Dr. Anne Hynds

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PhD, MA (Distinction), PG Dip Tch, PG Dip (TSSN), Dip Tch, BA

Get in touch with me

Anne is an experienced educator and researcher with a passion for achieving equity and excellence in educational outcomes for diverse groups of learners. Her work builds on national and international studies that investigate collaborative processes needed to develop relational trust and evaluative thinking for cohesive, innovative and resilient learning communities. She is the current Editor in Chief for the Oxford Bibliographies in Education (Oxford University Press). She has previously worked as an Associate Professor for the Faculty of Education and Social Work, University of Auckland, New Zealand. During her time at Auckland she co-directed the Expert Partner programme for Kāhui Ako / Communities of Learning for the Ministry of Education and she was the Director of Research for the Starpath Project for Tertiary Participation and Success (2014-2016).  As a Senior Lecturer working at Victoria University of Wellington (VUW) she received an ‘Award of Excellence in Mentoring’ from Te Putahi Atawhai in recognition of her academic mentoring for Māori and Pasifika postgraduate students. She also led the National Evaluation of He Kākano: Culturally responsive leadership in secondary schools and worked on the National Evaluation of Te Kotahitanga. She has published widely and worked with New Zealand and international scholars on issues related to her field of expertise.

Education & Qualifications

 Victoria University of Wellington
-PhD 2007
-Master of Arts (with Distinction) 2000

 Wellington College of Education
-Advanced Postgraduate Teaching Diploma 1997
-Postgraduate Diploma Teaching Students with Special Needs 1997

Auckland College of Education
-Higher Diploma of Teaching 1994
-Diploma Teaching students with Hearing Impairment 1991
-Diploma of Teaching 1992

 Auckland Universtiy
-Bachelor of Arts 1989
 

Recent Service

 In 2017 Anne was an invited member of the academic forum for the Education Council Matatū Aotearoa, New Zealand. Focusing questions were: Achieving valued learner outcomes in our fast-changing world requires adaptive leadership focused on evidence at all levels of a flexible system. What does effective leadership in a future New Zealand context look like and why? Our challenge lies in translating the knowledge about what leaders do that works into a shared practice.  How will we achieve our vision of effective leadership throughout the system?

https://educationcouncil.org.nz/content/academic-forum

 

 

Research Reports, Publications & Presentations

Evaluation of He Kākano: Professional development for leaders in secondary schools 2011-2012

This report details the bicultural approach of the He Kākano evaluation, methodology, data analysis, key findings, strengths and weaknesses and recommendations for future school leadership professional learning programmes intending to promote educational outcomes for Māori student success as Māori. Hynds, A., Meyer, L., Penetito, W., Averill, R., Hindle, R., Taiwhati, M., Hodis, F. & Faircloth, S. (2014).

Evaluation of Te Kotahitanga:

Meyer, L., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010).

Evaluation of the Te Kauhua Māori Mainstream Pilot Project

Te Kauhua is a professional development pilot project which provides schools with opportunities to address Māori student achievement in mainstream settings. The evaluation identified common transformative processes which resulted in sustained professional growth amongst teachers. Meyer, L., Penetito, W., Hynds, A., Savage, C., Hindle, R., & Sleeter, C. (2010).

Articles

The impact of teacher professional development to reposition pedagogy for indigenous students in secondary schools.

The Teacher Educator

Hynds, A., Hindle, R., Penetito, W., Meyer, L. & Sleeter, C. (2016)

Examining the Impediments to Indigenous Strategy and Approaches in Mainstream Secondary Schools.

International Journal of Leadership in Education.

Hynds, A., Averill, R., Penetito, W., Meyer, L., Hindle, R. & Faircloth, S. (2015)

Being, Flow and Knowledge in Māori Arts Education: Assessing Indigenous Creativity.

The Australian Journal of Indigenous Education.

Hindle, R., Hynds, A., & Philips, H., & Remeka, L. (2015)

Ko wai Au? Who am I? Examining the Multiple Identities of Deaf Māori Youth.

International Journal of Qualitative Studies in Education

Faircloth, S., Hynds, A., Jacob, H., & Green, C. (2015)

Every teacher has to come on board for our Māori students

He Wero mō ngā Kaiarahi Wāhanga Ako (The Challenge for Curriculum Leaders).

Averill, R., Hynds, A., Hindle, R. & Meyer, L. (2015)

Researching identity with indigenous D/deaf youth.

He Wero mō ngā Kaiarahi Wāhanga Ako (The Challenge for Curriculum Leaders)

Hynds, A. S., Hynds, A., Faircloth, S., Green, C., & Jacob, H. (2014)

Cultural influence on teacher motivation: A country study of Maldives.

International Journal of Social Science and Humanity,

Hasan, A., & Hynds, A. (2014)

It means everything doesn’t it?

Interpretations of Māori students achieving and enjoying educational success ‘as Māori’

Averill, R., Hindle, R., Hynds, A., Meyer, L., Penetito, W., Taiwhati, M., Hodis, F., & Faircloth, S., C. (2014)

Te Kotahitanga: a case study of a repositioning approach to teacher professional development for culturally responsive pedagogies

Hynds, A., Sleeter, C., Hindle, D., Savage, C., Penetito, W., & Meyer, L. (2011)

Culturally responsive pedagogies in the classroom: Indigenous student experiences across the curriculum.

Savage, C., Hindle, R., Meyer, L., Hynds, A., Penetito, W., & Sleeter, C. (2011)

Iwi versus Kiwi: Racism, race relationships and the experience of controversial political debates within a context of culturally responsive school reform

New Zealand Annual Review of Education 20,

Hynds, A., & Sheehan, M. (2011)

Culturally responsive pedagogies in the visual and performing arts: Exemplars, missed opportunities and challenges.

Curriculum Matters,

Hindle, R., Savage, C., Meyer, L., Sleeter, C., Hynds, A., & Penetito, W. (2011)

Unpacking resistance to change within school reform programmes with a social justice orientation.

International Journal of Leadership in Education,

Hynds, A. (2010).

Motivating teachers to improve learning for culturally diverse students in New Zealand: Promoting Māori and Pacific Islands student achievement.

Journal of Professional Development.

Hynds, A., & McDonald, L. (2010)

Culturally responsive teaching: Three models from linked studies.

Journal for Research in Mathematics Education

Averill, R., Anderson, D., Easton, H., Te Maro, P., & Hynds, A. (2009)

Developing and sustaining open communication in action research initiatives: A response to Kemmis

Journal of Educational Action Research

Hynds, A. (2008)

Book Chapters

Indigenous Education and Self- determination in a Global Context: The Case of New Zealand and the United States.

In M. Shucksmith and D. Brown (Eds), International Handbook of Rural Studies. London: Routledge Chapter 46. (pp 556-568).

Faircloth, S. & Hynds, A. (2016)

Teacher identities and intersectionality: A case study from Aotearoa New Zealand.

In C. Grant and E. Zweir (Eds.), Intersectionality and education: International Perspectives. Charlotte NC: Information Age.

Hynds, A.S. (2014).

Challenges to the development of solidarity: Working across intersections of power and privilege in New Zealand.

In C. Sleeter and E. Soriano 3 (Eds), Creating solidarity across diverse communities: International perspectives in education (pp.163-197). New York: Teachers College Press

Hynds, A.S. (2012).

Considering incompatibility: Promoting culturally relevant teaching and learning in the United States and New Zealand.

In C. Gerstl-Pepin & J. Aiken (Eds.), Social justice for a global world. Hershey, PA, Information Age.

Huber, J., Hynds, A., Skelton, S., Papacek, A., Gonzalez, T., & Lacy, L. (2012)

Changing complex educational systems: A framework of collaborative social justice leadership.

In C. Gerstl-Pepin & J. Aiken (Eds.), Social justice for a global world. Hershey, PA, Information Age.

Kozleski, E., Gibson, D., & Hynds, A. (2012)

Professional development from teacher and facilitator perspectives. In C. Sleeter (Ed).

Professional development for culturally responsive and relationship-based pedagogy: Black studies and critical thinking: Vol. 24

Hynds, A., & Sleeter, C. (2011)

The impact of culturally responsive pedagogies on students and families.

In C. Sleeter (Ed). Professional development for culturally responsive and relationship-based pedagogy: Black studies and critical thinking: Vol. 24 Chapter 7.

Penetito, W., Hindle, R., Hynds, A., Savage, C., & Kus, L. (2011)

Delving into racism: Raising critical questions about the hidden, less visible aspects of our schools. In V. Green & S. Cherrington (Eds.)

Delving into diversity: An international exploration of issues of diversity in education. New York: Nova Science.

Hynds, A. (2010)

Culture and diversity: Teachers’ professional development experiences under scrutiny.

In V. Green & S. Cherrington (Eds.), Delving into diversity: An international exploration of issues of diversity in education. New York: Nova Science.

MacDonald, L., & Hynds, A. (2010)

Conference Papers & Presentations

Processing of belief- compatible and belief-incompatible arguments about a controversial topic.

Paper presented at the annual conference of the American Educational Research Association, Philadelphia, Pennsylvania. McCrudden, M., Hynds, A., & Matthews, P. (2014, April)

Indigenous students report on aspirations, expectations and experiences in mainstream high schools.

Conference paper accepted for the American Education Research Association Annual Conference (AERA), San Francisco. This paper was part of a symposium ‘Transforming Teaching and Learning for Indigenous Students in Mainstream Secondary Schools: Teacher Professional Development and School Reform. Hynds, A., Hindle, R., Averill, R., Meyer, L., Hodis, F., Penetito, W., & Faircloth, S (2013, April)

Teacher understandings of culturally responsive pedagogies.

Conference paper accepted for the American Education Research Association Annual Conference (AERA), April, Denver, Colorado. This paper is part of a symposium ‘Transforming Teaching and Learning for Indigenous Students in Mainstream Secondary Schools: Teacher Professional Development and School Reform’ in Division H - Research, Evaluation and Assessment in Schools - Section 2: Program Evaluation in School Settings - Symposium - Transforming Teaching and Learning for Indigenous Students in Mainstream Secondary Schools: Teacher Professional Development and School Reform. Hynds, A., Sleeter, C., Hindle, R., Savage, C., Penetito, W., & Meyer, L. (April, 2010)

What students experience: Evidence of culturally responsive teaching across the 4 curriculum.

Conference paper accepted for the American Education Research Association Annual Conference (AERA), April, Denver, Colorado. Savage, C., Hindle, R., Meyer, L., Hynds, A., Penetito, W., & Sleeter, C. (April, 2010)