Dr Deidre Marjory Le Fevre
PhD (Michigan) , MEd (Hons), BEd, DipTchg
Biography
Deidre is a Senior Lecturer in the School of Learning, Development and Professional Practice. She is the academic programmes leader for postgraduate studies in Educational Leadership at the University of Auckland.
Her research focuses on practices that support practitioners solve complex leadership and organisational problems. She brings knowledge and skills in understanding organizational change, the development of professional capability, and effective leadership to her work teaching, researching and consulting with leaders and organisations across sectors.
Previous professional experience
- 2003- 2005 Assistant Professor, Washington State Unviersity, USA
- 1996- 2003 Research Associate, University of Michigan, USA
- 1995-1996 Assistant Lecturer, University of Auckland
- 1994-1995 Special Needs Teacher, West Auckland
- 1992- 1994 Primary Teacher, U.K
- 1987-1991 Primary Teacher, West Auckland
Research | Current
- The role perceptions of risk in educational change
- Creating culturally sustaining pedagogies
- Professional learning for improvement
- Developing adaptive expertise
- Effective debriefing following simulation in medical education
- Emotion and learning
- Organisational change
Teaching | Current
- EDPROFST 738 Educational Leadership
- EDUC 121 How People Learn
- EDPROFST 782 Educational Change
Programmes:
- Postgraduate Diploma in Educational Leadership (PGDipEdLdr)
- Master of Educational Leadership (MEdLdr)
- Doctor of Education (EdD)
- Doctor of Philosophy (PhD)
- Liberal Arts Programme
Postgraduate supervision
Supervision areas: Leadership, professional learning, educational change, emotions and learning, school effectiveness, and organisational change
Preferred methodology: Mixed methods and qualitative.
Current students: Masters
Name |
Degree |
Title |
Ngawai Hooker
|
MEdLd
|
Blue classrooms: a snapshot of mental well-being education in New Zealand state secondary schools and stakeholder perceptions |
Renee Leckey |
MEdLd |
Leaders’ perceptions of risk in shadow coaching |
Dian Fisher |
MEdLd |
What are the perceived risks that emerge for teachers and leaders in the planning stages of implementing a new curriculum framework? |
Current students: Doctoral
Name |
Degree |
Title |
Amber Pierce |
PhD |
Empowered Youth: Agents of pro-environmental behavioural change in secondary schools |
Miranda Makin |
EDd |
Leadership development in schools: Senior leaders’ approach to developing middle leaders’ capabilities to lead rigorous inquiry |
Waseema Fikuree |
PhD |
Leadership task effectiveness and student achievement: Perceptions of principals, deputy principals and lead teachers on principal task effectiveness |
Lorna Spicer |
PhD |
Cultural identity and student wellbeing |
Completed students: Masters
Name |
Degree |
Title |
Completed |
Andy Jones |
MEdLd |
Understanding the impact of knowledge on perceptions of risk |
2019 |
Cristina Casey-Schoner |
MEdLd |
Student voice matters: An exploration of teachers’ perceptions of risk when engaging with student voice for improving classroom practices |
2019 |
Elise Broadwith |
MEdLd |
Building enduring teacher–student relationships: school leaders’ perceptions of the value, the constraints, and the barriers |
2019 |
William Swann |
MEd
|
Culturally responsive leadership practices that enable the success of Samoan boys in a Catholic school |
2019 |
Alison Troy |
MEdLd |
Leading Technological Change: Factors affecting development and implementation of a new student reporting system in a New Zealand primary school |
2018 |
Channy Meng |
MEdLd |
Challenges for Cambodian female academic leaders in their roles in higher education |
2018 |
Melody Casse |
MPSt |
Middle leaders’ perceptions of role in New Zealand primary schools |
2018 |
Nipun Pich |
MEdLd |
Reducing school dropout rates in Cambodia: Leadership practices that make a difference |
2018 |
Sopheak Pana Saut |
MEdLd |
Perceptions of inquiry: How junior educators engage in conversation with their senior leaders |
2018 |
Sarah Parker |
MEdLd |
Say what you mean, mean what you say: Educational leaders’ interpersonal effectiveness in conversations |
2017 |
Bridget Lummis |
MEdLd |
The impact of reflective dialogue on teaching practice |
2016 |
Faleata Ualesi |
MEdLd |
Possibilities for improving Pasifika achievement: A duoethnographic Talanoa study |
2016 |
John Eley |
MEdLd |
Teachers’ perceptions of risk when teaching mathematics through problem-solving: Implications for leading pedagogical change |
2015 |
Sokha Sek |
MEdLd |
Raising student achievement in Cambodian English language schools: The perceptions of instructional leaders |
2015 |
Jocelyn Hair |
MEdLd |
What is the role of emotion in adult learning? |
2014 |
Katrina Hosken |
MEd |
The role of the principal in creating a learning culture that lowers perceptions of risk and supports risk-taking |
2014 |
Tamara Jones |
MEdLd |
Theories of risk-taking and primary teachers’ engagement in professional learning for change |
2014 |
Paul Matthews |
MEdLd |
Issues involved in measuring the time-use of school principals: A methodological exploration |
2013 |
Peter Kaiser |
MProfSt |
