Associate Professor Claire Sinnema

EdD, MEdMgmt, BEd (Tchg), DipTchg, LTCL

Biography

Claire's research focuses on educational improvement. Her work deals with the improvement of teaching and learning across multiple strands—curriculum, educational leadership, collaborative networks, practitioner inquiry and standards—fields that each influence (albeit in different ways) the nature of student experience in schooling, and the quality of outcomes for diverse learners. Her research is concerned with understanding how teachers and educational leaders can improve their practice. It is also concerned with the role of policy in such improvement. As such, Claire’s research and advisory work spans the design of education-related policies, the enactment of those policies in educational settings, and the interactions amongst educators, including those in networks, as they seek to improve teaching and learning.

Contexts for study have included national curricula (of New Zealand and other jurisdictions), curriculum in contexts beyond compulsory schooling, collaborative networks, teacher evaluation, evidence-informed collaborative inquiry, teacher's engagement with research evidence, principal and teacher goal-setting, educational leaders’ conversations aimed at addressing concerns or solving problems, teacher education graduate outcomes. Claire has carried out multiple national evaluations, including of the implementation of New Zealand’s national curriculum (2010), of the Teacher-Led Innovation Fund (2017), of the International Baccalaureate Primary Years Programme in Aotearoa New Zealand (2015) and of the Croatian national curriculum. She also co-led other Ministry of Education funded projects including the Quality Teaching Research and Development project (2010) and the Best Evidence Synthesis in Social Studies/Tikanga-a-iwi (2008) and the associated International Academy of Education summary.

Claire utilizes a range of methodologies to pursue research including problem-based methodology, theory of action approaches, social network analysis and mixed-methods approaches.

Before pursuing her academic career, Claire was a primary school teacher, and Deputy Principal.

Claire:

Research | Current

CURRENT PROJECTS

  • The NET Project:  Networks for Educational Transformation.
    • Social Network Interventions for Curriculum Improvement: A Problem-Solving Approach to Helping Curriculum Leaders Improve Their Networks’
    • Social network analysis of educational networks
    • Understanding and improving collaboration in educational networks
    • Communities of learning/Kahui ako
  • Problem-solving in educational contexts: Testing the validity of beliefs in problem-solving conversations
  • Curriculum Reform and Schools as Learning Organisations
  • Evaluating the curriculum and assessment reforms in Wales: A scoping study with Arad Research
  • Curriculum reform in Croatia:  An evaluation for The British Council

RECENT PROJECTS

Curriculum

Educational Leadership

  • Interpersonal skills/open-to-learning conversations (see for example the book on Open-To-Learning Leadership: How to Build Trust While Tackling Tough Issues with Distinguished Professor Viviane Robinson and Associate Professor Deidre Le Fevre.
  • Leadership effectiveness (progressions of leadership practice difficulty and comparisons of perceptions of leadership effectiveness)
  • Goal-setting in educational leadership and goal-achievement
  • Teacher appraisal and evaluation

Effective Pedagogy and Practitioner Inquiry

Standards:

 

Teaching | Current

  • Research methods
  • Educational Leadership
  • Practitioner research
  • Practitioner inquiry

Courses:

Current supervisions:

  • Open-to-learning conversations and their link to improving student achievement in reading
  • Higher education faculty evaluation practices in Vietnam: A theory-of-action multiple case study
  • A problem-based methodology investigation of program leadership and implementation in Japan.
  • Developing leadership capability for rigorous inquiry.
  • New graduate professional education: The impact on nursing practice and patient care.
  • Improving the writing of second-language, Master of Professional Accounting students: A theory of action investigation of accounting academics’ actions.
  • Samoan fathers' engagement in parent-student-teacher conferences: A theory of action investigation.
  • Leadership of networks:  A theory of action account of formal and informal leadership.
  • Purpose and Knowledge in the International School
  • Whole school approaches to enhance teacher wellbeing in New Zealand
  • Professional Learning Communities: The role of leadership, individual and collective autonomy, regional factors and the status quo in Vietnam
  • Meeting the Linguistic Needs of Former Refugee Background English Language Learners: The Effectiveness of Educational Policy and Practices in Diverse English Language Classrooms

Postgraduate supervision

Supervision areas:  Curriculum (policy, implementation, design, comparisons); Leadership; Inquiry; Teaching as Inquiry; Teacher appraisal; Teaching Standards; Open to Learning Approaches; Evidence-informed practice; Social Sciences education. Methodologies:  Qualitative; Mixed methods; Problem-based methodology - educational problems of practice; Social network analysis

Completed supervisions:

  • Alan, S. (2013). The influence of talk in professional learning communities [MEd Leadership Thesis]. The University of Auckland.
  • Bennet, M. (2018). Educational leaders’ problem-solving conversations with groups: Validity testing of key beliefs and patterns of problem-solving behaviours [MEd Leadership Thesis]. The University of Auckland.
  • Brown, J. (2016). Building beginning teachers’ pedagogical content knowledge (PCK) through induction programmes: An examination of how beginning science teachers build their PCK during induction [MEd Leadership Thesis]. The University of Auckland.
  • Chalmers, H. (2018). Problem solving patterns in leaders’ conversations: Maybe we’re just hard-wired to think our beliefs are truth [MEd Leadership Thesis]. The University of Auckland.
  • Davison, M. D. (2013). “It is really hard being in their shoes”: Developing historical rmpathy in secondary school students [PhD Thesis]. The University of Auckland.
  • Dickin, J. (2015). Leadership of boys education [MEd Leadership Thesis]. The University of Auckland.
  • Dobson, E. (2017). Revealing theories-of-action: The case of RTLB implementing collaborative-consultation [MEd Leadership Thesis]. The University of Auckland.
  • Eastham, D. (2017). Partnerships for learning: Teachers’ efforts to engage whanau [MEd Leadership Thesis]. The University of Auckland.
  • Finnerty, A. (2012). Leadership of networks: A theory of action account of formal and informal leadership. [MEd Leadership Thesis]. The University of Auckland.
  • Hannah, D. (2014). OTL conversations in different language paradigms [MEd Leadership Thesis]. The University of Auckland.
  • Jaggs, P. (2012). Improving experienced principals’ capabilities in dealing with staff performance issues [MEd Leadership Thesis]. The University of Auckland.
  • Jensen, G. (2017). Said and unsaid: Feedback to under-performing pre-service teachers [MEd Leadership Thesis]. The University of Auckland.
  • Johnson, B. (2015). e-Portfolios: Empowering parents to engage with their child’s learning [MEd Leadership Thesis]. The University of Auckland.
  • Laycock, S. (2013). Leadership approaches to implementing professional learning communities in secondary schools [MEd Leadership Thesis]. The University of Auckland.
  • Lindsay, Z. (2016). A level playing field for learning? The impact of class placement decisions on Pasifika students’ learning experiences in three secondary schools. [MEd Leadership Thesis]. The University of Auckland.
  • Makin, M. (2014). It is the conversations that matter: The nature and influence of leader-teacher professional inquiry conversations [MEd Leadership Thesis]. The University of Auckland.
  • Mathews, P. (2013a). Capturing the Realities of the Daily Time-use of School Principals [MEd Leadership Thesis]. The University of Auckland.
  • Mathews, P. (2013b). Issues Involved in Measuring the Time-Use of School Principals A Methodological Exploration [MEd Leadership Thesis]. The University of Auckland.
  • Mentis, M. (2017). From Policy to Practice: The relationship between the intended purpose of an educational improvement initiative and its application in a group of schools [MEd Leadership Thesis]. The University of Auckland.
  • Moselen, C. (2011). Is it all just Google? The research behaviour of education masters students [MEd Thesis]. The University of Auckland.
  • Mudford, H. (2016). Boys’ Engagement in Writing in Intermediate Schools [MEd Leadership Thesis]. The University of Auckland.
  • Nieuhaus, M. (2010). The relationship between teachers’ interpretations of Values in the New Zealand Curriculum and their teaching practices [MEd Dissertation]. The University of Auckland.
  • Prasetya, I. (2020). Educational Assessment in Relation to Policy and Practitioner Culture: A Policy Evaluation Study in Indonesian Education System [PhD Thesis]. The University of Auckland.
  • Robertson, M. (2016). Associate teacher feedback to pre-service secondary teachers during practicum: The influence of an inquiry-oriented effective teaching model intervention [MEd Leadership Thesis]. The University of Auckland.
  • Slatter, W. (2017). Food for thoughtL Food literacy for the 21st Century [PhD Thesis]. The University of Auckland.
  • Svay, T. (2017). Understanding the Theories of Action Underpinning the Foundation Year Curriculum Design at Cambodian Tertiary Institutions [PhD Thesis]. The University of Auckland.
  • Webb, T. (2014). The influence of academic counselling [MEd Leadership Thesis]. The University of Auckland.

 

Distinctions/Honours

Appointments (recent, selected)

  • 2021 - Crown appointment to the New Zealand Ministry of Education Curriculum Advisory Group
  • 2019 - Appointed as external expert to the Organisation for Economic Cooperation and Developing (OECD) country review team assessing curriculum reform progress in Wales
  • 2018 - Crown appointment to the New Zealand Ministerial Advisory Group (MAG) on Curriculum, Progress and Achievement
  • 2019 - Member of the Welsh Government's Curriculum and Assessment Group

Selected invited keynote addresses

  • February, 2019 – Invited Keynote Address for the Education Hub (Rotorua and Christchurch): Teaching as Inquiry with Rigor
  • December, 2018 - Invited Keynote Address at the International Conference on Teacher Education Research hosted by University of Thai Nguyen, Vietnam - Educational Improvement:  Insights from policy, research and practice in the New Zealand Context, and implications for Teacher Education
  • April, 2017 – Invited Keynote Address for the New Zealand Education Review Office Professional Practice Forum:   The Role of High Quality Problem Solving in Relation to Inquiry, Evaluative Thinking, and Knowledge Building for Improvement
  • October, 2015 - Invited (by the Norwegian Secretariat) Keynote Address to Ludvigsen Committee Conference on Pupil’s learning in the School for the Future:  Curriculum Leadership in Times of Curriculum Change
  • March, 2013, Novotel Hotel, Rotorua - Invited Keynote Address to the He Kakano Conference: Teacher appraisal and inquiry-oriented conversations:  Sowing the seeds of appraisal for learning
  • November 2011, Copthorne Hotel, Waitangi - Invited Keynote Address to the Northland Principals’ New Zealand Curriculum Symposium: Beyond compliance in curriculum implementation: Attending to curriculum complexity, learner experience and theory engagement.
  • April 2011,Rosebank School - Invited Keynote Address to The Waitakere Area Schooling Improvement Project: Teaching as inquiry:  Strengthening Inquiring practice
  • April 2011, Crowne Plaza Hotel - Invited Keynote Address to the National Aspiring Principals' Programme (NAPP) Hui: Leading pedagogical change through inquiry.
  •  June 2009, Waipuna Hotel - Invited Addresses for the University of Auckland Centre for Educational Leadership Seminar Series: Leading the Curriculum" A Leadership and Teaching Framework for Improving Student Outcomes

Awards

  • Winner of the American Association of Colleges for Teacher Education Outstanding Article Award for exemplary scholarship - Sinnema, C., Meyer, F., Aitken, G.. (2017). "Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching." Journal of Teacher Education 68(1): 9-27.  Available Open Access at:  http://journals.sagepub.com/doi/abs/10.1177/0022487116668017?journalCode=jtea 

Responsibilities

Associate Editor, The Curriculum Journal

The Curriculum Journal is an international peer-reviewed journal that publishes original contributions to the study of curriculum theory, as well as curriculum-making practices. It encompasses issues relating to governance and policy development, teacher professional learning, assessment and pedagogy, insofar as they pertain to curriculum. The Journal aims to contribute to the renewal of the field of curriculum studies, enrich curriculum conversations and enable practitioners and scholars to engage with curricular issues, thus placing consideration of curriculum firmly at the heart of educational discourse and practice.

Chair of the organising committee for the 2021 International Congress for School Effectiveness and Improvement that was to be hosted by the University of Auckland, New Zealand - January 21st - 24th, 2021. This event was cancelled due to the Covid-19 pandemic.

Programme Leader of the 2015 cohort of the Doctor of Education (Leadership) offered by the School of Learning, Development and Professional Practice at the Faculty of Education and Social Work.

The aim of the EdD (Leadership) was to develop scholarly practitioners as they become leaders who are self-reflective, ethical and knowledgeable as they lead improvement that serves diverse communities and learners in Aotearoa/New Zealand. The programme was aimed at practitioners in diverse educational settings including early childhood, primary, secondary, tertiary and inclusive education contexts. In the EdD (Leadership) student carry out research that is ethical, rigorous and focused on problems of practice in order to contribute to educational improvement, make an original contribution to knowledge and engage with and serve relevant communities of practice.

This doctoral pathway was for those who aspire to use and conduct empirical research to build their own and others’ educational leadership capability.  Seven EdD candidates are currently enrolled in Part II of the programme.

Areas of expertise

  • Educational improvement
  • Curriculum- design, policy and implementation
  • Educational leadership
  • Collaborative networks in education
  • The use of social network analysis in educational improvement
  • Policy - design, enactment and evaluation
  • Teaching standards
  • Pedagogy
  • Teaching as Inquiry/Practitioner Inquiry/Evidence-informed practice
  • Practitioner research
  • Teacher appraisal/Teacher evaluation

SELECTED PUBLICATIONS

Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When seekers reap rewards and providers pay a price: The role of relationships and discussion in improving practice in a community of learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474 [Open Access]

Sinnema, C., Meyer, F., Le Fevre, D., Chalmers, H., & Robinson, V. (2021). Educational leaders’ problem-solving for educational improvement: Belief validity testing in conversations. Journal of Educational Change. https://doi.org/10.1007/s10833-021-09437-z [Open Access]

Sinnema, C. (In Press). The loss of teacher appraisal in New Zealand:  A theory-of-action-based critique. International Experiences of Teacher Evaluation (English), Springer

Sinnema, C. (In Press). The loss of teacher appraisal in New Zealand:  A theory-of-action-based critique. International Experiences of Teacher Evaluation (Spanish), Ediciones UC

Sinnema, C. (Forthcoming) Refreshing Teaching as Inquiry, The New Zealand Ministry of Education

Chamberlain, M., Darr, C., Hipkins, R., McKinley, S., Murphy, H., Sinnema, C. (2021) New Zealand Curriculum Refresh:  Progressions Approach, The New Zealand Ministry of Education

Chamberlain, M., Darr, C., Hipkins, R., McKinley, S., Murphy, H., Sinnema, C. (2021) Determining how learning is progressing: Options for calibrating teacher judgements, The New Zealand Ministry of Education [Confidential]

Sinnema, C., Hannah, D., Finnerty, A., & Daly, A. J. (2021). A theory of action account of an across-school collaboration policy in practice. J Educ Change (2021). https://doi-org.ezproxy.auckland.ac.nz/10.1007/s10833-020-09408-w

Lai, M. & Sinnema, C. (In Press). Evidence Use in Education in Aotearoa New Zealand. In The Emerald International Handbook of Evidence-Informed Practice in Education: Learning from International Contexts, edited by Malin, J. and Brown, C. Emerald Publishing Ltd.

Patuawa, J., Robinson, V., Sinnema, C. & Zhu, T. (2021). Addressing inequity and underachievement: Middle leaders’ effectiveness in problem solving. Leading and Managing, 27, 1

Doughty, L., Sinnema, C., Dixon, R., & McKillop, A. (2021). The impact of postgraduate education in transition to practice programmes on new graduate nurses’ knowledge and skills: A pre- post survey design. Nurse Education Today.

Sinnema, C., Nieveen, N., & Priestley, M. (2020). Successful futures, successful curriculum: What can Wales learn from international curriculum reforms? The Curriculum Journal. https://doi.org/10.1002/curj.17.

Robinson, V., Meyer, F., Le Fevre, D., & Sinnema, C. (2020). The Quality of Leaders’ Problem-Solving Conversations: Truth-Seeking or Truth-Claiming? Leadership and Policy in Schools, 1–22. https://doi.org/10.1080/15700763.2020.1734627

Sinnema, C., & Stoll, L. (2020). Learning for and realising curriculum aspirations through schools as learning organisations. European Journal of Education, 55, 9–23. https://doi.org/10.1111/ejed.12381

Sinnema, C., Daly, A. J., Liou, Y.-h Sinnema, C., Daly, A. J., Liou, Y.-H., & Rodway, J. (2020). Exploring the communities of learning policy in New Zealand using social network analysis: A case study of leadership, expertise, and networks. International Journal of Educational Research, 99, 101492. https://doi.org/10.1016/j.ijer.2019.10.002

Sinnema, C. (2019). Educational improvement:  Insights from policy, research and practice in the New Zealand context and implications for teacher education. Journal of Ethnic Minorities Research, 8(2)

Sinnema, C., & Aitken, G. (2019). Teaching as inquiry. In M. Hill & D. Fraser (Eds.), The professional practice of teaching in New Zealand (6th ed). Cengage.

Meyer, F., Sinnema, C., & Patuawa, J. (2019). Novice principals setting goals for school improvement in New Zealand. School Leadership & Management, 39(2), 198–221. https://doi.org/10.1080/13632434.2018.1473358

Doughty, L., McKillop, A., Dixon, R., & Sinnema, C. (2018). Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nurses and the director of nursing. Nurse Education in Practice, 30, 101–105. https://doi.org/10.1016/j.nepr.2018.03.006

Hannah, D., Sinnema, C., & Robinson. V., (2018), Theory of Action Accounts of Problem-Solving: How a Japanese School Communicates Student Incidents to ParentsManagement in Education 33 (2), 62–69. https://doi.org/10.1177/0892020618783809.

Sinnema, C., Meyer, F., & Aitken, G. (2016). Capturing the Complex, Situated, and Active Nature of Teaching Through Inquiry-Oriented Standards for Teaching. Journal of Teacher Education, 68(1), 9–27. https://doi.org/10.1177/0022487116668017  

Le Fevre, D., Sinnema, C., & Meyer, F. (2016). Possibilities for School Improvement through Open-to-Learning™ Leadership. In V. Robinson, D. Le Fevre, & C. Sinnema (Eds.), Open-To-Learning Leadership: How to Build Trust While Tackling Tough Issues (pp. 231 (pp. xx-xx). Melbourne, VIC: Hawker Brownlow.

Sinnema, C., Ludlow, L. H., & Robinson, V. M. J. (2016). Educational leadership effectiveness:  A rasch analysis. Journal of Educational Administration, 54(3), 305-339. doi:10.1108/JEA-12-2014-0140

Davison, M. D., Sinnema, C., Taylor, A., & Mitchell, V. (2016). Engaging student voice in teachers' inquiries. Set: Research Information for Teachers, 1, 39-46. doi:http://dx.doi.org/10.18296/set.0035

Sinnema, C. (2015). The ebb and flow of curricular autonomy: Balance between local freedom and national prescription in curricula. In D. Wyse, L. Hayward, & J. Pandya (Eds.), The sage handbook of curriculum, pedagogy and assessment (Vol. 2, pp. 965-983). London: SAGE.

Sinnema, C., & Aitken, G. (2015). Teaching as inquiry. In M. Hill & D. Fraser (Eds.), The professional practice of teaching in New Zealand (5th ed., pp. 79-97): Cengage.

Sinnema, C., Robinson, V. M. J., Ludlow, L. H., & Pope, D. (2015). How Effective is the Principal? Discrepancy between Teachers’ and Principals’ Perceptions of Principal Effectiveness. Educational Assessment, Evaluation and Accountability. doi 10.1007/s11092-014-9209-y

Davison, M. D., Hill, M., & Sinnema, C. (2014). Developing Historical Empathy: The Showing of Progression SET: Research Information for Teachers, 3, 52-60.

Priestley, M. & Sinnema, C. (2014). Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand. Curriculum Journal, 1-26. doi:10.1080/09585176.2013.872047. URL:  http://www.tandfonline.com/eprint/cEuEQnVbKGTBCvEfcp73/full

Sinnema, C., & Aitken, G. (2014). Teachers’ use of research to improve practice: Why should we, how could we? A. St George, S. Brown, & J. O'Neill (Eds.), Facing the Big Questions in Teaching: Purpose, power and learning (146-153). Melbourne, Australia. Cengage Learning.

Le Fevre, D., Robinson, V. M. J., & Sinnema, C. E. L. (2014). Genuine inquiry: Widely espoused yet rarely enacted. Educational Management Administration & Leadership, 1-17. doi:10.1177/1741143214543204

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

Sinnema, C. E. L., Le Fevre, D., 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. doi:10.1080/15700763.2013.857419. 

Sinnema, C., & Aitken, G. (2013). Emerging International Trends in Curriculum. In M. Priestley, & G. Biesta (Eds.), Reinventing the Curriculum: New Trends in Curriculum Policy and Practice. London: Bloomsbury Academic. 

Sinnema, C. E., & Ludlow, L. (2013). A Rasch Approach to the Measurement of Responsive Curriculum Practice in the Context of Curricula Reform. The International Journal of Educational and Psychological Assessment, 12(2), 33-40.

Sinnema, C. E., & Robinson, V. (2012). Goal setting in principal evaluation: Goal quality and predictors of achievement. Leadership and Policy in Schools, 11(2). URL:  http://www.tandfonline.com/eprint/pqczKuHSQ5tJK5VXwjty/full

Sinnema, C. E., & Aitken, G. (2012). Effective pedagogy in social sciences. In Educational Practices (23). Brussels: UNESCO International Bureau of Education and The International Academy of Education. Retrieved from http://www.ibe.unesco.org/en/services/online-materials/publications/recent-publications/single-view/news/effective-pedagogy-in-social-sciences-educational-practices-23/2842.html[1]

Sinnema, C., & Aitken, G. (2012). Te putoi ako totika i roto i te tikanga a iwi (H. Dale. Trans.). Belley: International Academy of Education. International Bureau of Education (2012).

Sinnema, C. E. L., Sewell, A. M., & Milligan, A. (2011). Evidence-informed collaborative inquiry for improving teaching and learning. Asia-Pacific Journal of Teacher Education, 39(3), 247-261. doi:10.1080/1359866X.2011.597050. URL:  http://www.tandfonline.com/eprint/nbM2X3tQWfhgm9d2Xjrz/full

Sinnema, C. E., & Aitken, G. (2011). Teaching as inquiry in the New Zealand curriculum: origins and implementation. In J. Parr, H. Hedges, & S. May (Eds.), Changing trajectories of teaching and learning. Wellington, N.Z.: NZCER Press. URL: see preview chapter -  http://mebooks.co.nz/index.php?route=product/product&product_id=411

Sinnema, C. (2009). Leading teacher appraisal. In V. M. J. Robinson, M. Hohepa & C. Lloyd (Eds.), School Leadership and Student Outcomes: Identifying What Works and Why Best Evidence Synthesis Iteration (pp. 216-220). Wellington: Learning Media.

Sinnema, C., & Robinson, V. (2007). The leadership of teaching and learning: Implications for teacher evaluation. Leadership and Policy in Schools, 6(4), 319-343. doi:10.1080/15700760701431603. URL:  http://www.tandfonline.com/eprint/w3J28zayHXZrzdQcUY9E/full

Sewell, A., Sinnema, C. E., Ward, C., Wynyard, J., Taylor, R., & Atkins, R. (2005). Illustrating quality social studies learning: Cases from the exemplar project. SET:  Research Information for Teachers, 2. Wellington, N.Z.: NZCER Press.

 

 

Committees/Professional groups/Services

Advisory/Reference/Expert Groups

2021 - present Crown Appointment to the New Zealand Ministry of Education Curriculum Advisory Group
2021 - present Member of the Welsh Government National Network for Curriculum Implementation Expert Group 
2021 Appointed as External Expert to the Organisation for Economic Cooperation and Development (OECD) Country Review Team Assessing Professional Learning in Flanders
2021 - present Member of the New Zealand Ministry of Education National Curriculum Progressions Focus Group
2021 - present Advisor to the ARAD team appointed by Welsh Government to carry out a Scoping Study ‘Evaluating the Curriculum and Assessment Reforms in Wales
2019 – present Member of the New Zealand Ministry of Education New Zealand Curriculum Working Group
2018 – present Advisor to the Croatian Government Ministry of Science and Education Curriculum Experimental Program Evaluation Team 
2018 - present Member of the Organisation for Economic Cooperation and Development (OECD) Education 2030 Project Curriculum Experts Group  
2015 – present Member of the New Zealand Council for Educational Research and Ministry of Education Educational Leadership and Teaching Practices Advisory Group
2019 Appointed as External Expert to the Organisation for Economic Cooperation and Developing (OECD) Country Review Team Asessing Curriculum Reform Progress in Wales  
2020 Member of the Local Curriculum Strategic Planning Advisory Group with Evaluation Associates for The New Zealand Ministry of Education 
2019-2020 Appointed to the Welsh Government Curriculum and Assessment Group
2018-2019 Crown Appointment to the Curriculum, Progress and Achievement Ministerial Advisory Group
2018-2019 Consultancy to the Welsh Government Curriculum Reform Legislation Branch / Social Research and Information Division on Curriculum Design and Realisation and Principles for Curriculum Research and Evaluation
2018 Member of the New Zealand Council for Educational Research Teaching Learning Research Initiative Selection Panel
2014-2018 Academic Advisor to the Centre for Educational Leadership, The University of Auckland
2014-2018 Member of the Board of the Centre for Educational Leadership, The University of Auckland
2014-2015 Member of the Academic Experts Group for the New Zealand Education Review Office’s (ERO) review of Evaluation Indicators for School Reviews  
2013 The National Monitoring Study of Student Achievement -Social Sciences Panel for the Educational Assessment Research Unit at the University of Otago, in collaboration with the New Zealand Council for Educational Research
2011-2013 New Zealand Teachers’ Council –  Steering Group Member for Teacher Appraisal and the Registered Teacher Criteria
2011 New Zealand Government Treasury – Advisor on teacher evaluation policy and practice in New Zealand
2011-2012 Member of Learning Media Associates 
2011-2013 Ministry of Education/Learning Media Ruia Appraisal Tools Advisory Group
2010-2012 Ministry of Education National Curriculum Advisory Group for the New Zealand Curriculum and National Standards
2010-2012 Lead consultant, Learning Media, Ruia: Tools to Support School Leaders Project for the Ministry of Education
2009-2012 A Representative for the Ministry of Education on the Social Studies National Education Monitoring Project Team
2009 Ministry of Education The New Zealand Curriculum Implementation National Advisory Group
2008-2009 Ministry of Education Curriculum Implementation Materials Advisory Group
2008-2009 Core Education Early Childhood Education Information and Communication Technology Professional Development Project Advisory Group (ECE ICT PD)  
2008-2009 Ministry of Education/Learning Media QTRD Publications Advisory Group
2008-2009 Ministry of Education/Learning Media Social Sciences Publications Advisory Group 
2008 Cognition Consulting Social Sciences Resource Material Advisory Group
2006-2007 Ministry of Education New Zealand Curriculum Project Reference Group
2006-2007 Ministry of Education Social Studies in the New Zealand Curriculum Advisory Group

 

2018 and 2019 Committees

  • Chair of the School of Learning, Development and Professional Practice Research Committee

  • Member of the University of Auckland Human Participants Ethics Committee

  • Member of the Faculty of Education and Social Work Research Committee

  • Member of the School of Learning, Development and Professional Practice Post-graduate Committee

  • Member of the University of Auckland Information Technology Faculties Forum

Memberships

  • Member of the International Congress for Schooling Effectiveness and Improvement (ICSEI) - www.icsei.net
  • Member of the American Educational Research Association (AERA) - www.aera.net

Selected publications and creative works (Research Outputs)

As of 29 October 2020 there will be no automatic updating of 'selected publications and creative works' from Research Outputs. Please continue to keep your Research Outputs profile up to date.
  • Doughty, L., McKillop, A., Dixon, R., & Sinnema, C. (2018). Educating new graduate nurses in their first year of practice: The perspective and experiences of the new graduate nurses and the director of nursing. Nurse education in practice, 30, 101-105. 10.1016/j.nepr.2018.03.006
    Other University of Auckland co-authors: Robyn Dixon, Lesley Doughty, Ann McKillop
  • Sinnema, C., & Aitken, G. (2016). Teaching as inquiry. In D. Fraser, M. Hill (Eds.) The professional practice of teaching in New Zealand (pp. 79-97). South Melbourne, Australia: Cengage Learning.
    URL: http://hdl.handle.net/2292/27413
    Other University of Auckland co-authors: Graeme Aitken, Mary Hill
  • Sinnema, C. E. L., Ludlow, L., & Robinson, V. M. J. (2016). Educational Leadership Effectiveness: A Rasch Analysis. Journal of Educational Administration, 54 (3), 305-339. 10.1108/JEA-12-2014-0140
    Other University of Auckland co-authors: Viviane Robinson
  • Sinnema, C. (2015). The ebb and flow of curricular autonomy: Balance between local freedom and national prescription in curricula. In D. Wyse, L. Hayward, J. Pandya (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 965-965). London.
  • Le Fevre, D. M., Robinson, V. M. J., & Sinnema, C. E. L. (2015). Genuine inquiry: Widely espoused yet rarely enacted. Educational Management Administration and Leadership, 43 (6), 883-899. 10.1177/1741143214543204
    Other University of Auckland co-authors: Viviane Robinson, Deidre Le Fevre
  • Sinnema, C. E., Robinson, V., Ludlow, L., & Pope, D. (2015). How Effective is the Principal? Discrepancy between Teachers’ and Principals’ Perceptions of Principal Effectiveness. Educational Assessment, Evaluation and Accountability, 27 (3), 275-301. 10.1007/s11092-014-9209-y
    Other University of Auckland co-authors: Viviane Robinson
  • 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
    Other University of Auckland co-authors: Viviane Robinson
  • Sinnema, C., & Aitken, G. (2014). Teachers’ use of research to improve practice: Why should we, how could we?. In A. St George, S. Brown, O'Neill J (Eds.) Facing the Big Questions in Teaching: Purpose, power and learning (pp. 146-153). North Shore, N.Z.: Cengage Learning. Related URL.
    URL: http://hdl.handle.net/2292/24750