Research/Scholarly/Creative Works

• Dunham N. and Chant L. (2023) Telling, Gathering and (Re)Experiencing Stories: Video Interview as Methodology and Innovation in Practitioner-Based Research Profiling Emerging Research Innovations. Video Journal of Education and Pedagogy 10(11): 1-10. http://dx.doi.org/10.1163/23644583-bja10038. (Journal Articles)

• Nicola Dunham. (2022) Preservice Teacher Engagement With Critical Policy Analysis. US-China Education Review A 12(5) http://dx.doi.org/10.17265/2161-623x/2022.05.002. (Journal Articles)

• Dunham N. (2018) A Discussion on Student Use of Theoretical Frameworks for the Analysis of Discourse and Policy within ECE. Journal of Advances in Education Research 3 1 http://dx.doi.org/10.22606/jaer.2018.31001. (Journal Articles)

• Dunham N. (2018) Multiple Identities of Field-Based Early Childhood Education Student Teachers. New Zealand Journal of Educational Studies http://dx.doi.org/10.1007/s40841-018-0116-5. (Journal Articles)

• Dunham N. (2018) Methodology as research practice: Application of structural-constructivism in the tertiary context. In University of Sydney, NSW. (Conference Contributions - Published)

• Dunham N. (2017) Field-based early childhood student teachers – who are they and what challenges do they face? NZ International Research in Early Childhood Education Journal, Special Issue: Early Childhood Teachers and their Work 20 2: 50-65. (Journal Articles)

• Owen H. and Dunham N. (2017) Experiences of implementing a large-scale blended, flipped learning project. In Khosrow-Pour M (Ed.), Encyclopedia of Information Science and Technology (4 ed.) 3839-3849: IGI Global. (Chapters)

• Council E. (2016) Studying to be a teacher. Education Council. (Other)

• Dunham N. (2016) The academic identity of students in field-based early childhood initial teacher education. PhD Thesis, New Zealand. (Theses / Dissertations)

• Dunham N. (2016) Student academic identity: Nature and significance for early childhood field-based initial teacher education. In Transforming Education ResearchMelbourne, Australia. (Conference Contributions - Published)

• Dunham N. (2016) Student academic identity: Nature and significance for early childhood field-based initial teacher education. In Melbourne, Australia. (Conference Contributions - Published)

• Dunham N. and Owen H. (2016) Blue skies and thunder clouds Reflections on implementing a large-scale blended, flipped learning project. In Hammerton H; Fraser C (Ed.), Te tipuranga – Growing capability: Proceedings of the 2015 National Tertiary Learning and Teaching Conference: 89-94. Tauranga, New Zealand: Waiariki bay of Plenty Polytechnic. (Chapters)

• Dunham N. (2015) Why Does It Have to Be so Flashy? Student Perspectives on Academic Tasks. US-China Education Review 5 5: 283-298. http://dx.doi.org/10.17265/2161-6248/2015.05.001. (Journal Articles)

• Owen H. and Dunham N. (2015) Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development. Education Sciences 5 2: 85-103. http://dx.doi.org/10.3390/educsci5020085. (Journal Articles)

• Heta-Lensen Y. and Dunham N. (2013) Becoming cognisant of research informed by Kaupapa Māori in early childhood education: Issues and contexts. New Zealand Research in Early Childhood Education 16: 1-14. (Journal Articles)

• Dunham N. (2012) A date with academic literacies: Using brief conversation to facilitate student engagement with academic literacies. US-China Education Review 2 7: 682-688. (Journal Articles)

• Dunham N. (2011) A date with academic literacies: Using brief conversation to facilitate student engagement with academic literacies. Sarawak, Malaysia. (Other)

• Dunham N., Emerson A. and Slessor A. (2011) Bridging the gap between discipline literacies and academic literacies. Auckland, New Zealand. (Other)

• Dunham N., Kernohan E., Savery N. and Brake D. (2011) Gaining leverage: Multiple approaches to embedding academic literacies within a tertiary context. Nelson, New Zealand. (Other)

• Dunham N., Kernohan E., Savery N. and Brake D. (2011) Gaining leverage: Multiple approaches to embedding academic literacies within a tertiary context. In National Tertiary Teaching and Learning Conference, Te Huinga Ako ā-Motu Building Futures: n.p-n.p. Nelson, New Zealand: Ako Aotearoa:National Centre for Tertiary Teaching Excellence. (Conference Contributions - Published)

• Dunham N. (2010) The implication of the multiple contexts for teaching and learning on student academic identity within professional education. In Making a Difference: Refereed Conference ProceedingsMelbourne, Australia. (Conference Contributions - Published)

• Dunham N. (2010) The implication of the multiple contexts for teaching and learning on student academic identity within professional education. In Melbourne, Australia. (Conference Contributions - Published)

• Dunham N. (2009) Academic Literacies: A transparency approach for first year students [Poster]. Darwin, Australia. (Other)

Future Research

• Dialogic pedagogy for practitioners
• Co-design for educational innovation
• Immersive design for pedagogical innovation
• Crtitical pedagogy in initial teacher education