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 and a Co-Director of the Narrative and Metaphor Special Interest Network.

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 of risk and risk-taking in educational change
  • Developing adaptive expertise through professional learning
  • Effective debriefing following simulation in medical education

 

 

 

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,  school effectiveness, and organisational change

Preferred methodology: Mixed methods and qualitative.

Recent Completed Supervisions

Daniels, G. (2012).  Implications of the Standards Alignment for NCEA Level 1 Qualifications Attainment: A Mixed Methods Study.  (MEd (Ldshp) Thesis), The University of Auckland.

Dezoete, A.  (2012). Exploring In-school Educators Perceptions of Professional Learning Communities in New Zealand Secondary Schools. (MEd (Ldshp) Thesis), The University of Auckland. https://researchspace.auckland.ac.nz/handle/2292/20367

Eley, J. (2014). Risk taking and pedagogical change in mathematics.  (MEd (Ldshp) Thesis), The University of Auckland.

Hair, J. (2014).  Whatis the role of emotion in adult learning?  (MEd Leadership dissertation),  The University of Auckland.

Heegh, K. (2014). The role of the principal in creating a learning culture that lowers perceptions of risk and supports risk-taking.  (MEd Leadership) ), The University of Auckland.

Jones, T, (2014).  Theories of risk-taking and primary teacherss’ engagment in professional learning for change, (MEd (Ldshp) Dissertation), University of Auckland.

Kaiser, P. (2013).  Conversations on conversations:  A duoethnographic study of collegial conversations between two primary principals. (MProfst 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.

Ng, M. (2011).  To what extent do school leaders disclose what they are thinking when having a difficult conversation? (MEd (Ldshp) Dissertation), The University of Auckland.

Mawson, JH. (2011). The theories and beliefs of educational leaders about how to have effective conversations. (MEd (Ldshp) Dissertation), The University of Auckland.

Patience, D. (2012).  Personalised learning in secondary education:  Student experiences and perceptions: A case study. (MEd (Ldshp) Dissertation), The University of Auckland.

Sek, S. (2014) "Instructional leaders’ perceptions of how they raised Cambodian students’ achievement in low-level English studies. (MEd Leadership thesis), University of Auckland.

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., 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
    URL: http://hdl.handle.net/2292/33126
    Other University of Auckland co-authors: Claire Sinnema, Viviane Robinson
  • Garden, A. L., Le Fevre, D. M., Waddington, H. L., & Weller, J. M. (2015). Debriefing after simulation-based non-technical skill training in healthcare: a systematic review of effective practice. Anaesthesia and intensive care, 43 (3), 300-308.
    URL: http://hdl.handle.net/2292/30352
    Other University of Auckland co-authors: Jennifer Weller
  • Le Fevre, D. M. (2014). Barriers to implementing pedagogical change: The role of teachers' perceptions of risk. TEACHING AND TEACHER EDUCATION, 38, 56-64. 10.1016/j.tate.2013.11.007
  • 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
  • Le Fevre, D. M., & Robinson, V. M. J. (2014). The interpersonal challenges of instructional leadership: Principals' effectiveness in conversations about performance issues. Education Administration Quarterly, online.10.1177/0013161X13518218
    Other University of Auckland co-authors: Viviane Robinson
  • Sinnema, C. E. L., Le Fevre, D. M., Robinson, V. M. J., & Pope, D. (2013). When others' performance just isn't good enough: Educational leaders' framing of concerns in private and public. Leadership and Policy in Schools, 12 (4), 301-336. 10.1080/15700763.2013.857419
  • Le Fevre, D. M., & Sawyer, R. D. (2012). Dangerous conversations: Understanding the space between silence and communication. In J. Norris, R. Sawyer, D. E. Lund (Eds.) Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, California: Left Coast Press.
  • Le Fevre, D. M. (2011). Creating and facilitating a teacher education curriculum using preservice teachers’ autobiographical stories. Teaching and Teacher Education, 27 (4), 779-787. 10.1016/j.tate.2011.01.003
    URL: http://hdl.handle.net/2292/11377

Contact details

Primary location

H - BLOCK. EPSOM - Bldg 6EH
Level 5, Room 516
EPSOM CAMPUS, 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand