My research interests include inclusion, assessment, infants and toddlers and teacher change. My Master’s thesis explored the various ways a team of early childhood teachers made sense of, and used, an assessment framework based on learning dispositions and formative assessment. This has led to opportunities to write papers and present at conferences. I'm currently involved in writing and presenting several papers that look at disability, inclusion and exclusion in early childhood education.
- Purdue K. and Turnock K. (2014) Developing positive identities: Disability, inclusion, exclusion, and early childhood education. Melbourne, Australia: Honoring the Child, Honoring Equity 2014, 21-22 Nov 2014.
- Rarere-Briggs B. and Turnock K.. (2014) An essential and engaging on-line environment for learning - Making it meaningful. Our journey. In Proceedings: 62-66.
- Gordon-Burns D., Purdue K., Rarere-Briggs B., Stark R. and Turnock K. (2012) Key factors in creating inclusive early childhood settings for children with disabilities and their families. In Gordon-Burns D; Gunn AC; Purdue K; Surtees N (Ed.), Te Aotūroa Tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand: 155-173. Wellington: NZCER Press.
- Rarere-Briggs B., Gordon-Burns D., Purdue K., Stark R. and Turnock K. (2012) Do I accommodate his developmental age or do I want him to be with his peers?' (In)exclusionary discourses used in early childhood settings and their implications for teacher education. International Journal of Equity and Innovation in Early Childhood 10(1): 37-59.
- Purdue K., Gordon-Burns D., Rarere-Briggs B., Stark R. and Turnock K. (2011) The Exclusion of Children with Disabilities in Early Childhood Education in New Zealand: Issues and Implications for Inclusion. Australasian Journal of Early Childhood 36(2): 95-103.