Publications Joanna Higgins

Selected publications

Higgins, J. & Keane. R. (in press) Mindfulness, Learning, and Education. Oxford Bibliographies in Education.

Higgins, J. & Moeed, A. (in press). Fostering curiosity in science classrooms: Inquiring into practice using cogenerative dialoguing. Science Education International.

Bellino, M., Adams, J. D., & Higgins, J. (in press). Photovoice as a vehicle for supporting environmental literacy and language acquisition. In L. Ammentorp, T. Dell'Angelo, & L. Madden, Eds.), Using Photography and Other Arts-based Methods with English Language Learners: Guidance, Resources and Activities for K-12 Educators. Rowman and Littlefield.

Higgins, J. & Eden, R. (2017). Cogenerated understandings of mindfulness-based breathing in elementary mathematics classrooms. The Journal of Educational Research. http://www.tandfonline.com/doi/full/10.1080/00220671.2017.1396438

Huynh, T., Tran, H., Higgins, J., & Thornton, K. (2017). A Case Study: Exploring Factors Affecting Lecturers’ Research Engagement in a University in the Mekong Delta Region. Imperial Journal of Interdisciplinary Research, 3 (5)

Higgins, J., Eden, R., & Moeed, A. (2016). Mindfulness interventions in classroom learning environments. In M. Powietrzynska & K. Tobin (Eds.), Mindfulness and educating citizens for everyday life (pp. 59-72). Rotterdam: Sense.

Way, J., Bobis, J., Lamb, J., & Higgins, J. (2016). Researching Curriculum, Policy and Leadership in Mathematics Education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison & K. Fry (Eds.). Review of Australasian Mathematics Education Research: 2012-2015. Springer.

Higgins, J., & Eden, R. (2015). Practice-based inservice teacher education: Generating local theory about the pedagogy of group work. Mathematics Teacher Education and Development, 17(1), 84-97.

Higgins, J., & Bonne, L. (2013). Exploring classroom life through cogenerative dialogues. Cultural Studies of Science Education, Online First, DOI 10.1007/s11422-013-9558-8.

Higgins, J. & Tait-McCutcheon, S. with Carman, R. & Yates, D. (2006). Contextually responsive facilitation. In Findings from the New Zealand Numeracy Development Projects 2005. Wellington: Ministry of Education.

Higgins, J. with Wakefield, M., & Isaacson, R. (2006). Modelling books and student discussion in mathematics. In Findings from the New Zealand Numeracy Development Projects 2005. Wellington: Ministry of Education.

Higgins, J., with Parangi, M., Wilson, R., & Klaracich, Y. (2005). Effective teaching strategies for Māori in mainstream numeracy classrooms. In J. Higgins, K.C. Irwin, G. Thomas, T. Trinick & J. Young-Loveridge, Findings from the New Zealand Numeracy Development Projects 2004 (pp.74-78). Wellington: Ministry of Education.

Higgins, J. (2005). Equipment-in-use in the New Zealand Numeracy Development Project: Its importance to the introduction of mathematical ideas. In J. Higgins, K.C. Irwin, G. Thomas, T. Trinick & J. Young-Loveridge, Findings from the New Zealand Numeracy Development Projects 2004 (pp.89-96). Wellington: Ministry of Education.

McDonald, G., Le, H., Higgins, J., & Podmore, V.N. (2005). Artifacts, tools and classrooms. Mind, Culture and Activity: An International Journal, 12 (2), 113-127.

Higgins, J. (2005). What counts as researcher under the PBRF environment? Considering theoretical-applied research distinctions. In R. Smith & J. Jesson (Eds.) (2005), Punishing the discipline – the PBRF regime: Evaluating the position of education – where to from here? Extended proceedings and additional papers of the NZARE/NZCER PBRF Forum, September 2004 (pp.101-108). Auckland: Faculty of Education, the University of Auckland, Epsom Campus and Te Kura Matauranga, AUT.

Higgins, J. (2005). Pedagogy of facilitation: How do we best help teachers of mathematics with new practices? In H. Chick & J. Vincent (Eds.) (2005), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3 (pp.137-144).Melbourne: PME. Higgins, J., & Parsons, R. (2005). Redesigning pedagogy in mathematics at a system level through collective agency. Paper presented to Redesigning Pedagogy: Research, Policy and Practice, Singapore, 30 May – 1 June.

Te Maro, P., Higgins, J., & Averill, R. (2008). Creating strong achievement gains for Māori children in mathematics English-medium classrooms. Findings from the New Zealand Numeracy Development Projects Numeracy Research Compendium (pp. 37-49). Wellington: Ministry of Education.

Tuuta, M., Bradnam, L., Hynds, A., & Higgins, J. with Broughton, R. (2004). An evaluation of Te Kauhua, Mäori in Mainstream Pilot Project. Wellington: Ministry of Education.