Dayle Anderson
Dayle is contracted to deliver PD in primary science education to the Royal Society Primary Teacher Fellows.
Dayle currently lectures in primary science and mathematics initial teacher education at Victoria University of Wellington. She is also programme director for the Graduate Diploma of Teaching (Primary) at Victoria University.
Dayle has been contracted by CORE Education to deliver professional development in primary science education to the Royal Society Primary Teacher Fellows.
Before moving to Victoria University, Dayle was deputy principal at a local Wellington primary school where she was teacher in charge of science (among other things). Dayle trained as a primary teacher after raising her family. In an earlier life she majored in biochemistry at Victoria University and spent eight years working as a scientist for the Department of Health in their communicable disease laboratories at Kenepuru, in the field of antimicrobial susceptibility, investigating transmission of antimicrobial resistance in bacteria.
Journal Articles
- Averill, R., Anderson, D., Easton, H., Te Maro, P., & Hynds, A. (2009). Culturally responsive teaching: Three models from linked studies. Journal for Research in Mathematics Education, 40(2), 157-186.
Chapters in books
- Averill, R., Te Maro, P., Taiwhati, M., & Anderson, D. (2009). Culturally responsive mathematics teaching: A bicultural model. In R. Averill, R. Harvey & D. Smith (Eds.), Secondary mathematics and statistics education: Evidence based practice. Wellington: NZCER.
- Anderson, D., Averill, R., Te Maro, P., Higgins, J. & Taiwhati, M. (2010). Knowing and understanding each other as learners: Effective pedagogies for Māori students learning mathematics. In V. Green and S. Cherrington (Eds.) Delving into diversity: An international exploration of issues of diversity in education. Nova Science Publishers Inc.
Chapters in Books (in press)
- Anderson, D. & Pritchard, R. (In press). Bridging the gap: Challenging conceptions of fractions and decimals. In R. Averill & R. Harvey (Eds.), Primary mathematics and statistics education: Evidence based practice. Wellington: NZCER.
Conference paper in published proceedings
- Averill, R., Anderson, D., Higgins, J., Taiwhati, M., & Te Maro, P. (2009). Culturally responsive teaching: Developing a bicultural framework. In Disciplined inquiry: education research in the circle of knowledge: 2009 American Education Research Association Annual Meeting, April, San Diego.
- Anderson, D., Averill, R., Easton, H., & Smith, D. (2005). Use of a cultural metaphor in pre-service mathematics teacher education. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.), Building connections: Theory, research and practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne (pp.81-88). Sydney: MERGA.
- Averill, R., Anderson, D, Easton, H., & Hynds, A. (2004). Understandings of the implications of the Treaty of Waitangi in mathematics programs. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010: Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, Townsville (pp. 55-62). Sydney: MERGA.
Oral conference presentations (peer reveiwed)
- Moeed, A., Anderson, D.,Bartholomew, R. & Kinsella, P., (2009). Confidence, knowledge and teaching strategies: A study of pre-service science teachers in a New Zealand University. Paper presented at the British Education Research Association Conference, September, 2009.
