main supervisor – changed to Dr Hamilton Jan 2017 |
Clinton Mitchell |
PhD |
Academic motivation in second and fourth year medical students |
April 2010 |
April 2015 |
Main supervisor |
Mingjing Zhu |
PhD |
Accuracy and inaccuracy of teacher judgements of student achievement |
August 2013 |
July 2014 |
International supervisor |
Zheng Li |
PhD |
Teacher expectations of second language learners |
July 2010 |
June 2014 |
Main supervisor |
Sandra* Hastie |
PhD |
Goal setting and academic outcomes |
March 2007 |
March 2013
|
Main supervisor 2011-2013 |
Camilla* Highfield |
EdD |
Middle school leaders in secondary schools and within school achievement variation |
March 2008** |
Dec 2012 |
Co-supervisor |
Penelope Watson |
PhD |
Breaking the mould: Stereotype threat and boys who sing in choirs |
Jun 2008 |
Nov 2011 |
Main supervisor |
Aue Te Ava |
PhD |
Mou Piritia Te Kōrero ‘Ā Ō Tūpuna, Tāueuea: Culturally Responsive Pedagogy for Cook Island Secondary Schools Physical Education |
May 2006 |
Oct 2011 |
Main supervisor |
| Satomi Mizutani | PhD | Effects of washback on the teaching and learning of NCEA Japanese | Mar 2004 | Jul 2009 | Co-supervisor |
* Enrolled part-time
** Date I began supervision
Distinctions/Honours
|
Areas of expertise
- Teacher expectations
- Teacher beliefs
- Teacher personality and characteristics
- Teacher bias
- Student self-perceptions
- Student beliefs
- Goal-setting
- Quantitative and qualitative methodologies
Committees/Professional groups/Services
Professional Links:
- Associate Editor Contemporary Educational Psychology
- Review Board for Review of Educational Research
- Regional Editor Educational Research and Evaluation
- Fellow of the Association for Psychological Science
- Member of: American Psychological Association, Association for Psychological Science (US), European Association for Research into Learning and Instruction, American Educational Research Association
University Committees served on:
University of Auckland Committees |
|
2012- |
Senate |
2016- |
University Staffing Committee |
2016- |
Faculty of Science Staffing Committee |
2012-2014 |
University Promotions Committee for Professional Teaching Fellows |
2009-2012 |
University of Auckland Human Participants Ethics Committee
|
Selected publications and creative works (Research Outputs)
- Ding, H., & Rubie-Davies, C. M. (2019). Teacher expectation intervention: Is it effective for all students?. LEARNING AND INDIVIDUAL DIFFERENCES, 7410.1016/j.lindif.2019.06.005
- Timmermans, A. C., van der Werf, M. P. C. G., & Rubie-Davies, C. M. (2019). The interpersonal character of teacher expectations: The perceived teacher-student relationship as an antecedent of teachers' track recommendations. Journal of school psychology, 73, 114-130. 10.1016/j.jsp.2019.02.004
- Wang, S., Rubie-Davies, C., & Meissel, K. (2019). Instructional practices and classroom interactions of high and low expectation teachers in China. Social Psychology of Education10.1007/s11218-019-09507-4
URL: http://hdl.handle.net/2292/48463
Other University of Auckland co-authors: Kane Meissel, Shengnan Wang - Zhu, M., Urhahne, D., & Rubie-Davies, C. M. (2018). The longitudinal effects of teacher judgement and different teacher treatment on students’ academic outcomes. Educational Psychology, 38 (5), 648-668. 10.1080/01443410.2017.1412399
- Timmermans, A. C., & Rubie-Davies, C. M. (2018). Do teachers differ in the level of expectations or in the extent to which they differentiate in expectations? Relations between teacher-level expectations, teacher background and beliefs, and subsequent student performance. Educational Research and Evaluation, 24 (3-5), 241-263. 10.1080/13803611.2018.1550837
- Wang, S., Rubie-Davies, C. M., & Meissel, K. (2018). A systematic review of the teacher expectation literature over the past 30 years. EDUCATIONAL RESEARCH AND EVALUATION, 24 (3-5), 124-179. 10.1080/13803611.2018.1548798
Other University of Auckland co-authors: Kane Meissel, Shengnan Wang - Rubie-Davies, C. M., Watson, P. W. S. J., Flint, A., Garrett, L., & McDonald, L. (2018). Viewing students consistently: how stable are teachers' expectations?. EDUCATIONAL RESEARCH AND EVALUATION, 24 (3-5), 221-240. 10.1080/13803611.2018.1550836
Other University of Auckland co-authors: Annaline Flint, Penelope Watson, Lyn McDonald - Rubie-Davies, C. M., Webber, M., & Turner, H. (2018). Māori students flourishing in education: High teacher expectations, cultural responsiveness and family-school partnerships. In G. A. D. Liem, D. M. McInerney (Eds.) Big theories revisited 2 (pp. 213-235). Charlotte, NC, USA: Information Age Publishing. Related URL.
URL: http://hdl.handle.net/2292/45344
Other University of Auckland co-authors: Melinda Webber
Contact details
- +64 9 923 2974
- +64.9.923.2974
- c.rubie@auckland.ac.nz
- Media Contact
Primary office location
H - BLOCK. EPSOM - Bldg 6EH
Level 5, Room 505
EPSOM CAMPUS, 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand
