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
    URL: http://hdl.handle.net/2292/39832
  • 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
    URL: http://hdl.handle.net/2292/35448
    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
    URL: http://hdl.handle.net/2292/33145
    Other University of Auckland co-authors: Viviane Robinson, Frauke Meyer
  • Robinson, V. M., Le Fevre, D., & Sinnema, C. E. L. (Eds.) (2016). Open-to-learning leadership: How to build trust while tackling tough issues. Moorabbin, Victoria, Australia: Hawker Brownlow Education.. Pages: 245.
    Other University of Auckland co-authors: Claire Sinnema, Viviane Robinson
  • 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

Contact details

Primary office location

H - BLOCK. EPSOM - Bldg 6EH
Level 5, Room 519
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand