Helen Timperley
University of Auckland
Educational leadershipSociologyMathematics educationPsychologyPolitical scienceProfessional learning communityPedagogyFaculty developmentInstructional leadershipAdaptive expertiseAcademic achievementPublic relationsFormative assessmentMedical educationProfessional developmentLiteracyReading (process)Engineering ethicsKnowledge managementTeaching method
98Publications
33H-index
9,004Citations
Publications 93
Newest
#1Helen TimperleyH-Index: 3
#1Helen TimperleyH-Index: 33
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#1Helen TimperleyH-Index: 33
#1Helen TimperleyH-Index: 3
Last. Deidre Le FevreH-Index: 8
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3 CitationsSource
#1Katherine TwyfordH-Index: 1
#2Deidre Le FevreH-Index: 8
Last. Helen TimperleyH-Index: 3
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Purpose The purpose of this paper is to explore how perceptions of risk influenced teachers’ sensemaking and actions during a professional learning and development (PLD) initiative where teachers were expected to change their practices. Design/methodology/approach A risk perception lens, focussed on uncertainty, was used to capture the on-going experiences of teachers as they participated in PLD. The PLD, delivered by one organisation, focussed on developing teacher use and understanding of form...
5 CitationsSource
#1Kane Meissel (University of Auckland)H-Index: 8
#2Judy M. Parr (University of Auckland)H-Index: 21
Last. Helen Timperley (University of Auckland)H-Index: 33
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Abstract This paper describes a national, school-based professional development intervention in which large student achievement gains were previously signaled using single-level regression analyses and effect sizes. However, such analyses can be misleading since educational data typically do not meet independence assumptions. The current study investigates the effectiveness of the professional development intervention using hierarchical linear modelling, with particular focus on whether disparit...
16 CitationsSource
#1Judy M. ParrH-Index: 21
#2Helen TimperleyH-Index: 33
Source
#1Deidre Le FevreH-Index: 8
Last. Fiona EllH-Index: 2
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#1Judy M. ParrH-Index: 21
#2Helen TimperleyH-Index: 33
#1Deidre Le FevreH-Index: 8
#2Helen TimperleyH-Index: 33
Last. Fiona EllH-Index: 2
view all 3 authors...
5 CitationsSource
#1Lorna EarlH-Index: 7
#2Helen Timperley (University of Auckland)H-Index: 33
In this working paper, Earl and Timperley argue that evaluative thinking is a necessary component of successful innovation and involves more than measurement and quantification. Combining evaluation with innovation requires discipline in the innovation and flexibility in the evaluation. The knowledge bases for both innovation and evaluation have advanced dramatically in recent years in ways that have allowed synergies to develop between them; the different stakeholders can bring evaluative think...
14 CitationsSource
#1Helen TimperleyH-Index: 33
Leaders usually lead teaching and learning through their work with teachers, rather than interacting directly with students. From this perspective, leading learning means leading teacher learning in ways that support teachers to lead student learning. One way to think about this idea is for leaders to consider teachers as their 'class' of professionals, in the same way that teachers have classes of student learners. The composition of that class depends on the size of the school and the designat...
5 Citations