Nicola aspires to create educational environments that enhance critically curious learners and future practitioners.
Qualifications & Memberships
I have a diverse range of research interests and active research engagement with a focus on qualitative-interpretive and practitioner-based methodologies. My current research is in the areas of dialogic pedagogy, transitioning graduate teachers (ECE), and the use of immersive technologies for enhance practitioner, whanau and community engagement. I am also active in the area of curriculum co-design and educational development.
- Dunham N. (2018) A Discussion on Student Use of Theoretical Frameworks for the Analysis of Discourse and Policy within ECE. Journal of Advances in Education Research 3 1 http://dx.doi.org/10.22606/jaer.2018.31001.
- Dunham N. (2018) Multiple Identities of Field-Based Early Childhood Education Student Teachers. New Zealand Journal of Educational Studies http://dx.doi.org/10.1007/s40841-018-0116-5.
- Dunham N. (2018) Methodology as research practice: Application of structural-constructivism in the tertiary context. In University of Sydney, NSW.
- Dunham N. (2017) Field-based early childhood student teachers – who are they and what challenges do they face? NZ International Research in Early Childhood Education Journal, Special Issue: Early Childhood Teachers and their Work 20 2: 50-65.
- Owen H. and Dunham N. (2017) Experiences of implementing a large-scale blended, flipped learning project. In Khosrow-Pour M (Ed.), Encyclopedia of Information Science and Technology (4 ed.) 3839-3849: IGI Global.