Linda Hogg

Dr Linda Hogg profile picture

Senior Lecturer School of Education

Courses

Teaching in 2019

Qualifications

B Comm, PGDEPD, Dip Tchg, ATCL Speech and Drama, PhD

Profile

Linda has been involved in education throughout her professional life, beginning her career in secondary school teaching. She is a fully registered teacher with more than twenty years’ experience in New Zealand and the Cook Islands. Her diverse roles have included teaching, middle management, resource development, advisory work, and professional development related to effective pedagogy, culturally responsive teaching, and economics education.

Linda’s current position has enabled her to explore her passion for breaking through stereotyped ideas, essentialized notions, and deficit theorizing that minoritize some groups of students in education.

Linda was awarded her PhD in 2013. Her doctoral thesis was entitled "Applying funds of knowledge in a New Zealand high School: The emergence of team-based collaboration as an approach." In this study, small teams of students, parents and teachers negotiated, implemented, and evaluated strategies for the teacher to learn about the students’ funds of knowledge. This research question and approach tied together Linda’s interest in drawing on perspectives of multiple participants - especially minoritized students - and investigating impacts arising when teachers learn about their funds of knowledge.

Linda contributes to initial teacher education at VUW, teaching in courses related to enhancing access to the curriculum through culturally responsive pedagogy, and training economics and accounting teachers. She also teaches post-graduate courses and supervises students doing applied research projects, and MEd and PhD theses.

Research interests

Linda’s research is primarily focussed on how schools use students’ strengths and skills to improve their educational experience, especially to work towards social justice aims, including a focus on:

Funds of knowledge (strengths, knowledge, and skills from life experience held by students and within families and communities; Student voice; Initial teacher education; Teacher professional development; Teachers’ attitudes and beliefs; Qualitative research; Culturally responsive research methodologies.

Current projects

  • Online teacher professional development: What helps teachers to explore a strength-based approach to teaching (with teachers in California)
  • Tertiary students’ perceptions of peer assessment (principal researcher, in collaboration with Dr Wokje Abrahamse and Associate Professor Liz Jones)
  • Development of emerging teachers’ beliefs and practices from teacher training to early career

Completed research projects

  • Exploration of the value of applying funds of knowledge theory in a New Zealand high school (doctoral thesis)
  • Collaborative self-study (with Anne Yates)

Supervision interests

I am interested in supervising post-graduate and PhD students’ research related to these areas and methodologies, especially to advance social justice within education:

Teachers’ beliefs and practices; Secondary and tertiary education; Culturally responsive pedagogy; Assessment; Initial teacher education; Teacher professional development; Qualitative research; Self-study; Student voice.

Recent completed supervision

Wendy Brindley-Richards: Applied research project for EPSY516, Masters of Educational Psychology: How do home learning challenges draw on students’ funds of knowledge, 2014.

Aminath Nihan: Masters of Education thesis: Adjusting Sails: A Narrative Inquiry into the Transfer Experience of Three Secondary Teachers in the Maldives, 2011.

Current supervision

Trần Ngọc Minh: Students’ Perceptions of Plagiarism: A study of Vietnam-educated and New Zealand-educated post graduate students, since July 2016.

Sarah Richardson: Applied research project for EPSY533, Masters of Educational Psychology: Early career teachers’ conceptions of funds of knowledge, since March 2017.

Recent publications

Hogg, L. (2016). Applying funds of knowledge theory in a New Zealand high school: New directions for pedagogical practice. Teaching and Curriculum, 16(1), 49-54.

Hogg, L. (2015). Applying funds of knowledge theory to support minoritized students’ learning: A review of pedagogical approaches. In R. V. Nata (Ed.), Progress in Education (Vol. 37), (pp. 93-112). New York: Nova Publishers.

Hogg, L. (2015). Funds of knowledge as a tool for teachers to reimagine the lives of minoritized students: A New Zealand case study. The International Journal of Learner Diversity and Identities, 22(4), 1-16.

Hogg, L. (2014). Multiple identities: Consideration of respectful research practices. In C. McMaster & C. Murphy (Eds.), Postgraduate study in Aotearoa New Zealand: Surviving and succeeding, (pp. 153-167). Wellington, New Zealand: NZCER Press.

Hogg, L. (2013). Applying funds of knowledge in a New Zealand high school: The emergence of team-based collaboration as an approach, unpublished doctoral dissertation, Victoria University of Wellington, Wellington, New Zealand.

Hogg, L. & Yates, A. (2013). Course structure matters in initial teacher education: Student teachers’ perceptions of impacts on their learning. Teacher Education and Practice, 26(3), 431-447.

Hogg, L. & Yates, A. (2013). Walking the talk in initial teacher education: Making teacher educator modelling effective. Studying Teacher Education, 9(3), DOI: 10.1080/17425964.2013.831757.

Hogg, L. (2011-2012). Funds of knowledge: An examination of theoretical frameworks. New Zealand Annual Review of Education, 41, 47-76. Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching and Teacher Education, 27(3), 666-677. http://dx.doi.org/10.1016/j.tate.2010.11.005

Publications

Courses

Teaching in 2019