Publications Azra Moeed

Book

Moeed, A. (2015). Science investigation: Students views about learning, motivation, and assessment. Springer: Singapore. DOI 10.1007/978-981-287-384-2

Chapters in edited collections

Higgins, J., Eden, R., & Moeed, A. (2016). Mindfulness Interventions in Classroom Learning Environments. In Mindfulness and Educating Citizens for Everyday Life (pp. 59-72). Rotterdam: Sense Publishers

Horsley, J. & Moeed, A. (2016). The experiences of Scholarship students: perceptions of New Zealand physical science Scholarship holders. In K.S. Taber & M. Sumida (Eds.), International Perspectives on Science Education for the Gifted: Key Issues and Challenges (pp. 179-193). New York: Routledge.

Anderson, D., & Moeed, A. (2013). Breaking down the barriers to learning science. In A. Fitzgerald (Ed.), Teaching and Learning Primary Science. Cambridge University Press.

Journal articles

Higgins, J., Moeed, A., & Eden, R. (2018). Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video. Asia-Pacific Science Education, 4:6. https://doi.org/10.1186/s41029-018-0022-7

Anderson, D., & Moeed, A. (2017). Working Alongside Scientists. Science & Education, 1-28.

Burrell, M., Horsley, J., & Moeed, A. (2017). Identification of, and academic provision for high-ability science students: What does the literature say? European Journal of Science and Mathematics Education, 5 (2), 110-118.

Moeed, A. & Easterbrook, M. (2016). Promising teacher practices: students views about their science learning. European Journal of Science and Mathematics Education, 4(1), 17-24.

Moeed, A. (2016). Novelty, variety, relevance, challenge and assessment: how science investigations influence the motivation of year 11 students in New Zealand. School Science Review, 97(361), 75-81.

Rofe, C., Moeed, A., Anderson, D., & Bartholomew, R. (2015) “Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teacher. The Australian Journal of Indigenous Education, December, 2015, 1 – 9.

Moeed, A. (2015). Investigating science investigation: a robust case study design. International Journal of Teaching and Case Studies, 6(4), 303-319.

Moeed, A. (2015). Theorizing formative assessment: A time for change in thinking. The Education Forum: Phi Delta Kappan, 79(2), 180-189.

Moeed, A., & Easterbrook, M. (2014).Science teacher development through partnership with a mentor: Eight years of teaching and learning. International Journal of Professional Development, 3(1), 3-16.

Moeed, A, (2013). Science investigation that best support student learning: Teachers understanding of science investigation. International Journal of Environmental and Science Education, 8(4), 537-559.

Moeed., A, Anderson D M, Bartholomew R E, & McKenzie, J. (2013). Capacity building for primary science teaching: An example of cross-organisational leadership and collaboration. Journal of Educational Leadership Policy and Practice, 42-56.

Taylor, M., & Moeed, A. (2013).The 2010 Canterbury Earthquake: Curriculum Shockwaves. International Research in Geographical & Environmental Education, 22(1), 57-70.

Taylor, M. & Moeed, A. (2013).Curriculum shockwaves? Geography, Science, and the Canterbury earthquakes. Curriculum Matters 9, 8-28.

Bartholomew, R., & Moeed, A. (2012). Reasons behind science subject choices in a New Zealand secondary school. The International Journal of Learning,18(5),133-146.

Bartholomew, R., Anderson, D., & Moeed, A. (2012).Resilience of science teaching philosophies and practice in early career primary teaching graduates. Eurasia Journal of Science Education, 8(2), 73-82.

Moeed, A. (2011). Teaching to investigate in year 11 science, constrained by assessment. New Zealand Review of Education, 20:2010, 74-101.

Moeed, A. (2011). Successful science learning from practical work. School Science Review, 93(343), 121-126.

Moeed, A. & Hall, C. (2011). Teaching, Learning and Assessment of Science Investigation in Year 11: Teachers’ Response to NCEA. New Zealand Science Review, 68 (3), 95-102.

Conference papers in published proceedings

Moeed, A., Anderson, D., & Rofe, C. (2016, November). Beyond Play: Teacher and student learning through science investigation. Paper presented at the New Zealand Association of Science Teachers Conference, Wellington.

Moeed, A., Anderson, D., & Rofe, C. (2016, July). Beyond Play: Teaching science capabilities and student learning . Paper presented at the New Zealand Association of Science Teachers Conference, Wellington.

Rofe, C., Moeed, A., Anderson, D., & Bartholomew, R. (2016, April). Science in a New Zealand indigenous school: Insight into teacher beliefs about science inquiry and student learning. Paper presented at the American Education Research Association Conference, Washington DC.

Moeed, A., Rofe, C., Anderson, D., & Bartholomew, R. (2015, April). Science in an indigenous school: Insight into teacher beliefs about science inquiry. Paper presented at the National Association of Research in Science and Technology Education Conference, Chicago.

Anderson, D., Moeed, A., & Rofe, C. (2015, September). New Zealand students’ experiences and views about science investigation. Paper presented at the European Science Education Research Association Conference, Helsinki.

Rofe, C., Moeed, A., Anderson, D., & Bartholomew, R. (2015). Science in an indigenous school: Insight into teacher beliefs about science inquiry and their development as science teachers. The Australian Journal of Indigenous Education, 4 (9), 1-9. doi:10.1017/jie.2015.32

Moeed, A. (2014, July). Investigating Science investigation: A robust case study design. The Australasian Science Education Research Association 45th Annual Conference.

Anderson, D., & Moeed, A. (2014, July). Working at the elbow of a scientist: Sustained impact of primary professional development in science. The Australasian Science Education Research Association 45th Annual Conference.

Anderson, D. & Moeed, A. (2013). Working with scientists: Impacts of a novel approach to professional development on primary teachers’ beliefs about the purposes and focus for science teaching. Paper presented at the European Science Education Research Association Conference, September, Nicosia.

Moeed A, &Taylor., M. A (2013, July).Initial curriculum shockwaves subsequent to the Darfield (Canterbury) earthquake 2010.The Australasian Science Education Research Association 44th Annual Conference.

McKenzie J., Moeed, A., Anderson D. M., Bartholomew R. E. (2013, July).Using strengths: collaboration between organisations to support primary science. The Australasian Science Education Research Association 44th Annual Conference.

Moeed, A. (2012, September). To teach they need to understand it: Exploring science teachers understanding of investigation. British Educational Research Association Annual Conference, Manchester.

Reports

Moeed, A., Anderson, D., Rofe, C., & Bartholomew, R. (2016). Beyond play: Learning through science investigation. Report submitted to NZCER, New Zealand http://www.tlri.org.nz/tlri-research/research-completed/school-sector/beyond-play-learning-through-science-investigation

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