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Marie Cameron

Job Title: 
Associate

Marie is an independent researcher and educational consultant. She has expertise in initial teacher education, teacher professional learning and development, school-based collaborative inquiry, student learning and wellbeing, and school improvement.

Marie was a Senior Researcher at NZCER from 2000–2002. Since then, she has led or worked on various NZCER projects, including evaluations of the First Time Principals' Programme, the Literacy Professional Development Programme, and Teach First NZ. Marie has also led a longitudinal study, Teachers of Promise. She was an member of the coordination team for the Teaching and Learning Research Initiative (TLRI) at its inception in 2013 and has been an active member of the Editorial Board of set: Research Information for Teachers for over 10 years. Marie’s most recent work with NZCER was a literature review of  Trends in assessment, co-authored with  Rose Hipkins.

Qualifications
PG Dip (Educational Psychology) (University of Auckland), MA (Philosophy) (First Class Hons) (University of Auckland), BEd (University of British Columbia, Canada), Dip Teaching (NZ).

Cameron, M., Lovett, S., Garvey Berger, J. (2007) Starting out in teaching: surviving or thriving as a new teacher.  set: Research Information for Teachers, 3, 32-37.

Cameron, M. (2007). Learning to teach: A literature review of induction theory and practice. Wellington: New Zealand Teachers Council.

Cameron, M., Dingle, R., & Brooking, K. (2007). Learning to teach: A survey of provisionally registered teachers in Aotearoa New Zealand. Wellington: New Zealand Teachers Council.

Cameron, M., Garvey Berger, J., Lovett, S., & Baker, R. (2007). "AKO": Being a teacher, being a learner, being part of a learning profession. Paper presented at the annual conference of the American Educational Research Association (AERA), Chicago, 9 April.

Cameron, M., Baker, R., & Lovett, S. (2006). Teachers of promise: Getting started in teaching. Wellington: New Zealand Council for Educational Research.

Cameron, M., & Dingle, R. (2006). Career paths in the New Zealand primary school sector: Report on surveys from principals and teachers. Wellington: New Zealand Council for Educational Research.

Cameron, M., Sinclair, L., Waiti, P., and Wylie, C. ( 2004 ). Evaluation of the introductory professional development programme for teacher aides/kaiawhina: Supporting teachers of students with special educational needs. Report to the Ministry of Education.

Cameron, M., Lovett, S., Baker, R., and Waiti, P. (2004). Evaluation of the first time principals induction programme 2003. Report to the Ministry of Education.

Cameron, M., & Baker, R. (2004). Research on initial teacher education in New Zealand:1993-2004. Literature review and annotated bibliography. Literature review for the Ministry of Education and the New Zealand Teachers Council.

Beals, F., Hipkins, R., Cameron, M., & Watson, S. (2003, June). An evaluation of professional development to support the arts in the New Zealand curriculum. A report to the Ministry of Education. Wellington: New Zealand Council for Educational Research.

Cameron, M. (2002 ). Peer influences on learning. set: Research Information for Teachers, 3, 36-40.

Gilbert, J., & Cameron, M. (2002). When two cultures collide: Similarities and differences between tertiary teachers in two institutional contexts.  New Zealand Journal of Educational Studies/Te Hautaka Mätai Mätauranga o Aotearoa, 37 (1), 87-91.

Mitchell, L., Cameron, M., & Wylie, C. (2002). Sustaining school improvement: Ten primary schools' journeys. Wellington: New Zealand Council for Educational Research.

Mitchell, L., Cameron, M., & Wylie, C. (2002). What's needed to support and sustain good teaching? In New Zealand Council for Educational Research (Ed.), Teachers make a difference: What is the research evidence? Wellington: New Zealand Council for Educational Research.

Research outputs

Year published Title Publication type Category
2018 Trends in assessment: An overview of themes in the literature Literature review Policy Curriculum and assessment Implementing New Zealand Curriculum
2014 2013 Annual Evaluation Report for the Teach First NZ programme pilot delivered in partnership with the University of Auckland Research report
2014 Sustaining the commitment and realising the potential of highly promising teachers Journal article Professional learning Schooling for the future
2012 Teachers of promise Journal article School governance and management Education leadership practices
2011 Career pathways: Does remaining close to the classroom matter for early career teachers? A study of practice in New Zealand and the USA. Journal article Professional learning Education leadership practices
2011 Schools as professional learning communities for early career teachers: how do early-career teachers rate them? Journal article Professional learning Education leadership practices
2011 Successful Workplace Learning: How Learning Happens at Work Research report Learning at work
2011 The transfer of literacy, language and numeracy skills from learning programmes into the workplace: Literature review Research report Learning at work
2010 A Guide to Good Practice in ITO Structures and Systems for On-Job Assessment Research report Post-school learning Learning at work
2010 ITO Assessment Structures and Systems: Survey and Focus Group Findings Research report Learning at work
2009 Assessment of Learning in the Workplace: A Background Paper Research report Learning at work
2009 Lessons From Beginning Teachers: Challenges for School Leaders Book School governance and management
2007 Ako*: Being a teacher, being a learner, being part of a learning profession Conference paper Professional learning Education leadership practices
2007 Early career teachers' opportunities for professional learning: Impacts on teaching practice, job satisfaction, motivation, and career decisions Conference paper Professional learning Education leadership practices
2007 Evaluation of the Literacy Professional Development Project Research report Literacy Student engagement
2007 Learning to teach: A literature review of induction theory and practice Literature review
2007 Learning to teach: A survey of provisionally registered teachers in Aotearoa New Zealand Research report
2007 Starting out in teaching: Surviving or thriving as a new teacher Journal article Professional learning
2006 Career paths in the New Zealand primary school sector report Research report Education leadership practices
2006 Teachers of promise: Getting started in teaching Research report
2005 Planning and managing change: Messages from the Curriculum Innovation Projects Research report Curriculum and assessment
2004 Evaluation of First-Time Principals Induction Programme 2003 Research report School governance and management Education leadership practices
2004 Evaluation of the introductory professional development programme for teacher aides/kaiāwhina: Supporting teachers of students with special education needs Research report
2004 Research on initial teacher education in New Zealand: 1993-2004. Literature review and annotated bibliography Literature review
2003 Evaluation of professional development to support the arts in the New Zealand curriculum Research report Curriculum and assessment
2002 Paired writing: Helping beginning writers get started Journal article Literacy
2002 Peer influences on learning Journal article Student engagement
2002 School development in practice: Creating learning communities Research report
2002 Sustaining school improvement : Ten primary schools' journeys Research report
2002 Sustaining school improvement: ten primary schools' journeys: A summary Research report
1993 What Principals Think of Their Beginning Teachers Journal article School governance and management
1992 From College to ...? Asking New Zealand principals, 2 years on, about the new system of hiring beginning teachers Journal article School governance and management Careers and transition
1991 Paired writing: helping beginning writers get started Journal article Literacy
1990 Finding Your First Job: From College to Classroom Under New Rules Journal article Policy