Professor Terry Locke

Terry Locke
Wilf Malcolm Institute of Educational Research
Professor

Te Hononga School of Curriculum and Pedagogy
Professor

(+64) 7 838 4466 ext 7780
TC3.32A
locketj@waikato.ac.nz
Qualifications
Doctor of PhilosophyUniversity of Auckland
Master of ArtsUniversity of Auckland
Bachelor of ArtsUniversity of Auckland

I have been at the University of Waikato since January, 1997. For 6 of these years (2006-2012)  I was Chairperson of the Arts and Language Education Department (now superseded by Te Hononga). My field is English Language and Literature Education, though I also have a strong interest in Arts Education and Arts advocacy, and have conducted music education research with my wife, Millie (Linda).

In a former life, I lectured in the English Department at Auckland University (1970-1976 and 1980-1983), where I taught in a number of areas including: American Poetry, Modern Poetry, New Zealand Literature, Nineteenth-Century American Fiction, Nineteenth-Century Literature and Romanticism. My PhD is in American poetry and entitled "The Antagonistic City: A Design for Urban Imagery in Seven American Poets". (In 1971-2 I was fortunate in having a stint as visiting Research Fellow at Yale University.)

At Auckland University, I developed an interest in the dynamics of literacy development encompassing such things as reader-response theory (à  la Louise Rosenblatt), post-modern theories of resistant reading and reader positioning, genre-based theories of teaching and writing, and rhetorical theories for developing a rationale for English as a subject.

After a total of 12 years secondary school teaching, which included roles as both a HOD English and HOD Drama, I joined the staff of Waikato University, where I have pursued interests in the status and rationale of English as a school subject, the impact of curriculum and assessment reform on classroom practice and the professionalism of classroom teachers, the place of ICT in English, aspects of elearning, argument as a mode of discourse and how to teach it to secondary students, metalanguage and classroom talk, the teaching of literature in multicultural classrooms, and the teaching of writing across the curriculum.

Between 1997 and 2001, I coordinated the development of a standards-based, senior secondary English course in what became known as the English Study Design Project. The aim of the project was to find a middle ground between unit standards and a national examination in English. The project involved the production of a syllabus document, a planning and assessment guide for Year 12 teachers, the setting up of a website, a system of national moderation and certification and a series of cluster group meetings with participating schools. In 2001, the English Study Design was transformed into the University of Waikato Certificate of Studies: English, a senior secondary school English qualification offering schools an alternative pathway for the NCEA. Currently, this qualification is not being offered to New Zealand secondary schools because it is felt that NZQA's compliance arrangements will penalise schools and students who opt for this qualification.

I edit the blog Critical Voice.

Since 2002, I have been Editor-in-Chief of the international, peer-reviewed, journal English Teaching: Practice and Critique, which was hosted by the Wilf Malcolm Institute for Educational Research until 2014 when it became a journal in the Emerald Publishing stable. Major research projects in recent years include:

  • 2006-2008: A TLRI project on Teaching literature in the multicultural classroom.
  • 2010-2011: Teachers as writers: Transforming professional identity and classroom practice.
  • 2013-2014: A culture of writing: Impacting on teacher and student performance across the curriculum (based at Western Springs College)
  • 2015: TLIF project at Western Springs College, led by Sam Tailby: Developing mathematical understanding through spoken and written language
  • 2015-2016: TLIF project at Otorohanga College, led by Linda Campbell: Developing writing identities as a key to writing success