Dr Maree Davies

PhD Melb. MEd (hons), BA, DipMathEd, DipTchg

Biography

Previous professional experience (prior to present position)

Maree has taught in Auckland, Perth and Taupo – all age groups from year 1 through to tertiary. 

 

Research | Current

Maree has conducted three major research projects in the area of examining the use of dialogue in middle (intermediate) and secondary schools to promote the use of critical thinking skills.  She is currently Principal Investigator in an inter faculty project with  Associate Professor Tim Dare and Senior Lecturer Patrick Girard from the Faculty of Arts and Senior Lecturer Mohan Sridharan from the Faculty of Computer Science in a third research project on investigating critical thinking for online and face to face discussions with secondary students. 

Maree is interested in any research that involves examining effective pedagogy for adolescent students, motivation and engagement of adolescents, self regulation of adolescents, the use of digital technologies in secondary schools and examining pedagogy that promotes critical thinking for adolescents, in particular through dialogue both face to face and online.

Teaching | Current

  • EDPFROST 613) Director of The Adolescent Learner (Grad Dip Secondary Programme)
  • EDUC 223 Educational Psychology (Liberal Arts)
  • EDPROFST 313, The Professional Teacher (Bachelor of Education)
  • EDUC 207A

Postgraduate supervision

Present supervisions:

Critical thinking/dialogic pedagogy/classroom talk

PhD Yaping Yang (2020) Primary Teacher Professional Learning and Development in Dialogic Pedagogy (co-supervising with Dr Aaron Wilson)

PhD Yiting Zhong (2020) Examining comprehension levels of text for students within Dialogic Pedagogy practice (co-supervising with Dr Aaron Wilson)

PhD Jooeun Choi (2020) Examining epistemological beliefs within Dialogic Pedagogy and Critical Thinking (co-supervising with Dr Aaron Wilson)

PhD Derek Shafter (2016-) Teaching the classroom to transgress: Pedagogy for critical thinking (co-supervising with Associate Professor, Richard Hamilton)

PhD Alistair Monro (2016-) Anxiety and classroom talk for students in secondary schools (co-supervising with Professor Christine Rubie Davies)

Masters of Education Belinda Whyte (2020) Exploring patterns of online classroom talk for students and teachers (co-supervising with Dr Aaron Wilson)

Other school based research:

PhD Lisa Scrivens (2018-) Investigating childrens' anxiety in modern learning environments (co-supervising with Associate Professor Richard Hamilton and Dr Maria Cooper)

PhD Guang Yang (2019-) Translation teaching from the perspective of teachers' beliefs: A study of Chinese EFL teachers to English Major undergraduates and postgraduates (co-supervising with Professor Christine Rubie Davies)

Masters of Education Cameron Thomson (2019-2020) A review of the review: New Zealand Principals' perceptions of the NCEA Review (co-supervising with Dr Aaron Wilson)

Past supervisions:

 Masters of Education Carmen Gomes Do Rosario (2019) Teachers and students beliefs about dialogic teaching on student learning i primary schools in Timor Leste (main supervisor)

Masters of Education Esther Bahg (2019) Experienced teachers beliefs on education policies and their impact on current teacher crisis (co-supervising with Annaline Flint)

Masters of Professional Studies (2018) Jennis Hayes:  What can we learn from modern learning environments - a case study of three American Schools (main supervisor)

Masters of Professional Studies (2018) Sarah Kirk: Stop, evaluate and listen! (researching the impact of audio feedback for priority learners in a higher institute of education) (main supervisor)

Masters of Professional Studies (2018) Kathi Schofield: An examination of the main issues faced by New Zealand primary school teachers' reaching a balance between teaching and learning time and managing classroom behaviour (main supervisor)

Masters of Professional Studies (2017) Tanja Spaabaek - "I can get by with a little help from my friends" - a study on critical friendships within a secondary setting (Main supervisor)

Masters of Professional Studies (2016) Michele Heywood - Parents and sense of belonging in large urban secondary schools (Main supervisor

Masters of Professional Studies Derek Shafer (2015), Critical thinking - lips service or practice? An investigation into three Secondary English teachers' beliefs around the role of critical thinking in Senior English courses (Main supervisor)

BA (Hons) Alistair Monro (2014), Understanding the relations between recollections of oral engagement in the secondary classroom and communication apprehension in university students. (Co-supervised with Professor Christine Rubie Davies)

 

 

 

Distinctions/Honours

  • 1994 Second Place Nicol Award (National Teaching of Reading Award)
     

Responsibilities

Director of EDPROFST 613 The Adolescent Learner

Areas of expertise

  • Critical thinking
  • Dialogical discussions/dialogic pedagogy
  • Adolescent cognition
  • Adolescent development
  • Adolescent motivation and engagement
  • Teaching and learning in secondary schools
  • SOLO taxonomy
  • Learning in digital technology based contexts

Committees/Professional groups/Services

Professional Links:

  • Reviewer Linguistics and Education
  • Member of AIMS (New Zealand Middle School and Intermediate Association)
  • Neuroscience and Education, SIG, BERA
  • Education Research and Educational Policy Making, SIG, BERA
  • New Technologies in Education, SIG, BERA
  • Reviewer - New Technolgies in Education, BERA

Committees:

  • Member of Secondary Quals Committee, representing School of Learning, Development and Professional Practice
  • Member of School of Learning, Development and Professional Practice Research Committee

Selected publications and creative works (Research Outputs)

  • Davies, M. J., & Esling, S. (2020). The use of Quality Talk to foster critical thinking in a low socio-economic secondary Geography classroom. Australian Journal of Language and Literacy, 43 (1), 109-122. Related URL.
    Other University of Auckland co-authors: Simon Esling
  • Hennessy, S., & Davies, M. (2020). Teacher professional development to support classroom dialogue. In N. Mercer, R. Wegerif, L. Major (Eds.) The Routledge international handbook of research on dialogic education (pp. 238-253). Abingdon, Oxon, UK: Routledge. 10.4324/9780429441677
    URL: http://hdl.handle.net/2292/49042
  • Davies, M., & Heyward, P. (2019). Between a hard place and a hard place: A study of ethical dilemmas experienced by student teachers while on practicum. British Educational Research Journal, 45 (2), 372-387. 10.1002/berj.3505
    URL: http://hdl.handle.net/2292/47180
    Other University of Auckland co-authors: Paul Heyward
  • Davies, M. J., & Meissel, K. (2018). Secondary Students Use of Dialogical Discussion Practices to Foster Greater Interaction. New Zealand Journal of Educational Studies, 53 (2), 209-225. 10.1007/s40841-018-0119-2
    URL: http://hdl.handle.net/2292/46255
    Other University of Auckland co-authors: Kane Meissel
  • Davies, M. (2018). A comparative study of critical thinking for secondary students in low ability and accelerant classes. Paper presented at British Educational Research Association (BERA) Annual Conference, Newcastle, UK. 11 September - 13 September 2018. BERA annual conference 2018. Related URL.
  • Davies, M., & Kiemer, K. E. (2018). Critical thinking and dialogue: Effects of student questions to foster critical thinking in group discussions of secondary aged students. Paper presented at American Educational Research Association (AERA): The dreams, possibilities, and necessity of public education, New York City, USA. 13 April - 17 April 2018. Related URL.
  • Davies, M., & Kiemer, E. K. (2018). Critical Thinking and Dialogue: Effects of Student Questions to Foster Critical Thinking in Group Discussions of Secondary-Aged Students. Paper presented at American Educational Research Association (AERA) 2018 Annual Meeting: The Dreams, Possibilities, and Necessity of Public Education, New York Hilton Midtown, Concourse Level. 13 April - 17 April 2018. Related URL.
  • Davies, M. J., Kiemer, K., & Dalgleish, A. (2018). Analysing critical thinking in group constellations from discourse analysis to analyzing social modes of thinking. In E. Brauner, M. Boos, M. Koilbe (Eds.) The Cambridge handbook of group interaction analysis (pp. 547-555). Cambridge, UK: Cambridge University Press. Related URL.
    URL: http://hdl.handle.net/2292/42621