Conversations on conversations: A duoethnographic study of collegial conversations between two primary principals |
2013 |
Aneta Dezoete |
MEd |
Exploring in-school educators perceptions of professional learning communities in New Zealand secondary schools |
2012 |
Diana Patience |
MEd |
Personalised learning in secondary education: Student experiences and perception |
2012 |
Glenys Daniell |
MEdLd |
Implications for standards alignment of NCEA Level 1 qualifications attainment: A mixed methods study |
2012 |
James Mawson |
MProfSt |
Effective conversations: The theories and beliefs of educational leaders |
2011 |
Mei Ng |
MProfSt |
To what extent do school leaders disclose what they are thinking when having a difficult conversation? An exploration of ‘unspoken thoughts’ |
2011 |
Completed students: Doctoral
Name |
Degree |
Title |
Completed |
Maria Cooper |
PhD |
Shifting the lens: Everyday collective leadership activity in education |
2018 |
Tamara Jones |
PhD |
Working in Wonderland: Teachers’ reactions to innovative learning environments |
2018 |
Kaye Twyford |
PhD |
Risk or resistance: Understanding teachers’ perceptions of risk in professional learning |
2016 |
Recent Completed Supervisions
Completed students: Masters
Broadwith, E. (2019). Building enduring teacher–student relationships: School leaders’ perceptions of the value, the constraints, and the barriers. (MEd Leadership thesis), The University of Auckland.
Casey-Schoner, C. (2019). Student voice matters: An exploration of teachers’ perceptions of risk when engaging with student voice for improving classroom practices. (MEd Leadership thesis), The University of Auckland.
Casse, M. (2018). Middle leaders’ perceptions of role in New Zealand primary schools. (MPSt thesis), The University of Auckland.
Daniell, G. (2012). Implications for standards alignment of NCEA Level 1 qualifications attainment: A mixed methods study. (MEd Leadership thesis), The University of Auckland.
Dezoete, A. (2012). Exploring in-school educators perceptions of professional learning communities in New Zealand secondary schools. (MEd thesis), The University of Auckland.
Eley, J. (2015). Teachers’ perceptions of risk when teaching mathematics through problem-solving: Implications for leading pedagogical change. (MEd Leadership thesis), The University of Auckland.
Hair, J. (2014). What is the role of emotion in adult learning? (MEd Leadership thesis), The University of Auckland.
Hosken, K. (2014). The role of the principal in creating a learning culture that lowers perceptions of risk and supports risk-taking. (MEd Leadership thesis), The University of Auckland.
Jones, A. (2019). Understanding the impact of knowledge on perceptions of risk. (MEd Leadership thesis), The University of Auckland.
Jones, T. (2014). Theories of risk-taking and primary teachers’ engagement in professional learning for change. (MEd Leadership thesis), The University of Auckland.
Kaiser, P. (2013). Conversations on conversations: A duoethnographic study of collegial conversations between two primary principals. (MProfst thesis), The University of Auckland.
Lummis, B. (2016). The impact of reflective dialogue on teaching practice. (MEd Leadership thesis), The University of Auckland.
Matthews, P. (2013). Issues involved in measuring the time-use of school principals: A methodological exploration. (MEd Leadership thesis), The University of Auckland.
Mawson, J. (2011). Effective conversations: The theories and beliefs of educational leaders. (MEd Leadership thesis), The University of Auckland.
Meng, C. (2018). Challenges for Cambodian female academic leaders in their roles in higher education. (MEd Leadership thesis), The University of Auckland.
Ng, M. (2011). To what extent do school leaders disclose what they are thinking when having a difficult conversation? An exploration of ‘unspoken thoughts’. (MEd Leadership thesis), The University of Auckland.
Parker, S. (2017). Say what you mean, mean what you say: Educational leaders’ interpersonal effectiveness in conversations. (MEd Leadership thesis), The University of Auckland.
Patience, D. (2012). Personalised learning in secondary education: Student experiences and perception. (MEd thesis), The University of Auckland.
Pich, N. (2018). Reducing school dropout rates in Cambodia: Leadership practices that make a difference. (MEd Leadership thesis), The University of Auckland.
Saut, S. P. (2018). Perceptions of inquiry: How junior educators engage in conversation with their senior leaders. (MEd Leadership thesis), The University of Auckland.
Sek, S. (2015). Raising student achievement in Cambodian English language schools: The perceptions of instructional leaders. (MEd Leadership thesis), The University of Auckland.
Swann, W. (2019). Culturally responsive leadership practices that enable the success of Samoan boys in a Catholic school. (MEd thesis), The University of Auckland.
Troy, A. (2018). Leading technological change: Factors affecting development and implementation of a new student reporting system in a New Zealand primary school. (MEd Leadership thesis), The University of Auckland.
Ualesi, F. (2016). Possibilities for improving Pasifika achievement: A duoethnographic Talanoa study. (MEd Leadership thesis), The University of Auckland.
Completed students: Doctoral
Cooper, M. (2018). Shifting the lens: Everyday collective leadership activity in education. (PhD thesis), The University of Auckland.
Jones, T. (2018). Working in Wonderland: Teachers’ reactions to innovative learning environments. (PhD thesis), The University of Auckland.
Twyford, K. (2016). Risk or resistance: Understanding teachers’ perceptions of risk in professional learning. (PhD thesis), The University of Auckland.
Current students: Masters
Fisher, D. What are the perceived risks that emerge for teachers and leaders in the planning stages of implementing a new curriculum framework?
Hooker, N. Blue classrooms: A snapshot of mental well-being education in New Zealand state secondary schools and stakeholder perceptions.
Leckey, R. Leaders’ perceptions of risk in shadow coaching.
Current students: Doctoral
Fikuree, W. Leadership task effectiveness and student achievement: Perceptions of principals, deputy principals and lead teachers on principal task effectiveness.
Makin, M. Leadership development in schools: Senior leaders’ approach to developing middle leaders’ capabilities to lead rigorous inquiry.
Pierce, A. Empowered youth: Agents of pro-environmental behavioural change in secondary schools.
Spicer, L. Cultural identity and student wellbeing.
Responsibilities
Academic Programme Leader: Postgraduate Diploma in Educational Leadership, Masters in Educational Leadership
Areas of expertise
My research and teaching focus on leadership and learning for educational change and improvement. I have worked in the United Kingdom, The United States and New Zealand where my work has developed understandings and practices that support educational organisations to be increasingly effective in responding to the interests, needs and growth of all learners. My research focusses on professional learning and organisational change. I examine both cognitive and affective aspects of learning that influence professional capability and organisational change.
Professional Learning, Educational Leadership, Organisational Change, Teacher Development
Committees/Professional groups/Services
Professional Links:
- Membership: American Educational Research Association, Experiential Education Association, Educational Leadership Association
- Reviewer: American Educational Research Association, Reading Research Quarterly, The New Educator, Journal of Teaching and Teacher Education
- Research: First-time Principals Programme, Experienced Principals Programme
Selected publications and creative works (Research Outputs)
- Le Fevre, D. M. (2019). Narrative and educational change: the power of intentional interruption. In S. Farquhar, E. Fitzpatrick (Eds.) Innovations in narrative and metaphor: Methodologies and practice (pp. 221-234). Singapore: Springer. 10.1007/978-981-13-6114-2_14
- Jones, T., & Le Fevre, D. M. (2018). Women's perception of risk when leading and engaging in educational change. In R. McNae, E. C. Reilly (Eds.) Women leader education across the continents: Finding and harnessing the joy in leadership (pp. 46-51). Lanham, Maryland: Rowman & Littlefield.
- Timperley, H., Ell, F., & Le Fevre, D. (2018). Developing adaptive expertise through professional learning communities. In A. Harris, M. Jones, J. B. Huffman (Eds.) Teachers leading educational reform: The power of professional learning communities (pp. 175-189). Abingdon, Oxon, UK: Routledge. 10.4324/9781315630724
Other University of Auckland co-authors: Fiona Ell - Teo, T., & Le Fevre, D. (2017). The development and validation of the Teachers' Perception of Risk Scale (TPRS) in educational change. Current Psychology, 36 (3), 649-656. 10.1007/s12144-016-9453-z
- Twyford, K., Le Fevre, D., & Timperley, H. (2017). The influence of risk and uncertainty on teachers’ responses to professional learning and development. Journal of Professional Capital and Community, 2 (2), 86-100. 10.1108/JPCC-10-2016-0028
Other University of Auckland co-authors: Kaye Twyford - Meyer, F., Le Fevre, D. M., & Robinson, V. M. J. (2017). How leaders communicate their vulnerability: Implications for trust building. International Journal of Educational Management, 31 (2), 221-235. 10.1108/IJEM-11-2015-0150
Other University of Auckland co-authors: Viviane Robinson, Frauke Meyer - Le Fevre, D. M., Timperley, H., & Ell, F. (2016). Curriculum and pedagogy: The future of teacher professional learning and the development of adaptive expertise. In D. Wyse, L. Hayward, J. Z. Pandya (Eds.) The SAGE handbook of curriculum, pedagogy and assessment (pp. 309-324). Los Angeles, USA: SAGE. 10.4135/9781473921405.n20
Other University of Auckland co-authors: Fiona Ell - Le Fevre, D. M., Robinson, V. M. J., & Sinnema, C. E. L. (2015). Genuine inquiry: Widely espoused yet rarely enacted. Educational Management Administration & Leadership, 43 (6), 883-899. 10.1177/1741143214543204
Other University of Auckland co-authors: Claire Sinnema, Viviane Robinson
Contact details
- +64 9 923 9843
- +64.9.923.9843
- d.lefevre@auckland.ac.nz
- Media Contact
Primary office location
H - BLOCK. EPSOM - Bldg 6EH
Level 5, Room 519
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand