Hana Turner-Adams

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Lecturer

Email: hana.turner-adams@aut.ac.nz

ORCID: ORCID logo https://orcid.org/0000-0001-5026-3018

Academic appointments:

  • Lecturer, Auckland University of Technology (2020 - ongoing)

Qualifications:

  • PhD, University of Auckland
  • MEd (First Class Honours), University of Auckland
  • Postgraduate Diploma of Education (Merit), University of Auckland
  • BEd, University of Auckland
  • Diploma of Teaching, Auckland College of Education

Overview:

Hana Turner-Adams (Ngāti Ranginui) has experience researching with Māori and non-Maori in educational settings, using both quantitative and qualitative research methodologies.   Her PhD research focused on the schooling experiences of high achieving Māori and non-Māori senior secondary school students, and the factors that contributed to their academic success. Hana has 15 years’ experience teaching across the primary, secondary and tertiary sectors, and she has taught at schools in both New Zealand and Australia.

Research interests:

Māori student success
Teacher expectations
Teacher-student relationships
Culturally responsive and culturally sustaining teaching practice
Disparities in education between Māori and non-Māori

Teaching summary:

Culturally responsive practice
Teacher expectations
Teacher-student, peer, and whānau relationships

Research outputs:

Featured research outputs

  • Turner-Adams, H., Wilson, A., & Jesson, R. (2020). An integrative review on the research on the impact of teacheriInquiry on student achievement. The New Zealand Annual Review of Education, 24, 21-41. doi:10.26686/nzaroe.v24i0.6331

  • Turner-Adams, H., & Rubie-Davies, C. (2019). Teacher expectations and educational equity in teacher education. In Encyclopedia of Teacher Education. Springer Link. doi:10.1007/978-981-13-1179-6_335-1

  • Sinnema, C., Alansari, M., & Turner-Adams, H. (2018). The Promise of Improvement through and of the Teacher Led Innovation Fund - Evaluation of the Teacher-Led Innovation Fund: Final Report. (MOEC0025). Wellington, New Zealand. Retrieved from https://www.educationcounts.govt.nz/

  • Rubie-Davies, C., Webber, M., & Turner-Adams, H. (2018). Māori students flourishing in education: High teacher expectations, cultural responsiveness and family–school partnerships. In G. A. D. Liem, & D. McInerney (Eds.), Big theories revisited 2 (pp. 213-235). Charlotte, NC: Information Age.

  • Turner-Adams, H. (2018). Student success: What matters most for high achieving Māori and non-Maori students at secondary school?. (University of Auckland, Auckland, New Zealand). Retrieved from http://hdl.handle.net/2292/46484

  • Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50(1), 55-69. doi:10.1007/s40841-015-0004-1

  • Turner-Adams, H. (2013). Teacher expectations, ethnicity and the achievement gap. (University of Auckland, Auckland, New Zealand). Retrieved from https://www.library.auckland.ac.nz/

Journal articles

  • Turner-Adams, H., Wilson, A., & Jesson, R. (2020). An integrative review on the research on the impact of teacheriInquiry on student achievement. The New Zealand Annual Review of Education, 24, 21-41. doi:10.26686/nzaroe.v24i0.6331

  • Turner, H., Rubie-Davies, C. M., & Webber, M. (2015). Teacher expectations, ethnicity and the achievement gap. New Zealand Journal of Educational Studies, 50(1), 55-69. doi:10.1007/s40841-015-0004-1

Book chapters

  • Rubie-Davies, C., Webber, M., & Turner-Adams, H. (2018). Māori students flourishing in education: High teacher expectations, cultural responsiveness and family–school partnerships. In G. A. D. Liem, & D. McInerney (Eds.), Big theories revisited 2 (pp. 213-235). Charlotte, NC: Information Age.

Reports

  • Sinnema, C., Alansari, M., & Turner-Adams, H. (2018). The Promise of Improvement through and of the Teacher Led Innovation Fund - Evaluation of the Teacher-Led Innovation Fund: Final Report. (MOEC0025). Wellington, New Zealand. Retrieved from https://www.educationcounts.govt.nz/

Theses

  • Turner-Adams, H. (2018). Student success: What matters most for high achieving Māori and non-Maori students at secondary school?. (University of Auckland, Auckland, New Zealand). Retrieved from http://hdl.handle.net/2292/46484

  • Turner-Adams, H. (2013). Teacher expectations, ethnicity and the achievement gap. (University of Auckland, Auckland, New Zealand). Retrieved from https://www.library.auckland.ac.nz/

Other outputs

  • Turner-Adams, H., & Rubie-Davies, C. (2019). Teacher expectations and educational equity in teacher education. In Encyclopedia of Teacher Education. Springer Link. doi:10.1007/978-981-13-1179-6_335-1

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