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Programmes
Master of Education
Teaching Area/Interests
Promoting professional learning
Research Interests (area & methodologies)
Policy, Leadership and Professional Learning
Selected Recent Relevant Publications
Articles in peer refereed journals
2007. Millward, P., & Timperley, H. Organizational Learning Facilitated by The Use Of Student Achievement Information, International Journal of Learning (forthcoming)
2007. Hattie, J., & Timperley, H. The power of feedback. Review of Educational Research, 77(1), 81-112.
2006. Timperley, H.S. Learning challenges involved in developing leading for learning. Educational Management Administration and Leadership, 34(4), 549-566.
2006. Freeman, L.M., Adair, V., Timperley, H., & West, S. (2006). The influence of the birthplace and models of care on midwifery practice for the management of women in labour. Women and Birth, 19, 97-105.
2005. Timperley, H.S. Instructional leadership challenges: The case of using student achievement information for instructional improvement. Leadership and Policy in Schools, 4(1), 3-22
2005. Timperley, H.S. Distributed leadership: Developing theory from practice. Journal of Curriculum Studies. 37(6), 395-420
2005. Timperley, H.S. & Parr, J.M. Theory competition and the process of change. Journal of Educational Change, 6(3), 227-252
2004. Timperley, H.S., & Robinson, V.M.J. O le Tala ia Lita - Lita’s Story: The Challenge of Reporting Achievement to Parents. New Zealand Journal of Educational Studies, 39(1), 91-112
2003. Timperley, H.S., & Robinson, V.M.J. Partnership as intervention strategy in self-managing schools. School Effectiveness and School Improvement, 14(3), 249-274
2003. Timperley, H.S. Addressing Teachers’ Expectations of student achievement in New Zealand schools. New Zealand Journal of Educational Studies, 38 (1), 73-88
2003. Timperley, H.S. & Phillips G. Changing and Sustaining Teachers’ Expectations Through Professional Development in Literacy. Journal of Teaching and Teacher Education, 19, 627-641
2003. Timperley, H.S., McNaughton, S., Howie, L., & Robinson, V.M.J. Transitioning from Early Childhood to School: Teachers’ Beliefs and Practices. Australian Journal of Early Childhood, 28(3), 32-38
2003. Robinson, V.M.J., Ward, L. & Timperley, H.S. The difficulties of school governance: A layperson’s Job? Educational Management and Administration, 31, 263-282
2003. Timperley, H.S. Evidence-based leadership: The use of running records. New Zealand Journal of Educational Leadership,18, 65-76
2003. Symes, I. & Timperley, H.S. Using Achievement Information to raise student achievement at Robertson Road; Set: Research Information for Teachers, No. 1, 36-39
2002. Robinson, V.M.J., Phillips, G., & Timperley, H. Using achievement data for school-based curriculum review: A bridge too far? Leadership and Policy in Schools 1 (1), 3-29
2002. Timperley, H.S., & Robinson, V.M.J. Partnership: Accomplishing important work together. Set: Research Information for Teachers, 3, 34-38
2001. Timperley, H.S. & Robinson, V.M.J. Achieving school improvement through challenging and changing teachers’ schema. Journal of Education Change, 2, 281-300
2001. Timperley, H.S. ‘Mentoring conversations designed to promote student teacher learning.’ Asia-Pacific Journal of Teacher Education. 29(2), 111-123
2001. Symes, I. Jeffries, L., Timperley, H., Kuin Lai, M. Evaluating a new approach to professional development in literacy at Viscount School. Set: Research Information for Teachers, 2, 3-6
2001. Marino, C., Nicholl, J., Paki-Slater, M., Timperley, H., Kuin Lai, M. Reporting to parents at Nga Iwi School. Set: Research Information for Teachers, 2 ,3-6
2000. Timperley, H.S. & Robinson, V.M.J. Workload and the professional culture of teachers' Educational Management and Administration. 28(1), 47-62
2000. Robinson, V.M.J. & Timperley, H.S. 'The link between accountability and improvement: The case of reporting to parents.' Peabody Journal of Education, 75(4), 66-90
2000. Timperley, H.S. & Robinson, V.M.J. Innovation and the Persistence of Old Solutions. Journal of Educational Inquiry. 1(1)
Recent Books
2004. Timperley, H. & Parr, J. Using Evidence in Teaching Practice: Implications for Professional Learning. Auckland: Hodder Moa Beckett. 152 pages
2003. Timperley, H.S. Shifting the Focus: Achievement Information for Professional Learning. Wellington: Ministry of Education. 12 pages
2003. Clarke, S., Timperley, H., & Hattie, J. Unlocking Formative Assessment: Practical Strategies for Enhancing Students’ Learning in the Primary and Intermediate Classroom. Auckland: Hodder Moa Beckett. 160 pages
2002. Timperley, H.S. & Robinson, V.M.J. Partnership: Focusing the relationship on the task of School Improvement. Wellington: NZCER. 164 pages
Recent Chapters in Edited Books
2007. Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners. Review of Research in Education, Vol 32, forthcoming.
2006. Timperley, H.S., Annan, B., & Robinson, V.M.J. New Zealand’s approach to school reform: Successful approaches to innovation that impact on student learning. In C. Ng & R. Renshaw (Eds.) Reforming Learning: Issues, concepts and Practices within the Asia-Pacific Region. Kluwer Academic Publishers.
2005. Timperley, H.S. School-Based Influences on Teachers’ Learning and Expectations. In F. Columbus (Ed.) Contemporary Teaching and Teacher Issues. (89-118) Nova Science Publishers, Inc.
2002. Timperley, H.S. & Robinson, V.M.J. 'Workload and the professional culture of teachers'. In L. Kydd, W. Newton and L. Anderson (Eds.) Leading people and teams in education. (179-191). London: Paul Chapman Publishing / Sage Publications.
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Professional Links
Editorial Board Membership
- Journal of MultiDisciplinary Evaluation
- Co-edited Michael Scriven and Jane Davidson (an online journal)
- Asia Pacific Journal of Teacher Education
- New Zealand Journal of Educational Leadership (New Zealand Educational Administration and Leadership Society)
Member of:
- Government Educational Strategy for North America
- National Advisory Committee on Assessment
- Te Kotahitanga Advisory Committee
University Committees served on
Faculty of Education Research Committee
Qualifications / Degrees
- PhD (Auckland)
- MA (Hons)
- DipEdPsych
- Dip Tchg
Previous professional experience (prior to present position)
Teaching in early childhood, primary, secondary and special education
