Associate Professor Deidre Marjory Le Fevre
PhD (Michigan) , MEd (Hons), BEd, DipTchg
Deidre is an Associate Professor 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, Vancouver, USA
- 1996- 2003 Research Associate, University of Michigan, Michigan, USA
- 1995-1996 Assistant Lecturer, University of Auckland, New Zealand
- 1994-1995 Special Education Teacher, West Auckland, New Zealand
- 1992- 1994 Primary Teacher, England, UK
- 1987-1991 Primary Teacher, West Auckland, New Zealand
Research | Current
- Solving complex problems in organisations
- Collaborative networks for improvement
- The role of emotion and perceptions of risk in educational change
- Creating culturally sustaining pedagogies
- Professional learning for improvement
- Developing adaptive expertise and adaptive leadership
- Effective debriefing following simulation in medical education
- Organisational change for improvement
- Effective interpersonal communication
Le Fevre, D. M. (in press). Leading through crisis: the adaptive leadership of Jacinda Ardern. In M. Raei & H. Rasmussen (Eds.), Adaptive leadership in a global economy: Perspectives for application and scholarship. Routledge.
Le Fevre, D. M. (in press). Exploring the role of emotion and perceptions of risk when leading from the middle. In K. LaVenia & J. Jackson (Eds.), Case studies in leadership and adult development: Applying theoretical perspectives to real world challenges. Routledge.
Le Fevre, D. M. (inpress). Improving literacy learning through the development of adaptive expertise. In D. Robertson, L. Hall., & C. Brock (Eds.), Innovation, equity, and sustainability in literacy professional learning. Guildford Press.
Jones, T. K., & Le Fevre, D. M. (2021). Increasing teacher engagement in innovative learning environments: Understanding the effects of perceptions of risk. In W. Imms & T. Kvan (Eds.), Teacher transition into innovative learning environments. Springer. doi:10.1007/978-981-15-7497-9_7
Fikuree, W., Meyer, F., Le Fevre, D., & Alansari, M. (2021). Linking principal task effectiveness to student achievement in secondary schools in the Maldives. International Journal of Leadership in Education, 1–18. doi:10.1080/13603124.2021.1889036
Le Fevre, D. M., Timperley, H., Twyford, K., & Ell, F. (2020). Leading powerful professional learning: Responding to complexity with adaptive expertise. Corwin. https://au.corwin.com/en-gb/oce/leading-powerful-professional-learning/book266560
Timperley, H., Ell, F., Le Fevre, D. M., & Twyford, K. (2020). Leadership of professional learning for impact. Australian Council for Educational Research. https://shop.acer.edu.au/leading-professional-learning.html
Le Fevre, D. M., Timperley, H., Twyford, K., & Ell, F. (2020). Leda professionellt larnde: Utifran adaptive kometens [Leading powerful professional learning: Responding to complexity with adaptive expertise]. Studentlittearatr. https://www.studentlitteratur.se/kompetensutveckling/skola-f-6/ledarskap-och-skolutveckling/leda-professionellt-larande/
Le Fevre, D., Meyer, F., & Bendikson, L. (2020). Navigating the leadership tensions in creating collective responsibility. Journal of Professional Capital and Community. doi:10.1108/jpcc-03-2020-0014
Meyer, F., Birkeland, K., Emstad, A., & Le Fevre, D. (2020). Leaders’ collaborative problem-solving behavior in conversations in Norway and New Zealand. International Journal of Leadership in Education. doi:10.1080/13603124.2020.1849808
Meyer, F., Bendikson, L., & Le Fevre, D. M. (2020). Leading school improvement through goal-setting: Evidence from New Zealand schools. Educational Management and Administration and Leadership. doi:10.1177/1741143220979711
Bendikson, L., Meyer, F., & Le Fevre, D. (2020). Leading effective goal pursuit in schools–making the right tweaks. New Zealand Principal.
Bendikson, L., Meyer, F., & Le Fevre, D. M. (2020). Goal monitoring: An important lever to achieve school improvement. SET Research information for teachers(2)11–17.
Le Fevre, D. M. (2020). Complex challenges in policy implementation. New Zealand Annual Review of Education, 24, 192–202. doi:10.26686/nzaroe.v24i0.6564
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. doi:10.1080/15700763.2020.1734627
Teaching | Current
- EDPROFST 738 Educational Leadership
- EDUC 121 How People Learn
- EDPROFST 782 Educational Change
- Postgraduate Diploma in Educational Leadership (PGDipEdLdr)
- Master of Educational Leadership (MEdLdr)
- Doctor of Education (EdD)
- Doctor of Philosophy (PhD)
- Liberal Arts Programme
Supervision areas: Educational leadership, professional learning, educational change, emotions and learning, school effectiveness, organisational change, teacher leadership, middle leadership, complexity, adaptive expertise
Preferred methodology: Mixed methods and qualitative.
Completed Supervisions Masters students:
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.
Fisher, D. What are the perceived risks that emerge for teachers and leaders in the planning stages of implementing a new curriculum framework? (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.
Hooker, N. (2020). Blue classrooms: a snapshot of mental well-being education in New Zealand state secondary schools and stakeholder perceptions. (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.
Leckey, R. (2019). Leaders’ perceptions of risk in shadow coaching. (MEd Leadership 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 Supervision Students: Doctoral
Cooper, M. (2018). Shifting the lens: Everyday collective leadership activity in education. (PhD thesis), The University of Auckland.
Fikuree, W. Leadership task effectiveness and student achievement: Perceptions of principals, deputy principals and lead teachers on principal task effectiveness. (PhD thesis), The University of Auckland.
Jones, T. (2018). Working in Wonderland: Teachers’ reactions to innovative learning environments. (PhD thesis), The University of Auckland.
Pierce, A. Empowered youth: Agents of pro-environmental behavioural change in secondary schools. (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 Supervision Students: Doctoral
Fabish, R. Giving practical effect to Te Tiriti in Mainstream Secondary Education. EdD.
Makin, M. Leadership development in schools: Senior leaders’ approach to developing middle leaders’ capabilities to lead rigorous inquiry. EdD
O'Hara-Gregan, J Begin from within:Early childhood teachers' expereinces of mindful self-compassion. PhD
Shahab, S. Organisational change in Pakistan. PhD.
Spicer, L. The influence of Primary School Spatiality on the Cultrual Hauora of Studnets. PhD.
Toma, G. The impact of mindulness training on teacher wellbing. PhD.
Academic Programme Leader: Postgraduate Diploma in Educational Leadership, Masters in Educational Leadership
Areas of expertise
My research explores the role of leadership and the effective facilitation of professional learning for improving professional pratice, orgnisational effectivness and student learning and wellbeing. This research examines the intersection of problem solving and interpersonal capabilites of leaders, how perceptions of risk affect the capacity for learning and change, and what constiute effective facilitation practices in professional learning. Theories of learning, leaderhship interpersonal effectiveness, organisational change, adaptive expertise and culturally sustaining practices inform my work. Much of the eresearch I undertake is interdiscipinary with a focus on effecting change in policy and practice.
Professional Learning, Educational Leadership, Organisational Change, Teacher Development
- 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: Helen Timperley, 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